The Value-Motivational Criterion-Based Assessment of Graduate University Teacher Education Students’ Corporate Culture

Kira Gnyezdilova^1,

¹Bohdan Khmelnytsky National University at Cherkasy, Cherkasy, Ukraine

Cite this paper:
Kira Gnyezdilova. The Value-Motivational Criterion-Based Assessment of Graduate University Teacher Education Students’ Corporate Culture. American Journal of Educational Research. 2013; 1(11):512-516. doi: 10.12691/education-1-11-9

Abstract

An important component of professional culture of teachers employed within the Higher Education (HE) sector is their corporate culture. The effectiveness of corporate culture influences teaching effectiveness. Results show that there is a frequent connection between the institutional goals and corporate culture. The behavioral indicators of the faculty members and interaction with other colleagues and administration depend on the interactions of personal values with values that the university declares. Corporate culture is taught in the higher educational system. A survey conducted among prospective university teachers revealed the need to improve the teaching techniques to ensure training in corporate culture theory. The study confirmed its primary hypothesis: different universities have common features that characterize the effectiveness of corporate culture in future faculty members assessed using value-motivational criterion.

Keywords:
university lecturer faculty members’ corporate culture university corporate culture

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