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The effect of organisational culture on teachers' engagement at selected senior

high schools in Kumasi Metropolitan

Article · April 2020

DOI: 10.15413/ajer.2020.0102

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Academia Journal of Educational Research 8(4): 138-153, April 2020
DOI: 10.15413/ajer.2020.0102
ISSN 2315-7704
©2020 Academia Publishing

Research Paper

The effect of organisational culture on teachers’ engagement at selected senior

high schools in Kumasi Metropolitan

Accepted 13th January 2020

ABSTRACT

Engaging teachers within an academic environment requires an enabling conducive

climate or atmosphere, where assumptions, values and ways of interaction could
contribute to the uniqueness of an institution. This calls for a sound and robust
organisational culture that will motivate teachers to engage in their profession. The
study examined the effect of organisational culture on teachers' engagement at
selected senior high schools in Kumasi Metropolitan. The study employed a
descriptive survey. The study was descriptive. Questionnaires were utilized to
accumulate data from a sample size of 238 respondents determined by Yamani
formula. A simple random sampling approach was adopted in selecting the 238
respondents. Using the Denison Model of organisational culture, the study revealed
the existence of four kinds of organisational culture among teachers within the
various schools at Kumasi Metropolitan in order of importance that include
involvement, adaptability, consistency and mission. The implication is that it is
Addai Kyeremeh Emmanuel1* and likely to have more than one type of organisational culture in an institution.
AgyemangAmofa Prempeh2 Teachers also demonstrated that they were highly engaged in their profession. The
1Valley
findings further showed that enhancement of the four types of Denison
View University, Techiman Campus,
P. O. Box 183, Techiman, Ghana.
organisational culture (involvement, adaptability, consistency, and mission)
2Kwame Nkrumah University of Science and contributed to an increase in teachers' engagement. The study recommended that
Technology, Kumasi, Ghana. management should promote all the four Denison organisational culture types as
they significantly influence teachers' engagement.
*Corresponding author. E-mail:
[email protected]. Tel:
+233244055032. Key words: Organisational culture, teachers’ engagement.

INTRODUCTION

Teachers have a very significant role to play in moulding remuneration, as well as service conditions some
and refining the intellectual capacity and ability of students professional teachers are receiving have resulted in
during the phase of studenthood or the formative stages in attrition rate to seek for greener pastures elsewhere
the school and beyond. Hence, the role of the teacher in (Ministry of Education, 2017; Afebia, 2016; Mensah, 2011).
human capital formation has become relevant and Teachers’ engagement will require an enabling conducive
whatever is necessary to engage and retain teachers in environment or atmosphere, where assumptions, values
educational institutions is of paramount importance. and ways of interaction could contribute to the uniqueness
However, increasing trend of absenteeism, turnover of an institution. This, therefore, calls for a sound and
intention and early retirement of teachers depict their robust organisational culture. Khan (2016) showed that a
disengaged state (Khushboo and Puja, 2015). In developing culture that will embrace teachers' value in the educational
countries such as Ghana, inadequate and unattractive sector by providing them with their needs could be an
 Academia Journal of Educational Research; Emmanuel and Prempeh. 139

essential tool for enhancing teachers' engagement. Previous teachers’ engagement.

studies have shown that organisational culture plays a vital
role in the extent to which employees get engaged to their
work (Tims et al., 2011; Shuck et al., 2011; Alarcon, 2010; LITERATURE REVIEW
Hallberg and Schaufeli, 2006). Although previous studies
have exhibited culture as a way of enhancing engagement, The concept of organisational culture
however, the type of culture within an organisation is
shown to affect the degree to which employees are engaged Linnenluecke and Griffiths (2010) have reviewed different
in their job for organisational survival (Hobfolll, 2011). work of scholars and noted that the concept of
There are several theories and models that have shown organisational culture first emerged in the 1970s and
types of culture. The major ones include Cameron and 1980s and then on 1995 it became one of the most
Quinn’s (1998) four types of organisational culture, which influential but also most controversial ideas in management
comprise clan, adhocracy, market and hierarchy cultures. research and practice. Furthermore, as per Linnenluecke
Also, Harrison and Stokes (1993) four culture typologies and Griffiths (2010) explanation, culture concepts have
which include power, role, achievement and support suggested a variety of definitions, ranging from notions of
cultures, and Hellriegel et al. (2001) four sorts of cultures accepted behavioural rules/norms to shared values,
including bureaucratic; clan; an entrepreneurial; and ideologies, beliefs and shared patterns of meaning.
market cultures. Finally, Denison (2000) culture model According to Dolan and Lingham (2012), culture is a set of
consists of involvement, adaptability, consistency and values and commonly held beliefs that determine which
mission. However, as compared with all other theories and behaviours are acceptable and expected for a given group.
models combined, Denison's (2000) model, which This is buttress by efforts to regulate behaviour and
constitutes involvement, adaptability, consistency and corrective actions when the actions of some workers
mission is the focus of this study. become unacceptable to the institution (Kotter and Heskett,
The reason stems from the basis of its behaviourism, 2011). Robbins and Judge (2013) support Dolan and
capability to be used in all organisational levels and Lingham definition by explaining culture as a system of
understanding concerning indicators and aspects of shared meaning held by members that distinguish the
organisational culture (Saeeda Ardekani et al., 2010). organisation from other organisations. Thus, it is a distinct
Where there is involvement, according to Coffey et al. personality of an organisation (Dolan and Lingham, 2012).
(2013), there is assurance of the participation of employees Organisational culture is created and maintained through
in decision making which can encourage teachers’ different interactions between team members, teams,
commitment to feel control on their job, developing the organisations, etc. It also reflects the behaviour that is
capabilities to meet what is required of them. Also, the characterised by the values, norms, and practices
education sector if adaptable to the changing environment commonly accepted by the members of the organisation
can make changes in teachers' life that can reflect in their (De Long and Fahey, 2000; Jolaee et al., 2014; Omerzel et
engagement level, thereby making them consistent and al., 2011).
dedicated to the organisational mission which is According to Schein (2010), organisational culture
characterised by aims and purposes. Despite the attention involves the values, visions, standards, working language,
given to Denison (2000) model as essential for all corporate frameworks, and images, convictions and propensities that
level, few types of research on it have been done on how it guide the way and manner in which an organisation
relates to organisational performance, commitment, social operates. Denison and Neale (2011) further opined
capital and particularly employee engagement in different organisational culture as the underlying value, beliefs and
organisations. Besides, limited studies focused on principles that serve as a foundation for an organisation
educational sectors (Owusu, 2016; Dankwa, 2016; Mercen, management system, as well as the set of management
2016, Khan, 2016; Asghar et al., 2015). It has, therefore, practices and behaviour that reinforce those basic
become pertinent to further investigate into Denison model principles. Organisational culture is recognised as a
of organisational culture on engagement, focusing on significant determinant of organisations' ways of doing
teachers within educational sectors. This study, therefore, things, decisions, and management practices (Cameron and
seeks to examine organisational culture and teachers' Quinn, 2011; Schein, 2010). Scholars considered culture as
engagement focusing on selected senior high schools in the attitudes, values, beliefs, and behaviours that are shared
Kumasi Metropolitanutilising Denison model of by a particular group of people (Deresky, 2006; Kessapidou
organisational culture. Since the types of culture currently and Varsakelis, 2002; Lee and Yu, 2004). Luu (2013)
existing at schools within Kumasi Metropolitan and their viewed organisational culture as the interaction among
effect on teachers’ engagement are unknown, it has become assumptions, values, and meanings in an entity which
very relevant to fill this gap and gain a practical insight into creates momentum for its organisational members'
how organizational culture construct can influence achievements.
 Academia Journal of Educational Research; Emmanuel and Prempeh. 140

