Understanding Organisational Culture in My School

Question: Discuss about the Understanding Organisational Culture in My School. Answer: Introduction The following essay is going to examine the structure and practice of organisational culture in my school that is situated in Saudi Arabia. Being a teacher of a girls school in Saudi, one feels quite interested in talking about the organisational culture. However, before carrying on with the detailed analysis of the culture and behaviour of the stakeholders in my organisation, the concept of organisation needs to be succinctly cleared. Organisation is a joint venture of the individuals who work together and share their ideas together. Since the essay is set to deal with the schools, the idea of organisation ought to be shifted from a mere concept of business organisation to an institute where creativity and excellence is moulded regularly. Schools have their own culture essence and value; hence, it needs not to be compare to a business organisation. It is the amalgamation of teachers, students and non-teaching staff. They are highly associated with the daily work-share (Smyth and Dur yan 2016). An ideal organisational culture is witnessed when there is equal and sensible sharing of organisational values and importance among every working individual. The cultural aspect of a school has major two sections: the teachers and the students. There are other two sections as well who contribute to the formation of certain culture. They are the external stakeholders- the parents and government. Schools witness integrity among all their working members. This is perhaps the only organisation where both the service provider and the gainer of the service take equal part in maintaining organisational culture. Schools in Saudi Arabia are highly influenced by Islamic religious essence (Hassan, Fan and Johnstone 2014). Since, religion is one of the major integration in Arabian life style, the students and the teachers are no exception of it. The schools in Saudi follow both the traditional and modern curriculum. Science and religion are perfectly incorporated and amalgamated in the Arabian schools (Alqahtani et al. 2016) I was a teacher in girl schools in Saudi. The Total student strength of the school is.... There are ....teaching staff and ... non teaching staff working together adhering to the direction of the Principal. The advantage lies in the fact that the Principal and the Vice Principal form equal understanding with each other. Since all the teachers are professional educators, they are found to be working collectively through sharing ideas and goals. All of the teachers in our school share the equal responsibility, which is to educate and edify the students to the utmost level. Lifelong learning is promoted and modelled by the teachers, which is highly supported by our students. The school is not considered ones property. To us, the school is a place of holy gathering where the teachers and the students meet together and strive to learn collectively. Collective learning is practised through group activity and mind mapping. In every academic level, we strive to improvise our performance through innovative teaching skills and the students cordially welcome that. (Niblock 2015) Reference: Alqahtani, N., Kanasa, H., Garrick, B. and Grootenboer, P., 2016. Saudi Teachers Perceptions of the Qualities of Effective Teachers.Australian Journal of Sustainable Business and Society,2(1). Hassan, A., Fan, I.S. and Johnstone, A., 2014. Level of Awareness and Understanding of the Meaning of TQM in Girls Public Schools in Saudi Arabia. InEDULEARN14 Proceedings(pp. 7223-7232). IATED. Niblock, T. ed., 2015.State, Society and Economy in Saudi Arabia (RLE Saudi Arabia)(Vol. 6). Routledge. Smyth, H.J. and Duryan, M., 2016, May. The impact of organisational culture on megaproject learning. 4th International Mega-Projects Workshop.