Bibliographic citations
Calderón, F., (2023). Percepciones desde la comunidad educativa en torno a la cultura organizacional de una institución educativa de Lima Metropolitana [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/25500
Calderón, F., Percepciones desde la comunidad educativa en torno a la cultura organizacional de una institución educativa de Lima Metropolitana []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/25500
@mastersthesis{renati/1666627,
title = "Percepciones desde la comunidad educativa en torno a la cultura organizacional de una institución educativa de Lima Metropolitana",
author = "Calderón Saénz, Flor Gladys",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
The purpose of this research is to analyze the perceptions of the educational community regarding the types and elements of the organizational culture of a private educational institution in Metropolitan Lima. The methodology follows a qualitative approach and utilizes the single case study method. The analysis unit consists of thirteen informants and three educational management documents (Institutional Educational Project, Annual Work Plan, and Internal Regulations). The data collection instruments employed were a semi-structured interview guide and a document analysis matrix. The presentation, analysis, and discussion of the results led to the following findings. First, the study revealed that up to three types of cultures can coexist within the same educational organization, depending on the relationship between the functions of individuals and institutional activities. A coordinated culture was identified, where managers and an exclusive team of professionals play a decisive role; a collaborative culture, characterized by the democratic participation of the entire educational community in extracurricular activities; and a fragmented culture, with little communication and interaction between students, teachers, coordinators, and managers. Secondly, the elements of organizational culture describe the content (infrastructure, rules and regulations, values, and beliefs), strength (extension or penetration, homogeneity and clarity, which measure the level of influence, rigidity, and adaptation in the organization), and orientation (retrospective and prospective, which indicate the historical sense of the past and what is expected to be achieved in the future). In terms of content, a solid infrastructure, norms, and values that promote responsibility, and beliefs accepted by students and parents stand out. However, overall institutional strength is weak. In terms of orientation, a retrospective perspective prevails, focusing on the positive past of the school up to the present.
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