Regardless of the various definitions provided, the most the organisation counts on the team's efforts; and skills
straightforward description of any culture in any development meaning that the organisation invests in the
organisation can be captured as ‘the way we do things employees' skills development (Pirayeh et al., 2011).
around here' and ‘the way we treat one another around
here' (McKinlay and Williamson 2010). Eventually, workers
will need to share and exchange their ideas and knowledge Consistency culture
with others because it is the ‘natural' way of doing things,
rather than being forced to do so (Alam et al., 2009). This defines values and elements that form the basis of a
The above definitions have something in common, which healthy organisational culture. Organisations tend to be
explains what organisational culture is. Organisational active because they have strong cultures, and they are
culture is a system which incorporates shared values, coherent, well-corroborated and integrated. The
norms, attitudes and assumptions that are held by employees' action depends on a well-defined set of values,
members of the organisation. Not only this but also and the leaders have the required skills to reach an
organisational culture encompasses a set of management agreement even when there are very different views.
practices behaviour that reinforces the organisation's basic Consistency creates a strong culture that relied on beliefs,
principles. Ultimately, it will be the foundation for an values, symbols that are understood and supported by the
organisation management system, organisational ethics, staff. Consistency is a potent source of stability and internal
technologies, strategies, image, products, services, integration resulting from a mindset familiar to all
appearance, etc. members of the organisation and a high degree of
compliance. Distinctive features of consistency include core
values which refer to the existence of a standard set of
Model of Denison organisational culture values; an agreement which means both consensus and the
ability to reconcile differences that occur; and coordination
This section of the literature presents the model relating to and integration meaning that although different, the
organisational culture relevant to this study which includes members of the organisation work together to achieve
a current approach based on a four-dimensional model organisational objectives. The first two traits (involvement
developed by Denison and Neale (2000). Denison and Neale and consistency) address the internal dynamics of the
(2000) identify four cultural traits which include organisation but do not address the interaction of the
Involvement, Consistency, Adaptability and Mission. These organisation with the external environment. The following
underlying traits are explained in terms of a set of two traits, adaptability and mission, focus on the
managerial practices and standards utilising the twelve relationship between the organisation and the external
(12) indices that make up the model (Denison and Neale, environment (Kokina and Ostrovska, 2013).
2011). Figure 1 shows the model with the succeeding
paragraphs briefly discussing each of the four
organisational culture traits and their respective indices. Adaptability Culture

An adaptable organisation has a value that focuses on

Involvement culture external situations and demands (Nurdin et al., 2010). Such
an organisation creates norms and beliefs that support any
Involvement is the first organisational trait which ensures responses to change. Adaptable organisations are
the participation of employees in decision making; it also characterised as risk-taking; they learn from their mistakes,
relies on a team effort to get work done and continual can create change, and are driven by their customers
investment in the development of employee's skills. Active (Denison, 2000). Adaptable organisations are those that
organisations empower employees, they count on take risks, learn from their own mistakes and have the
teamwork, and they develop personal skills at all entity ability and experience necessary to create change. These
levels. Top managers, the executives and the workers are institutions depend on a continuous shift in the system
actively engaged in the work they perform, and they feel leading to improved group skills to provide value to
they are part of the corporation. The members of an customers (Pirayeh et al., 2011). Thus, a culture of
organisation can influence, to a certain degree, the adaptability facilitates the transition of external demands
decisions that have an impact on their job, and they feel and customer expectations into internal changes of the
that the tasks performed lead to the fulfilment of the set organisation. Furthermore, this trait is considered to be a
objectives. Involvement specifically features empowerment defensive capacity for responding to unexpected
where employees have authority, initiative and ability to environmental threats (Yilmaz and Ergun, 2008). Moreover,
manage their work; orientation towards teamwork where those employees who espouse the trait of adaptability can
 Academia Journal of Educational Research; Emmanuel and Prempeh. 141

Figure 1: The Denison model of organisational culture assessment.

