ABSTRACT
The concept of organizational culture became popular among those interested in education from the very beginning of its presence in the eld of general management (Anderson 1982; Handy and Aitken 1986). Growing interest of both researchers and educational practitioners in the understanding of the school organizational culture concept and the capacity of its building in real schools to serve educational processes is no doubt clearly visible in the eld, especially during the last decade (Walker 2010). It is because the theories of school organizational culture help to describe the complexity of schools as organizations with specic aims better than other concepts from the eld of educational management (Bottery 1992; Bush 2011). School culture is also recognized as the main factor contributing to the development of learners through the support of a learning environment that helps to initiate and sustain educational processes in schools. It is then especially striking that the issue of school organizational culture is absent in discussions about teacher training and development as well as in existing programs of initial and continuing teacher training.
