**5. Suggestions**

of the directors, 14% of the teachers, and 47% of the servants. According to studies by the authors of [27, 28], in organizations where there are strong organizational elements, tolerance, and mutual support, and collaboration at a high level, there is always a high motivation, devotion, and an increase in the staff's performance. It was noted in a recent study by Şahin

In order to increase the function of symbols, values, and rituals, all adults in the school (directors, teachers, and servants) should be role models in the views of 5% of the teachers. In total, nine participants raised this view. On the other hand, none of the servants and directors expressed such a view. The reason for such a low rate of explanation is because the importance of being a "role model" has not been realized sufficiently. In a study by Özdilekler et al. [30], the significance of being the right role model to students has been stressed. It was found out in a study by Doğan [19] that, according to the teachers, students take their teacher as role

**4.4. Suggestions to improve quality during the process of the development of school** 

In total, 20% of the directors, 30% of the teachers, and 40% of the servants commonly agree that awareness of effective communication, collaboration in common values, view exchanges, motivation, organizational devotion, and tasks should be raised. Similar to these findings, harmony, collaboration, and solidarity among teachers have been stressed in previous studies

Teachers and students should always be encouraged and awarded for self-development, which was a view raised by 7% of the directors and 15% of the teachers. Silman et al. [22] found out in their study that teachers and students were awarded with certificates and verbal thankings, but there has not been a fully satisfactory awarding system. This can be interpreted

Another finding in this research is that 47% of the directors, 22% of the teachers, and 27% of the servants agreed on their views about organizing activities such as graduation, poetry, theater, exhibition, excursion days, and the meaning of the week. In their research, Karadağ and Özdemir [18] noted that the participants stressed the need for policies to be adapted to widespread activities, traditions, customs, habits, and rituals, which are the basic elements of school culture. In a study by Özoğlu and Turan [17], it was found out that farewell dinner ceremonies for teachers, awarding ceremonies for students, competitions, semester festivals,

In conclusion, although perceptions and thoughts are to do with school culture, school culture should be dealt with more in education. Therefore, some participants expressed worries that the functions of symbols, values, and rituals with great roles in school culture are not at the expected level due to the number of students, financial issues, and education system that need to be improved. Many participants stress the fact that the society, individuals in schools, common values, symbols, rituals, beliefs, and traditions form the basics of school

[29] that strong organizational structures bring about organizational success.

models either consciously or unconsciously.

90 Open and Equal Access for Learning in School Management

by Alemdar and Köker and Fedai et al. [31, 32].

and graduation ceremonies are strong functional symbols.

as a need of promotion and pay rise.

**culture**

culture.