express themselves in wide-ranging behaviours (Chatman there is a long-term vision that generates excitement and
et al., 2012), which in turn helps them to explore different motivation among employees and which is not affected by
solutions to a problem. Adaptability has an impact on shortterm objectives (Pirayeh et al., 2011).
organisational effectiveness in three ways which include
creating change viewed in terms of the ability to perceive
and meet the requirements of the external environment Employee engagement
through change. Also, customer focus, where the
organisation understands and responds to the customer's Engagement has been studied for a long time, but the
needs, anticipating their future demands which reflect the concept of teachers’ engagement is relatively new. Western
degree to which the organisation is concerned with nations have been conducting almost all studies on these
customer satisfaction. Finally, organisational learning concepts. Ghana, being a land renowned for education since
involves process through which the organisation receives ages, and which has many educational institutions
decodes and interprets the signals from the external rendering programmes of varied disciplines, has never
environment, turning them into opportunities to encourage covered any study of this kind (teachers engagement). For
innovation, information collection and skills development. this reason, employee engagement would be mostly used
throughout the concept of teachers’ engagement. Many
scholars and HR practitioner of different backgrounds have
Mission culture defined employee engagement in diverse ways. The idea of
employee engagement is viewed as a psychological state of
Mission defines a significant long-term direction for the involvement, commitment, and attachment-related to one's
organisation. Successful organisations have a well-defined work (Macey and Schneider, 2008), which include a
purpose and a direction defining the organisational and "positive reflection towards the organisational goals and
strategic objectives which express the company's vision for values (Robinson et al., 2004).
the future. The mission reflects a clear, concrete trend both According to Kahn, the qualitative method employed
for an institution and for its members. This dimension is enable to capture a detailed look at specific moments and
characterized by three features which include strategic circumstances at work toward comprehending how
direction showing that there is a clear strategy in the workers are truly engaged at work. Based on his definition
organisation that gives meaning and guidance to the of engagement as “the harnessing of organisation members
employees. Also, aims and objectives showing that the to their job roles” and disengagement as “the uncoupling of
management sets ambitious but realistic goals that are selves from job roles” (Kahn, 1990: 694), he propounded
understood and measurable. Lastly, vision meaning that that engagement hinged on three aspects which are
 Academia Journal of Educational Research; Emmanuel and Prempeh. 142

emotional, cognitive and physical. The cognitive dimension that employee engagement is a set of positive emotions that
of engagement emphasises on teachers’ beliefs concerning brings congruence and centred on goal alignment, ending in
the organisation, authority within the organisation and the decrease of organisational nonconformity. Employee
responsibility fitness. The emotional aspect constitutes how Engagement is a measurable quantity of an employee's
employees feel about the organisation within which they positive or negative emotional attachment to their task, co-
work, its authority and duty fitness. Physical, on the other workers and company that profoundly impact their
hand, elaborate on actual employee strength exercised to willingness to learn and perform at the job (Shanmuga and
complete an assigned task given to each person. This means Vijayadurai, 2014). The outcome will, therefore, be a high
that engagement is not limited to an emotional connection performing organisation where individuals are nourishing,
with an institution but is also about feeling mentally and performance is improved and maintained. This implies
stimulated, and physically, knowing there are chances to that where teachers are engaged in their profession, it can
grow in the organisation. lead to higher performance.
Employee engagement defines the affective-emotional
state of positive personal fulfilment and well-being,
characterised by vigour, dedication, and absorption with Organisational culture and employee engagement
regard to work. Schaufeli et al. (2006) showed that
engagement could be classified as absorbed, vigour and Several studies in developed and developing countries have
dedication. An aspect of engagement is absorption which confirmed a link between organisational culture and
refers to the cognitive dimension of engagement in which employee engagement (Pepra-Mensah and Addai, 2018;
the employees have the likelihood and tendency to be Brenyah and Obuobisa-Darko, 2017; Mohammed et al.,
happily involved and have a fascinating experience where 2017). Tims et al. (2011) discovered that workers sense of
they have all the concentration in their jobs (Bakker et al., engagement, unity, dedication, strength and output
2008; Schaufeli and Bakker, 2004). A state of absorption fulfilment are embraced by the culture within which they
known as flow exists when individuals are concentrating on operate. Hobfoll (2011) also attested that the prevailing of
the task at hand and intrinsically motivated to continue culture within an organisation influence the extent to which
based on comparable levels of skill and challenge as well as workers engage in their task for organisational survival.
the goals and feedback obtained from the activity (Llorens Crawford et al. (2010) further affirmed that the cognisance
et al., 2013; Mao et al., 2016). employees create on a culture existing in a firm have a
Employees can demonstrate vigour through relevant effect on their job engagement. When employees
determination, effort, and drive to complete objectives develop a positive attitude about the culture in their firm,
(Medhurst and Albrecht, 2016). Moazami-Goodarzi et al. they tend to dedicate their energy and abilities, invest their
(2014) predicted that vigour in the working atmosphere time and efforts and also become mentally connected and
could have positive benefits outside of work. Vigour can be much engaged in their work (Bakker et al., 2011).
referred to as high levels of energy and mental resilience Allen (2010) in his Person-Environment (P-E) Fit Model,
while working and is characterised by a willingness to established that organisations that develop cultures that
invest effort in one's work, and persistence in facing are compatible with the values of their members could
difficulties. Dedication is viewed as an employee's affective retain and engage a higher percentage of their key
experience of pride and enthusiasm. Medhurst and Albrecht employees. According to Jane and Kathi (2018), a
(2016) opined that workers that exhibit the affective meaningful or positive organisational culture aids in
domain through excitement and positive emotions related engagement process because a positive workplace supports
to a task. Studies have identified positive results of its employees and building employee engagement calls for
dedication as being internal or external, implying they are many aspects of a positive organisational culture. Sirisetti
experienced by the employee or the organisation (Valentin (2012) notes that improved engagement happens when
et al., 2015). Teachers who are usually engaged there are positive working relationships, employee input in
demonstrate dedication towards work tasks they perceive decision-making, and supporting growth and development
as meaningful. A teachers’ extent of engagement can vary with learning opportunities which are all features of
within institutions. For instance, Iqbal and Sumaira (2015) organisational culture. May et al. (2004) showed that the
discovered that the level of engagement among higher three psychological conditions - cognitive, physical, and
education faculty members was high whereby dedication emotional engagement - are affected by organisational
was the highest, followed by absorption and then vigour. culture; which, therefore, implies that an employee's
Previous researches view employee engagement as cognitive, behaviour and emotional engagement is an
comprehending the extent to which workers dedicate to outcome of the norms, beliefs and values of a firm. Ramlall
something or someone within their workplace, how hard (2008) suggested that it is possible to ‘induce a sense of
they work, and how long they remain because of that engagement’ in employees since an organisation's culture
dedication (Alvi et al., 2014). De Clercq et al. (2014) posit is a potent driver of employee behaviour. Furthermore,
 Academia Journal of Educational Research; Emmanuel and Prempeh. 143

