Dataset exploring organizational culture of K-12 schools

Culture can be understood as an explicit social product arising from social interaction as an intentional or unintentional consequence of behavior. Educational Institutions culture differs from other organizational cultures as it impacts teachers' performance and students' learning. In this survey the definition of organizational culture used is given by Schein, “The deeper level of basic assumptions and beliefs that are, learned responses to the group's problems of survival in its external environment and its problems of internal integration; are shared by members of an organization; that operate unconsciously; and that define in a basic ‘taken -for-granted’ fashion in an organization's view of itself and its environment” [1]. The data contains 1158 cases collected from K-12 School teachers on their perception of values and beliefs of their organizational culture using the OCTAPACE scale. Convenience sampling is used to obtain the data from teachers. The questionnaire was administered personally to teachers from sixty-five Private aided, Private unaided and Government schools. The eight dimensions measuring values and beliefs of Educational Institutions organizational culture are Pro-action, Authenticity, Openness, Collaboration, Experimenting, Trust, Confrontation and Autonomy. Descriptive statistics are computed from the dataset. The dataset can be used by researchers for meta analysis on organizational culture and school management can explore in depth the need for an organizational culture of autonomy, experimenting, collaboration and openness among teachers.


a b s t r a c t
Culture can be understood as an explicit social product arising from social interaction as an intentional or unintentional consequence of behavior. Educational Institutions culture differs from other organizational cultures as it impacts teachers' performance and students' learning. In this survey the definition of organizational culture used is given by Schein, "The deeper level of basic assumptions and beliefs that are, learned responses to the group's problems of survival in its external environment and its problems of internal integration; are shared by members of an organization; that operate unconsciously; and that define in a basic 'taken -for-granted' fashion in an organization's view of itself and its environment" [1] . The data contains 1158 cases collected from K-12 School teachers on their perception of values and beliefs of their organizational culture using the OCTAPACE scale. Convenience sampling is used to obtain the data from teachers. The questionnaire was administered personally to teachers from sixty-five Private aided, Private unaided and Government schools. The eight dimensions measuring values and beliefs of Educational Institutions organizational culture are Pro-action, Authenticity, Openness, Collaboration, Experimenting, Trust, Confrontation and Autonomy. Descriptive statistics are computed from the dataset. The dataset can be used by researchers for meta analysis on organizational culture and school management can explore in depth the need for an organizational culture of autonomy, experimenting, collaboration and openness among teachers. ©

Value of the Data
• The data can be used by Management of schools to properly make decisions that in the longrun would lead to create a conducive environment for teachers and students. • The data can be used to enlighten principals and other authorities to know the importance of organizational culture and how it can be beneficial to the overall performance of the educational institutions. • The data will help in the training of teachers and administrators for creating an effective learning environment. • It will help researchers to conduct meta-analysis studies on organizational culture and perform confirmatory factor analysis. • The data set will be useful for providing hands-on training in quantitative statistical packages. Table 1

Experimental Design, Materials and Methods
A survey was conducted among K-12 School teachers of private and government institutions to construct this dataset. We identified sixty-five schools through the convenience sample method. A total of 1158 teachers' responses are considered in this dataset. The questionnaire is self administered by the school teachers. To maintain confidentiality, the identity of the teachers and the school names are not disclosed in the survey. The data were analyzed using SPSS software. Descriptive statistics was computed. A standardized tool measuring organizational culture -OCTAPACE scale [3] is used in this survey.
The survey tool collected data on ten demographics of the teachers namely; Type of Board(Syllabus), Type of School(Management), Gender, Marital status, Age, Educational qualifications, Years of teaching experience, primary Teaching subject and Level of School. To measure the value and beliefs of organizational culture the OCTPACE scale was used. The OCTAPACE scale is primarily a forty item instrument that gives the profile of institutions ' ethos in eight dimensions, the dataset has data for thirty items more relevant to Indian schools. The eight dimensions of the OCTAPACE scale are: Pro-action, Authenticity, Openness, Collaboration, Experimenting, Trust, Confrontation and Autonomy. The scale contains 2 parts, Part-1, 22 items for the 8 dimensions is stated and the respondent is required to check on a 4-point scale how much each item is valued in their organization. The rating is 1 = very low value, 2 = rather low value, 3 = fairly high value, and 4 = highly valued. Part-2 contains 8 items on beliefs for the 8 dimensions stated and the respondent is required to check on a 4-point scale how widely each item is shared in their organization. The rating is 1 = only a few or none share this belief, 2 = only some share this belief, 3 = fairly widely shared belief, and 4 = very widely shared belief.

Ethics Statements
The authors: Dr Jacqueline Kareem, Prof Harold Andrew Patrick, Dr Veerta Tantia and Dr Sharon Valarmathi hereby declare that this dataset has not been previously published elsewhere, nor is this dataset considered for publication elsewhere. Before collecting data from the respondents, a clear explanation was provided to the respondent of the research objective. The respondent's consent was duly obtained for publication of the data. We also received approval from the Research Ethics Committee (REC) of CHRIST (Deemed to be University), Bangalore (CU: RCEC/00217/08/21) After reviewing the objective, methodology of the survey, informed consent and the questionnaire, the Committee approved the survey. Respondents were communicated that the survey is used exclusively for academic purposes.

Declaration of Competing Interest
We as authors declare that we have no known competing financial interests or personal relationships, which have or could be perceived to have influenced our work reported in this article. The research is a non-funded survey.