Investigating the similarities and differences in cultural dimensions between primary and secondary school teachers in Jordan and Turkey, based on Hofstede's model
DOI:
https://doi.org/10.33095/hd7q5j61Keywords:
Cultural dimensions; Hofstede model; comparative study; teachers; Jordan; TurkeyAbstract
This study aims to explore the similarities and differences in cultural dimensions between primary and secondary school teachers in Jordan and Turkey, based on Hofstede's model of cultural dimensions. The problem of the study stems from the need to understand and analyze these dimensions among teachers in both countries, to reveal the similarities and differences between them, and to explore their implications for different educational contexts. The research relied on a field survey of a sample of 100 teachers in the Jordanian and Turkish contexts, based on the recommendations of Minkov and Hofstede as preliminary data, in addition to the use of official secondary data from Hofstede's global indicators. This methodological design allowed for direct comparisons between field results and published values, enhancing the scientific value of the analysis and deepening the understanding of cultural differences in the educational environment. The results indicated that teachers in Jordan and Turkey exhibit professional cultural patterns that differ from Hofstede's national indicators. Power distance scored at moderate levels in Jordan (58) and Turkey (57), which is lower than the national values, indicating more participatory and less hierarchical relationships within schools. A decrease in uncertainty avoidance (Jordan 44 and Turkey 46) was also observed, reflecting greater flexibility and openness to change in educational practices. Regarding the dimension of masculinity and femininity, values were relatively balanced (Jordan 51 and Turkey 41), indicating a combination of firmness and care in teaching behavior. Individualism was significantly higher (Jordan 61 and Turkey 66) than national averages, reflecting greater professional autonomy among teachers. Teachers scored very high on long-term orientation (Jordan 84 and Turkey 78), indicating an interest in future planning and educational sustainability, along with high tolerance (Jordan 79 and Turkey 61), reflecting openness and positive interaction in the work environment. Taken together, these results indicate that teachers in Jordan and Turkey share an advanced educational professional culture that is more independent and flexible than the prevailing culture in their societies. The importance of research into the impact of educational culture on classroom practices and school policies is highlighted, with an emphasis on developing continuing professional training programs that promote critical thinking and interactive methods, and proposing the application of the study to future research in several other sectors, and the comparison between rural and urban environments.
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