The relationship between the motivational system of education employees and organizational culture

Abstract

This article presents the results of an empirical study into the relationship between motivational factors of education employees, their preferred type of organizational culture, terminal values, and job satisfaction. The sample consisted of 75 respondents (80% women and 20% men with an average age of 28.2) from various Russian cities. The diagnostic tools employed included the Cameron– Quinn Organizational Culture Assessment Instrument, the Ritchie–Martin Motivational Profile Questionnaire, Senin’s Terminal Values Questionnaire, and a self-assessment scale of job satisfaction. The findings revealed correlations between a pronounced need of social recognition and a decreased importance of key life spheres (professional, social, educational, and family) as well as a diminished significance of terminal values including personal prestige, creativity, and self-development. Meanwhile, high job satisfaction was linked to an orientation toward professional and spiritual growth values, with a significant role played by the need for stable, long-term workplace relationships. Clan organizational culture emerged as the dominant preference among respondents. Regression analysis identified specific motivational factors and terminal values that determine this preference. Effective support of educational professionals in the modern educational environment needs to take into account the diversity of motivational profiles and value orientations as well as the establishment of an organizational environment that fosters trust, teamwork, and personal development to enhance job satisfaction. The results have practical implications for planning organizational development and staff motivation programs in educational institutions.