This study focused on in-depth understanding of organizational culture of secondary schools, its components and various related models along with the conceptual clarity of organizational effectiveness and their inter-relatedness. It further attempted to elaborate the relationship between the organizational culture and effectiveness in the secondary schools, the strategy of this study was to get input from school heads and teachers for identification of organizational culture, measurement of organizational effectiveness of schools and to explore their relationship. Based upon the objectives of the study, 28 null hypotheses were formulated. Using sample survey, data regarding attributes, situational factors, outcome based measurements of the effectiveness on the basis of student achievements from the last 3 years results of respective schools in the SSC examination, was collected through Demographic variable information Proforma (DVIP) administered to 170 secondary school heads (Five from each of 34 districts of Punjab). Two other research instruments (OCI & OEI) were administered to 170 school heads and 680 teachers (Four from each of 170 schools) for identification of identification of organizational culture and measuring organizational effectiveness of secondary schools respectively. These instruments were responded by 160 schools heads and 640 teachers respectively. Parametric statistical techniques were used to analyse the data. The key conclusions based on the descriptive and statistical evidences of the study indicated that adaptive culture and constructive culture styles were the most common culture styles of secondary school, which indicated that organizational culture of our secondary schools, is quite conducive. The results showed that attributional and situational factors in adaptive and unadaptive culture schools had almost no contribution on their effectiveness. Furthermore, the results indicated that schools having adaptive and unadaptive cultures differ significantly in their mean effectiveness with adaptive culture to have better mean effectiveness score Likewise the secondary schools having Constructive culture style, Passive/ Defensive style and Aggressive/ Defensive styles, significantly differ on their mean effectiveness score, with Constructive culture style to be the most effective. Results of the study further showed that all the twelve culture styles: Humanistic-encouraging Culture Style, affiliative culture style, approval culture style, conventional culture style, depended culture style, avoidance culture style, oppositional culture style, power culture style, competitive culture style, perfectionistic culture style achievement culture style and self-actualizing culture style, differ significantly on mean effectiveness score, with Humanistic-encouraging style, Affiliative culture, Self-actualizing culture style and Achievement culture style schools to be more effective.
It had been revealed from the results of the study that schools characterized with the values like setting realistic goals, establishing plans to reach set goals, serving clients with better services, orientation of member regarding their work, innovativeness, developing outstanding employees for high quality products, participation as person-centred way, open communication, adaptability, well defined organizational mission, supervisory leadership, coordination and sense of loyalty with work are the most effective.