Teachers’ perceptions of organizational culture in an educational institution in Cuenca and the implementation of inclusive programs.
DOI:
https://doi.org/10.70577/asce.v5i2.895Keywords:
Organizational culture; inclusive education; educational leadership; organizational climate; institutional management.Abstract
Organizational culture constitutes a strategic factor in the implementation of inclusive education in school contexts. The aim of this study is to analyze teachers’ perceptions of the organizational culture of an educational institution in Cuenca and the implementation of inclusive programs, through six dimensions: institutional leadership toward inclusion; organizational cohesion; organizational climate; conception of educational success; and institutional management style. A quantitative research approach was adopted, at an exploratory level and with a non-experimental cross-sectional design. A total of 51 teachers participated, selected intentionally based on their availability and compliance with the established inclusion criteria. Data were collected using a five-point Likert scale questionnaire and analyzed using descriptive statistics: frequencies, percentages, means, and standard deviations. The results show favorable perceptions, especially regarding cohesion, leadership, and institutional climate. The low standard deviations indicate that opinions are fairly consistent, reflecting a clear consensus among teachers regarding the institution’s practices and dynamics. It is concluded that, based on teachers’ perceptions of the organizational culture of the educational institution under study, it supports the implementation of inclusive programs; however, the homogeneity of perceptions suggests the need for further analyses to identify possible biases and contrasts in similar contexts.
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