ORGANIZATIONAL CULTURE AND EDUCATIONAL SERVICE QUALITY: EMPIRICAL EVIDENCE FROM AN EDUCATIONAL INSTITUTION IN TRUJILLO, PERU

Abstract

This study analyzed the relationship between organizational culture and the quality of educational services in a secondary school in Trujillo, Peru, which is uniquely affiliated with a national university—an uncommon feature within the Peruvian school system. The objective was to determine how the dimensions of leadership, communication, identity, and motivation influence the educational product, student satisfaction, staff satisfaction, and the overall impact of education. A quantitative, correlational design was employed, using a census sample of 36 secondary-level teachers who completed validated Likert-scale questionnaires. The findings revealed that both organizational culture and service quality were predominantly perceived at a medium level (66.7%), with 16.7% at a high level and 16.7% at a low level. Spearman’s correlation (Rho = 0.45; p = 0.01) indicated a moderate and statistically significant positive relationship between the two variables, with particularly strong associations between leadership and institutional identity and the perception of educational quality, while communication and motivation did not reach statistical significance. It is concluded that strengthening organizational culture through participatory leadership, institutional identity, and comprehensive management strategies is a decisive factor in enhancing educational service quality and ensuring a positive and sustainable impact on teaching–learning processes.