Figure 2: Arthur’s construct, 2019.

Alarcon (2010) argued that work engagement has a adaptability and teachers’ engagement.
relationship with several positive work outcomes. That is H4: There is no statistically significant relationship between
why it is logical for organizations according to Alarcon, to mission and teachers’ engagement.
nurture a positive culture that emphasizes employees '
continued engagement in their assigned tasks, with the idea This framework set up together different components
of keeping them much longer than organizations that have (involvement, consistency, adaptability and mission) that
little interest in employee engagement. Besides, Denison offer ascent to the advancement of work engagement. For
(2010) reported that employee engagement is an outcome the phenomenon of organisational culture and its effect on
of a great- established organisational culture. teachers’ engagement to be studied empirically, there is the
From the above, it can be revealed that culture played a need for a conceptual framework that pulls together the
very vital role in influencing employee engagement. This relationship between the typology of organisational culture
study, therefore, seeks to investigate how culture can established by Denison (2000) (involvement, consistency,
influence teachers’ engagement which is very limited in adaptability and mission) and teachers’ engagement
developing countries which face teachers’ absenteeism, variables by Schaufeli et al. (2002) (vigour, dedication and
undedicated and turnover issues. Only, Khan (2016) absorption). This study assumed that teachers’
attested in a study in this area and posited that for teachers engagement could be hindered or helped by some specific
to be highly engaged in the work they do, the role, dimensions of organisational culture. The conceptual
behaviours, values and the patterns which are an attribute model, apart from providing a foundation for focusing on
of culture manifested in the organisation play a significant specific variables for the research, also makes it possible for
role and vital part. This study further seeks to add to the study to collect and analysed data on these particular
existing work to get in-depth knowledge in this area of contextual variables as a way of assessing organisational
research focusing on Denison organisational culture model. culture in selected senior high schools within the Kumasi
Metropolitan in the Ghanaian setting. It also makes it
possible to consider the extent to which these typologies of
Conceptual model organisational culture contribute to teachers’ engagement
which immensely impacts on the output of the organisation.
The study came out with a conceptual model, as presented
in Figure 2. Based on the literature, the following
hypothesis was tested at 0.05 significant level: MATERIALS AND METHODS

H1: There is no statistically significant relationship between The study employed a descriptive survey. The target
involvement and teachers’ engagement. population consisted of a staff of six (6) selected senior high
H2: There is no statistically significant relationship between schools within Kumasi Metropolitan, totaling five hundred
consistency and teachers’ engagement. and hundred and eighty-nine (589). They included
H3: There is no statistically significant relationship between Ejisuman Senior High School (143), Bonwire Senior High
 Academia Journal of Educational Research; Emmanuel and Prempeh. 144

