Socialization is an important event for people in a workplace as regards adjusting to new jobs and specific roles. The related literature about organizational socialization provides conceptualization of socialization of a newcomer by acknowledging the concept as a learning process that deals with individual’s learning to fit into the organization (Korte, 2010). This learning process is critical for newcomers about what they learn about work in terms of values, abilities, expected behaviors, organizational roles, performance proficiency, job satisfaction and commitment to the organization (Louis, 1980; Ostroff & Kozlowski, 1992; Van Maanen & Schein, 1979; Wanous, 1992). Indeed, organizational socialization is defined as “the process of ‘learning the ropes,’ being indoctrinated and trained, and being taught what is important in the organization” (Schein, 1968, p. 2). More specifically, organizational socialization is “the process by which organizational members become a part of, or absorbed into, the culture of an organization” (Jablin, 1982, p. 256). Therefore, this learning process is complex which includes multiple actors and interactions in order to integrate the individual into the organization (Chao, O’Leary-Kelly,Wolf, Klein, & Gardner, 1994; Cooper-Thomas & Anderson 2006; Jones 1983; Morrison & Brantner 1992; Saks & Ashforth 1997). Actually it is clear that success of socialization increases with the level of interactions between the newcomer and his/her environment within the organization (Wanous, 1992).

Even though, organizational socialization has a critical role in adjustment and learning process of newcomers, little empirical research defining and describing dimensions of organizational socialization has been conducted in the literature (Chao, et al., 1994). In order to identify specific content areas of socialization, specific relationships among socialization dimensions is necessary to examine. Therefore, this study presents perceptions of teachers about socialization in school organizations considering content dimensions of organizational socialization (performance proficiency, people, politics, language, organizational goals and values, and history). In relation to this situation, the problem addressed by this study is to understand the difference among organizational socialization of teachers across their age, years of working and number of teachers within school organizations.

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