OPTIMIZING HUMAN CAPITAL: THE IMPACT OF SCHOOL MANAGEMENT ON ORGANIZATIONAL CULTURE IN VOCATIONAL EDUCATION
DOI:
https://doi.org/10.5281/zenodo.18434355Keywords:
Human Capital Development, Vocational Education, Labor Market, Instructional Leadership, Organizational Culture, Administrative PersonnelAbstract
Effective management in vocational education enhances economic returns through the development of human
capital. This article examines the impact of leadership on organizational culture and institutional stability. The primary
objective of the study is to evaluate managerial effectiveness. The findings reveal that leadership accounts for 62.3 %
of organizational stability. The principal is identified as the key architect of human capital development within vocational
education institutions
References
1. President of the Republic of Uzbekistan. (2024, October 16). On measures to further improve the system of training
qualified personnel in vocational education and to introduce international educational programs (Presidential Decree
No. PF–158). National Database of Legislation of the Republic of Uzbekistan https://www.lex.uz/uz/docs/7166683
2. Abdurakhmanov, K., & Magrupov, A. (2025). Human capital development for the green economy: Labor market
demands and vocational education strategies. Iqtisodiyot: Tahlillar va Prognozlar / Economy: Analysis and Forecasts,
2(30), April–June.
3. Agasisti, T., Catalano, G., & Sibiano, P. (2020). School leadership, resource allocation, and student achievement: An
efficiency analysis of Italian schools. Educational Management Administration & Leadership, 48(1), 47–66.
4. Gümüş, S., Bellibaş, M. Ş., Esen, M., & Gümüş, E. (2021). A systematic review of studies on leadership models in
educational research. Educational Management Administration & Leadership, 49(1), 25–48.
5. Hallinger, P. (1996). Leadership for school restructuring. Educational Administration Quarterly, 32(4), 498–518.
6. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational
Administration, 49(2), 125–142.
7. International Labour Organization. (2018). World Employment and Social Outlook 2018: Greening with Jobs.
Geneva: ILO, 182 p. https://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/publication/
wcms_628654.pdf
8. Jackson, D., & Tomlinson, M. (2020). Investigating the relationship between leadership, employability, and organizational
outcomes. Higher Education Research & Development, 39(3), 523–536.
9. Kim, T., & Lee, Y. (2020). Principal instructional leadership for teacher participation in professional learning communities:
Evidence from Korea. Educational Management Administration & Leadership, 48(4), 697–717.
10. Lapina, I., Kairiša, I., & Aramina, D. (2015). Role of organizational culture in the quality management of university.
Procedia – Social and Behavioral Sciences, 213, 770–774.
11. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited.
School Leadership & Management, 40(1), 5–22.
12. Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning
in China. Educational Administration Quarterly, 54(4), 501–528
13. O’Reilly, C. A., & Chatman, J. A. (1996). Culture as social control: Corporations, cults, and commitment. Research in
Organizational Behavior, 18, 157–200.
14. Schein, E. H. (1996). Culture: The missing concept in organization studies. Administrative Science Quarterly, 41(2),
229–240.
15. Schein, E. H. (2010). Organizational culture and leadership (4th ed.). Jossey-Bass
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 GREEN ECONOMY AND DEVELOPMENT
This work is licensed under a Creative Commons Attribution 4.0 International License.