Links between the organizational culture and strategy: the case of general education schools of Kupiškis district

Strategija ne tik tyrėjams, mokslininkams, bet ir praktikams, švietimo institucijoms darosi vis aktualesnė, tačiau vieniems – tai aktualus mokyklos veiklos krypties klausimas, skatinantis burtis į komandą ir planuoti savo mokyklos ateitį ir veikti dėl jos, kitiems – tai nustatytų reglamentų vykdymas, laiko gaišimas ir „popierių“ rengimas. Straipsnyje nagrinėjamos mokyklos kultūros ir strategijos sąsajos, apibrėžtos analizuojant mokslinę literatūrą ir nustatytos tiriant Kupiškio rajono bendrojo ugdymo mokyklas. Siekiama nustatyti Kupiškio rajono mokyklų situaciją, apimančią kasdienį mokyklos gyvenimą ir strateginį planavimą bei valdymą, iškeliama organizacijos kultūros ir strategijos sąsajų tarpusavio įtakos reikšmė.Strategy becomes a matter of increasing relevance not only to researchers but also to practitioners and educational institutions. However, it stands as a relevant issue of the school’s activity direction for some of them with motivating to team up, plan the future of their school and act for this sake, while it comes for others as implementation of set regulations, time-waste and production of „papers“. This article analyses the links existing between culture and strategy of the school that are defined by studying research literature and identified through research conducted at general education schools of Kupiškis District. The aim of the article is to establish the link of the District’s schools connecting the school’s everyday life and strategic planning. Significance of the mutual impact of the relation between culture and strategy of the organisation is highlighted in the article. The analysis of the research data of general education institutions of Kupiškis District led to the finding: the links between culture and strategy of schools of the District are diverse; they vary from weak to strong. However, the relation of any weight shows that well organised and targeted strategic activity of the school makes positive impact on school culture. Educators of the school with higher performance organizational culture improve psychological microclimate at school on their own, they feel greater freedom of wording personal opinion and they better fulfil their potential at work. Importance, relevance of this activity is not clearly realized in schools with weak performance organisational culture; insufficient motivation to contribute to this work, the lack of will and readiness to act is felt there