School (96), Ejisu Senior High School (84), Achina Senior (2002) were employed to measure teachers' engagement. A
High School (73), Juaben Senior High School (152) and four-point Likert-type scale ranging from 1 (strongly agree)
Church of Christ Senior High School (41). The sample size of to 4 (strongly disagree) was utilised for the study. The
two hundred and thirty-eight was utilized for the study. The internal consistency was measured by the authors and
study determined the sample size using Taro Yamane reliability analysis showed that the scale demonstrated
(1967) formula at a confidence interval of 95% as given as: good internal consistency of 0.84 (α = 0.84) for
involvement, 0.89 (α = 0.89) for consistency, adaptability
𝑁
𝑛= ………………………… (1) had 0.88 (α = 0.88) and mission internal consistency was
1+𝑁 𝑒 2
0.92 (α = 0.92) which was good. Also, the work engagement
was measured and came out with good internal consistency
Where 𝑛 = sample, 𝑁 = pupolation size, 𝑒 = error limit or
of 0.82 (α = 0.82) for vigour, 0.73 (α = 0.73) for dedication
the critical value of the observation
and absorption had .86 (α = 0.86) which depict that the
589 internal consistencies of the variables were good. All the
For the population of 589, 𝑛 = ≅ 238.220 = 238. questionnaires were coded into a spreadsheet application,
1+589 0.05 2
grouped under the various themes and concepts based on
Therefore, the sample size for each institution was the questionnaire and then transferred into an SPSS
determined by the formula: program for the data analysis. Percentages, Mean score, and
linear regression were employed for the analysis of the
𝑛ℎ =
𝑛×𝑁ℎ
…………………… (2) study. The results of the study were interpreted and
𝑁 discussed by comparing with that of literature accordingly.
Where ℎ is the sample size of firm h
𝑁ℎ is the total population of the schoolsh RESULTS
𝑁 is the total population of the schools
𝑛 is the total sample size of the study as determined above. This section analysed data to identify the dominant
To find the sample size for each Senior High School, the (Denison model) type of organisational culture at the
calculations were: various sampled schools. Respondents were asked to
indicate the agreement or disagreement based on a four-
238 × 143 point rating scale. The study adopted a Mean Score to find
𝑛Ejisuman Senior High School = = 57.783 = 58 the dominant Denison types of organisational culture by
589
238 × 96 ranking from the highest to lowest in order of priority at
𝑛Bonwire Senior High School = = 38.791 = 39 the various schools as demonstrated. Figure 3 shows all the
589
238×84 cultures within the different schools being computed
𝑛Ejisu Senior High School = =33.942=34
589
238 × 73 together.
𝑛𝐴𝑐ℎ𝑖𝑛𝑎 𝑆𝑒𝑛𝑖𝑜𝑟 𝐻𝑖𝑔ℎ 𝑆𝑐ℎ𝑜𝑜𝑙 = = 29.497 = 29 From Figure 3, it could be seen that involvement is the
589
238×152 dominant Denison culture at the various schools in Kumasi
𝑛Juaben Senior High School = = 61.419=61 Metropolitan with a mean score of 3.01, followed by
589
238 × 41 adaptability culture with a mean score of 2.97. Mission was
𝑛Church of Christ Senior High School = = 16.567 = 17
589 the next with a mean score of 2.90 and consistency, which
is portrayed as part of the culture of the various schools at
Therefore, the sample size when computed together was Kumasi Metropolitan was the least with a mean value of
two hundred and thirty-eight (238). The sampling 2.87. The mean score of 3.01 to 2.82 was within the range
technique employed for the study was simple random of agreed, which demonstrates that the respondents agreed
sampling. With this sampling, all the teachers within each that these types of Denison culture exist within the various
school were assigned numbers up to the population of the schools.
study. Any participant (teachers from each school) whose
number was picked within the sample range was selected Teachers level of engagement within Kumasi
for the study. This assured that each member of the target Metropolitan
population had an equal and independent chance of being
included in the sample. The study also intended to determine whether teachers
The study adopted a primary source of data derived from were engaged within the metropolitan. The study adopted a
one set of questionnaires administered to respondents. Mean Score to analyse this part of the questionnaire to find
Denison organisational culture survey was employed for how teachers are engaged within the metropolis, as shown
measuring the four main cultural traits, namely: in Table 1.
involvement, consistency, adaptability and mission. 17-
items of Work engagement developed by Schaufeli et al.
 Academia Journal of Educational Research; Emmanuel and Prempeh. 145

Figure 3: The Denison model types of organisational culture within selected schools at
Kumasi Metropolitan.

The components of engagement, which comprised vigour, intensely (mean =3.16) and forget everything else around
dedication, and absorption were employed to determine them (3.11). They further showed that time flies when
whether teachers are engaged at Kumasi Metropolitan. working (mean= 3.11). Most of the teachers also depicted
Table 1 shows that teachers were vigorously and that they get carried away when working and hard to
dedicatedly involved in their profession with the highest detach themselves from their job with the same mean value
mean of 3.22 each, followed by absorption (3.01). of 3.10. However, few of the teachers agreed that they are
Vigorously, teachers were very resilient, mentally (3.22) immersed in their work (mean=3.06).
and felt bursting with energy (3.21). The teachers further
illustrated that they feel like going to work when they get
up in the morning (mean=3.18), and at work, they are Correlation between the independent (organisational
always persevering even if when things do not go well and culture constructs) and dependent (teachers’
feel bursting with energy (3.17) as well as strong and engagement) variables
vigorous (3.12). Lastly, the least mean score of 3.09
affirmed that few teachers within the various schools Pearson correlation was conducted to determine the
agreed that they could continue working for very long association between the independent and dependent
periods at a time. variables since it is a demand in performing regression
Dedicatedly, teachers were engaged in their profession analysis.
with a mean value of 3.20. The teachers within the various Table 2 shows that all the independent variables
schools in the metropolitan manifested that their job (involvement, consistency, adaptability, mission) correlate
inspires them (3.39), and find the work that they do full of with the dependent variable (teachers’ engagement).
meaning and purpose (3.25). Others also demonstrated that
they are proud of the work that they do (3.16), enthusiastic
about their job (mean=3.15), and their job is challenging The relationship between organisational culture
(mean=3.03). (involvement) and teachers engagement
In terms of how teachers were absorptively engaged
(3.10), it was shown that teachers feel happy when working The basic purpose of the study was to find out the effect of
 Academia Journal of Educational Research; Emmanuel and Prempeh. 146

Table 1: Teachers engagement.

Dimensions of Teachers Engagement N Min Max Mean SD

Vigour 238 2 4 3.20 0.600
At my job, I feel bursting with energy. 238 1 4 3.21 0.932
At my work, I feel healthy and vigorous. 238 1 4 3.12 0.870
When I get up in the morning, I feel like going to work. 238 1 4 3.18 0.820
I can continue performing for very long periods at a time. 238 1 4 3.09 0.900
At my job, I am extremely resilient, mentally. 238 1 4 3.22 0.929
At my job, I often persevere, even when things do not go well. 238 1 4 3.17 0.842

Dedication 238 1 4 3.20 0.611

I find the job that I do full of meaning and purpose. 238 1 4 3.25 0.770
I am enthusiastic about my job. 238 1 4 3.15 0.861
My job inspires me. 238 1 4 3.39 0.868
I am proud of the job that I do. 238 1 4 3.16 0.952
To me, my task is challenging. 238 1 4 3.03 0.959

Absorption 238 1 4 3.11 0.700

Time flies when I’m working. 238 1 4 3.11 0.977
When I am at the job, I forget everything else around me. 238 1 4 3.11 0.944
I feel glad when I am working intensely. 238 1 4 3.16 0.953
I am immersed in my work. 238 1 4 3.06 0.946
I get carried away when I’m working. 238 1 4 3.10 0.954
It is hard to detach myself from my work. 238 1 4 3.10 0.940
Field Survey, 2019.

Table 2: Correlation between Variables.

