The Dynamics of Organizational Culture Assessment in Cambodia Using Gordon and Di Tomaso (1992) Framework: Evidence from High School Teachers

Abstract

This study examines teachers’ perceptions of organizational culture and the interrelationships among its eight dimensions in Cambodian high schools, based on the framework of Gordon and Tomaso (1992). Data were collected from 760 teachers and analyzed using descriptive statistics and bivariate Pearson correlation analysis. The findings indicated that the overall level of organizational culture was moderate (M = 3.48). Among the eight dimensions, Accountability received the highest rating (M = 3.78), followed by Action Orientation (M = 3.63) and Shared Goals (M = 3.58); whereas, Reward Fairness received the lowest rating (M = 3.21). The correlation analysis revealed that the eight dimensions were generally positively and statistically significantly intercorrelated, with most relationships significant at the p < 0.01 level. The strongest association was observed between Communication and Innovation (r = .556, p < 0.01), indicating a moderate positive relationship, while the weakest was between Accountability and Reward Fairness (r = .075, p < 0.05), indicating a very weak positive relationship. Overall, the correlation pattern demonstrates substantial internal coherence among the dimensions while suggesting that they remain sufficiently distinct to represent different aspects of organizational culture. The findings highlight organizational strengths in accountability and shared direction, while identifying communication, systematic decision-making, innovation, and reward fairness as areas requiring further development. The study recommends strengthening transparent communication, participatory decision-making, opportunities for teacher innovation, and equitable reward practices to foster a more coherent, supportive, and effective organizational culture in Cambodian high schools.