Variables IN CS AT MS TE
Involvement (IN) 1
Consistency (CS) 0.482** 1
Adaptability (AT) 0.520** 470** 1
Mission (MS) 0.497** 0.619** 0.573** 1
Teachers engagement (TE) 0.618** 0.590** 0.725** 0.721** 1
** Correlation is significant at 0.01 level (2-taialed).

Table 3A: Model summary.

Model R R Square Adjusted R square Std. Error of the estimate

1 0.618a 0.382 0.380 0.457
a. Predictors: (Constant), Involvement.
Field Survey, 2019.

organisational culture on teachers’ engagement. Table 3A the dependent variable (teachers’ engagement) is explained
and C shows first how involvement, as a pattern of Denison by the independent variable (involvement). As observed
culture within the various schools at the metropolis, from the ANOVA of Table 3B, it could be deduced that an F
influences teachers’ engagement. statistic of 146.030 inferred that the overall model was
From the regression analysis, the adjusted R-square value significant. The entire regression model is fit since the
shown in Table 3A shows that 38.2% of the variation in considerable value of 0.000 is less than 0.005 (F=146.030,
 Academia Journal of Educational Research; Emmanuel and Prempeh. 147

Table 3B: ANOVA.

Model Sum of Squares df Mean Square F Sig.

1 Regression 30.946 1 30.556 146.030 0.000b
Residual 49.381 236 0.209
Total 79.937 237

a. Dependent Variable: Teachers engagement

b. Predictors: (Constant), Involvement
Field Survey, 2019.

Table 3C: Coefficients.

Unstandardized coefficients Standardized coefficients

Model t Sig.
B Std. Error Beta
(Constant) 0.870 0.165 5.284 0.000
1
INV 0.650 0.054 0.618 12.084 0.000

a. Dependent Variable: Teachers engagement.

Field Survey, 2019.

Sig=0.000). This means that the independent variable has 0.000. The entire regression model is fit since the
the capability of predicting the dependent variable. The significant value is less than .005 (F=126.319, Sig=.000).
coefficient of the regression model shows that involvement This means that the independent variable has the capability
as a pattern of Denison culture significantly and positively of predicting the dependent variable. The coefficient of the
predicts teachers’ engagement (β= 0.618, p<0.000). This regression model shows that consistency as a pattern of
implies that more than half of the respondents' (61.8%) Denison culture significantly and positively predicts
demonstrated that involvement predicts teachers’ teachers’ engagement (β= 0.590, p< 0.000). Therefore, the
engagement in the various schools at the metropolitan. null hypothesis (H2) which states that there is no
Such a finding does not provide empirical support for the statistically significant relationship between consistency
Hypothesis (H₁) which states that there is no statistically and teachers’ engagement was rejected. This implies that
significant relationship between involvement and teachers’ respondents' level of consistency as a pattern of Denison
engagement. Therefore, the null hypothesis (H₁) was culture predicts teachers’ engagement in the various
rejected. schools at Kumasi Metropolitan.

The relationship between organisational culture The relationship between organisational culture
(consistency) and teachers engagement (adaptability) and teachers engagement

To analyse the association between consistency as a pattern To analyse the adaptability as a pattern of Denison culture
of Denison culture and teachers’ engagement, the and teachers’ engagement, the organisational culture
organisational culture (consistency) variable was computed (adaptability) variable was computed by averaging all
by averaging all responses on consistency constructs. The responses on adaptability constructs. The same was utilised
same was utilised for teachers, and then a simple for teachers’ engagement, and then a simple regression was
regression was employed as shown in Table 4A, B and C. employed as presented in Table 5A, B and C.
Results from Table 4A show that 34.6% of the variation in The model summary in Table 5A indicates that the
the dependent variable (teachers’ engagement) can be adjusted r-squared value of 0.523 gives the implication that
explained by the independent variable (consistency). Thus, 52.3% of the variation in the dependent variable (teachers’
the adjusted R-square value was found to be 0.346, which engagement) could be explained by the independent
means that a 1% change in consistency culture resulted in a variable (adaptability). As depicted in ANOVA of Table 5B, it
34.6% increase in teachers’ engagement. As observed from could be deduced that an F statistic of 260.769 inferred that
the ANOVA of Table 4B, it could be deduced that an F the overall model was significant. This was supported by a
statistic of 126.319 inferred that the overall model was probability value of (0.000). The entire regression model is
significant. This was supported by a probability value of fit since the significant value is less than 0.05 (F=260.769,
 Academia Journal of Educational Research; Emmanuel and Prempeh. 148

Table 4A: Model summary.

Model R R Square Adjusted R square Std. Error of the estimate

1 0.590a 349 0.346 0.470
a. Predictors: (Constant), Consistency
Field Survey, 2019.

Table 4B: ANOVA.

Model Sum of squares df Mean square F Sig.

1 Regression 27.869 1 27.869 126.319 0.000b
Residual 52.068 236 0.221
Total 79.937 237
a. Dependent Variable: Teachers Engagement.
b. Predictors: (Constant), Consistency.
Field Survey, 2019.

Table 4C: Coefficients.

Unstandardized coefficients Standardized coefficients

Model t Sig.
B Std. Error Beta
1 (Constant) 0.944 0.170 5.538 0.000
Consist 0.667 0.059 0.590 11.239 0.000
a. Dependent Variable: Teachers Engagement
Field Survey, 2019

Table 5A: Model summary.

Model R R Square Adjusted R square Std. Error of the estimate

1 0.725a 0.525 0.523 0.401
a. Predictors: (Constant), Adaptability .
Field Survey, 2019

Table 5B: ANOVA.

Model Sum of squares df Mean square F Sig.

1 Regression 41.961 1 41.961 260.769 0.000b
Residual 37.976 236 0.161
Total 79.937 237
a. Dependent Variable: Teachers’ Engagement.
b. Predictors: (Constant), Adaptability.
Field Survey, 2019.

Table 5C: Coefficients.

Unstandardized coefficients Standardized coefficients

Model T Sig.
B Std. Error Beta
(Constant) 0.707 0.134 5.277 0.000
1
Adapt 0.714 0.044 0.725 16.148 0.000

a. Dependent Variable: Teachers’ engagement.

Field Survey, 2019.
 Academia Journal of Educational Research; Emmanuel and Prempeh. 149

Sig=0.000). This means that the independent variable has Kumasi Metropolitan utilising Denison organisational
the capability of predicting the dependent variable. The culture type. It was shown that four types of organisational
coefficient of the regression model shows that culture exist at the selected Senior High Schools in Kumasi
adaptabilityas a dimension of Denison culture significantly Metropolitan among teachers. These culture in order of
and positively predicted teachers’ engagement (β= 0.725, magnitude when computed together within the
p< 0.000). This, therefore, gives an implication that the metropolitan included involvement (mean score= 3.01),
more adaptability dominates at Kumasi Metropolitan, the adaptability (mean score= 2.97), mission (mean score=
more teachers’ engagement can be predicted to increase 2.90), and consistency (mean score= 2.82). This was in
and vice versa. Therefore, the null hypothesis (H3) which congruence with Denison and Neale (2011) who identify
states that there is no statistically significant relationship four cultural traits which include involvement, consistency,
between adaptability and teachers’ engagement was adaptability, and mission. The various schools having
rejected. involvement as the highest culture demonstrates that
teachers have authority, initiative and ability to manage
their work; counts on the team’s efforts; and the schools
The relationship between organisational culture invest in the employees’ skills development (Pirayeh et al.,
(mission) and teachers engagement 2011). Adaptability, which is the second-highest culture,
revealed that the school encompassed teachers with risk-
To analyse the mission as a pattern of Denison culture and taking; who learn from their mistakes, can create change,
teachers’ engagement, the organisational culture (mission) and are driven by their customers (Denison, 2000). Mission
variable was computed by averaging all responses on as the third culture practice demonstrates that the various
mission constructs. The same was utilised for teachers’ schools have strategic direction showing that there is a
engagement, and then a simple regression was employed as clear strategy in the schools that gives meaning and
presented in Table 6A, B and C. direction to the teachers; aims and objectives showing that
The study showed that the Adjusted R-squared of 0.518 the management sets ambitious, but realistic goals that are
indicates that 51.8% of the variation in the dependent understood and measurable. Further, vision denotes that
variable (teachers’ engagement) could be explained by the there is a long-term vision that creates excitement and
independent variable (mission). The F statistic of 255.572 motivation among teachers and which is not affected by
in Table 6B also showed that the overall model was shortterm objectives (Pirayeh et al., 2011). Consistency as
significant. This implies that as the mission of the various the least agreed on culture among teachers within the
schools as a pattern of Denison culture increases, teachers’ metropolitan demonstrates that there is a unique feature of
engagement also increases and vice versa. The beta value consistency including core values which refers to the
study also attested that there is a significantly positive existence of a common set of values; and an agreement
relationship between mission and teachers’ engagement (β- which means both consensus and the ability to reconcile
value=0.721, p-value=0.000). Therefore, the null hypothesis differences that occur among teachers. Others, including
(H4) which states that there is no statistically significant coordination and integration, implies that although
relationship between mission and teachers’ engagement different, the members of the schools work together to
was rejected. achieve institutional objectives. This study agrees with
Khan (2016), who confirmed that all four types of Denison
culture are relevant within higher schools. Therefore, these
DISCUSSION types of culture could be relevant to the improvement of
schools.
The research was conducted to access some objectives. This
part discusses the results of the study in connection with
the research objectives. Teachers’ level of engagement within the selected
senior high schools at Kumasi Metropolitan

The dominant Denison model types of organisational The second objective found out how teachers are engaged
culture within Kumasi Metropolitan within the Kumasi Metropolitan. The study revealed that
teachers were vigorously and dedicatedly engaged in their
Denison and Neale (2011) opined organisational culture as profession with the highest mean of 3.20 each, followed by
the underlying value, beliefs, and principles that serve as a absorption (3.11). Vigorously, teachers feel like going to
foundation for an organisation management system, as well work when they get up in the morning, very resilient,
as the set of management practices and behaviour that mentally, always persevering even if when things do not go
reinforce those basic principles. The study, therefore, aimed well, feel bursting with energy, strong and vigorous and
to investigate the culture practices among teachers at continue working for very long periods at a time. This
 Academia Journal of Educational Research; Emmanuel and Prempeh. 150

Table 6A: Model summary.

Model R R Square Adjusted R Square Std. Error of the estimate

1 0.721a 0.520 0.518 0.403
a. Predictors: (Constant), Mission.
Field Survey, 2019.

Table 6B: ANOVA.

Model Sum of squares df Mean Square F Sig.

1 Regression 41.560 1 41.560 255.572 0.000b
Residual 38.377 236 0.163
Total 79.937 237
a. Dependent variable: Teachers’ engagement.
b. Predictors: (Constant), Mission.
Field Survey, 2019

Table 6C: Coefficients.

Unstandardized coefficients Standardized coefficients

Model t Sig.
B Std. Error Beta
1 (Constant) 1.026 0.116 8.865 0.000
Mission 0.622 0.039 0.721 15.987 0.000
a. Dependent variable: Teachers’ engagement.
Field Survey, 2019.

shows that teachers had a concentration in their profession. and have a fascinating experience where they have all
This is similar to researches that affirmed employees have the concentration in their jobs (Bakker et al., 2008;
the likelihood and tendency to be happily involved and Schaufeli and Bakker, 2004). This implies that when
have a fascinating experience where they have all the teachers are absorptively engaged, they will have a focused
concentration in their jobs (Bakker et al., 2004). mind and be glad to accomplish their activities.
Dedicatedly, the teachers within the various schools in
the metropolis manifested that they were proud of the The effect of organisational culture on teachers’
work that they do, their job is challenging, were engagement
enthusiastic about their job, find the work that they do full
of meaning and purpose, and their job inspires them. This The study further sought to determine how Denison model
study contradicts with Iqbal and Sumaira (2015), who types of organisational culture can influence teachers’
discovered that the level of engagement among higher engagement. The study showed that all four Denison model
education faculty members was high whereby dedication types of organisational culture influence teachers’
was the highest followed by absorption and then vigour. engagement. With involvement as a dimension of Denison
This means that the level of engagement can vary within culture, the coefficient of the regression model shows that
organisations. involvement as a pattern of culture significantly and
Regarding how teachers were absorptively engaged, it positively predicts teachers’ engagement (β= 0.618, p<
was revealed that teachers feel happy when working 0.000). The adjusted R-square also attested that 38.0% of
intensely, forget everything else around them, and time the variation in the dependent variable (teachers’
flies when working. Others also manifested that they get engagement) is explained by the independent variable
carried away when working, find it difficult to detach (involvement). An F statistic of 45.309 inferred that the
themselves from their job and are immersed in their work. overall model was significant. This means that the
This is in agreement with researchers who posited that an independent variable has the capability of predicting the
aspect of engagement is absorption which refers to the dependent variable. The first hypothesis which states that
cognitive aspect of engagement in which the employees there is no statistically significant relationship between
have the likelihood and tendency to be happily involved involvement and teachers’ engagement was rejected.
 Academia Journal of Educational Research; Emmanuel and Prempeh. 151

Consistency as a dimension of Denison culture revealed a on teachers’ engagement. Using the Denison Model of
significant influence on teachers’ engagement (β= 0.590, organisational culture, the study shows the existence of
p< 0.000). The adjusted R-square value was accounted four kinds of organisational culture among teachers
for 0.346, which means that a 1% change in consistency within the various schools at Kumasi Metropolitan. The
culture resulted in a 34.6% increase in teachers’ types of Denison Model of organisational culture in order
engagement. An F statistic of 126.319 inferred that the of importance include involvement, adaptability,
overall model was significant. This means that consistency, and mission. This shows that it is likely to
respondents' consistency as a pattern of culture predicts have more than one type of organisational culture in an
teachers’ engagement in the various schools at Kumasi institution. Teachers also demonstrated that they were
Metropolitan. The second hypothesis which states that highly engaged in their profession. It could, therefore, be
there is no statistically significant relationship between concluded that the findings of the study have a significant
consistency and teachers’ engagement was rejected. contribution for the various schools within the
Further, adaptability as a pattern of Denison culture metropolitan, that is, enhancement of the four types of
also positively influence teachers' engagement as the Denison organisational culture (involvement,
adjusted r-squared value of 0.523 gives the implication adaptability, consistency, and mission) will leads to an
that 52.3% of the variation in the dependent variable enhancement in teachers’ engagement.
(teachers’ engagement) could be explained by the The following recommendations are therefore,
independent variable (adaptability). An F statistic of suggested based on the outcomes of the study:
260.769 inferred that the overall model was significant.
The coefficient of the regression model shows that -The study recommends that the various schools within
adaptabilityas a dimension of Denison culture Kumasi Metropolitan should emphasize much on
significantly and positively predicted teachers’ consistency as it was found to be the least Denison
engagement (β= 0.725, p< 0.000). This, therefore, gives an organisational culture type.
implication that the more adaptability dominates at -Secondly, management should find more ways of
Kumasi Metropolitan, the more teachers’ engagement can maintaining and improving teachers' engagement,
be predicted to increase and vice versa. The third specifically absorption, as it was the least accepted by the
hypothesis which states that there is no statistically teachers.
significant relationship between adaptability and -Thirdly, management should promote all the four
teachers’ engagement was rejected. Denison organisational culture types as they significantly
Lastly, mission as the part of Denison culture showed a influence teachers’ engagement.
significantly positive relationship withteachers’
engagement (β-value=0.721, p-value=0.000). The
Adjusted R-squared of 0.518 indicates that 51.8% of the IMPLICATIONSTO RESEARCH AND PRACTICES
variation in the dependent variable (teachers’
engagement) could be explained by the independent Practically, the outcomes can help educational leaders to
variable (mission). The F statistic of 255.572 also showed adopt a strategic organisational culture type or types to
that the overall model was significant. This implies that as optimize merits for their institutions.
a mission of the various schools as a pattern of Denison The study will be a support to management in
culture increases, teachers’ engagement also increases institutions to link organisational culture mechanisms to
and vice versa. The fourth hypothesis which states that engagement that could encourage performance.
there is no statistically significant relationship between This study could also be used as an assessment tool to
mission and teachers’ engagement was rejected. It could, evaluate the status of Denison organisational culture
therefore, be attested that as all the culture types model, and thus, help to identify areas for improvement.
positively influence teachers' engagement, the study is in Academics could use it to understand the Denison
agreement with Khan (2016) who showed that Denison organisational culture model better, its effect on teachers’
organisational culture types positively influence teachers' engagement and build models that would further expand
engagement. The study also is similar to other researches this study in other academic institutions.
that demonstrated that organisational culture influences
employee engagement (Mohammed et al., 2017; Namrita
and Yoginder, 2017; Brenyah and Obuobisa-Darko, 2017; FUTURE RESEARCH
Rehema, 2016; Joseph, 2016; Moela, 2016).
Further studies in this area should consider the
identification of more different variables on
CONCLUSION AND RECOMMENDATIONS organisational culture in other institutions to add to the
body of knowledge.
This study examined the effect of organisational culture Also, this study can be expanded to several institutions
 Academia Journal of Educational Research; Emmanuel and Prempeh. 152

as possible to give more meaning to the present study. Denison DR & Neale W (2000). Denison Organizational Culture Survey.
Ann Arbor, MI: Denison Consulting.
Denison RD and Neale SW (2011). Denison organizational Survey
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