School Culture

Education ◽  
2011 ◽  
Author(s):  
Patrick J. Schuermann ◽  
James W. Guthrie ◽  
Colleen Hoy
Keyword(s):  
School Climate ◽  
School Culture ◽  
Organizational Climate ◽  
Social Interactions ◽  
School Leaders ◽  
Shared Values ◽  
Educational Goals ◽  
Organizational Growth ◽  
Norms And Values ◽  
Literature Base

Similar to change efforts in other sectors, organizational growth in education does not occur in an isolated environment. Rather, it occurs within institutions that have norms and values, assumptions and expectations. While often used interchangeably, several authors distinguish the constructs of “school climate” and “school culture” on the basis of organizational climate being the descriptive beliefs and perceptions individuals hold of the organization and culture being the shared values, beliefs, and expectations that develop from social interactions within the organization. School culture is “the way we do things around here”—those tangible and intangible norms and values shared by members of a school that help shape the behaviors of teachers and school leaders. This article provides a compilation of the major works that form the literature base on the topic of school culture, with an emphasis on works that discuss ways in which school leaders and teachers can utilize school culture in the service of achieving key educational goals.

scholarly journals SCHOOL CLIMATE AND TEACHER JOB PERFORMANCE: EVIDENCE FROM SHAMA DISTRICT OF GHANA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Joseph Bentil
Keyword(s):  
School Climate ◽  
Job Performance ◽  
Organizational Climate ◽  
Interpersonal Relationships ◽  
Structure Interview ◽  
Educational Institutions ◽  
Educational Goals ◽  
Sequential Explanatory Mixed Method ◽  
Semi Structure Interview ◽  
Order Of Magnitude

<p>Although school climate is known to exert a potent sway on teachers’ overall effectiveness, little is known about it influence on teacher job performance in educational institutions in Ghana albeit no evidence from Shama District. In view of this lacuna in literature, this study employed Halpin and Croft’s (1963) dimensions of organizational climate as a theoretical lens to understand the influence of school climate on teacher job performance. The study utilized sequential explanatory mixed method design within the context of pragmatist paradigm. Census, proportionate stratified random and convenience sampling techniques was used to sample 585 respondents. Structured questionnaire and semi-structure interview were used to collect data which were analyzed using both descriptive and inferential statistics whereas thematic approach was employed in analyzing the qualitative data. The study revealed that open climate was dominant, followed by the autonomous, controlled, familiar, paternal and closed climates, and that generally job performance of teachers was rated as very good. Besides, the study indicated that school climate was a good predictor of teacher job performance. However, the study revealed that in order of magnitude, it was familiar climate that contributed most to teachers’ job performance, followed by open and controlled climates while the contribution of autonomous, paternal and closed climates were not significant. It was, therefore, recommended that headteachers and teachers should be conscious of the kind of interpersonal relationships that exist among them and be guided to strengthen the climate in their schools, especially the familiar, open and controlled climate traits since they contribute significantly to teacher job performance so as to realize educational goals and objectives.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals PENGEMBANGAN BUDAYA DAN IKLIM SEKOLAH

2018 ◽  
Vol 6 (1) ◽  
pp. 467-483
Author(s):  
ASTUTI Astuti
Keyword(s):  
School Climate ◽  
School Culture ◽  
Learning Environment ◽  
Organizational Climate ◽  
Cultural Development ◽  
Mutual Respect ◽  
School Climate And Culture ◽  
The Creation ◽  
Culture And Climate ◽  
School Culture And Climate

Abstrct: This paper discusses the development of school culture and climate. Conducive school climate and culture is characterized by the creation of a safe, comfortable, and orderly learning environment so that learning can take place effectively. Conducive school climate and culture are so important that learners feel happy and positive about their schools, so that teachers feel valued, and that parents and communities feel welcome and engage. This can happen through the creation of positive norms and habits, harmonious relationships and cooperation based on mutual respect. The school climate can basically be put forward as an organizational climate that occurs in a school. School climate is the result of interaction media in school organizations. Keywords: Cultural development and school climate.

Konsep Pendidikan Good Netizen Melalui Kurikulum Tersembunyi

2018 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Muhamad Mustaqim
Keyword(s):  
School Culture ◽  
Organizational Climate ◽  
Learning Process ◽  
Hidden Curriculum ◽  
Internet Usage ◽  
The Internet ◽  
Education Strategy ◽  
Educational Ideology ◽  
Hidden Curricula

This paper examines the education of good netizens through a hidden curriculum. The tendency of internet citizens who prefer to spread insults, hatred and even slander, is a problem for the school. Through an excellent netizen-based education strategy, students can be equipped with the values and character of how to use the internet and become good internet citizens. Procedures that can be done in building good netizens through hidden curricula, namely schools are expected to have an educational ideology oriented to multiculturalism, as well as a school culture that is paradigmatic of love and affection. Besides, the teacher must be able to be a good example, through the learning process, always tucking in the value of tolerance and ethics of internet usage. Finally, schools are expected to be able to build a favorable organizational climate.

scholarly journals School Climate of Educational Institutions: Design and Validation of a Diagnostic Scale

2016 ◽  
Vol 9 (5) ◽  
pp. 96
Author(s):  
Sandra Becerra
Keyword(s):  
School Climate ◽  
Organizational Climate ◽  
Quantitative Research ◽  
Education Administration ◽  
Psychometric Validation ◽  
Educational Institutions ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Dynamic Relationships

<p class="apa">School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions.</p><p class="apa">This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants.</p><p class="apa">The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.</p>

Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis

2019 ◽  
Vol 121 (9) ◽  
pp. 1-32
Author(s):  
James Sebastian ◽  
Elaine Allensworth
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Improvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Mediation Analysis ◽  
School Safety ◽  
Organizational Processes ◽  
Organizational Growth ◽  
School Conditions

Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

Shaping School Culture With Technology

2020 ◽  
pp. 262-281
Author(s):  
Lamia Büşra Yeşil
Keyword(s):  
School Culture ◽  
Focus Group ◽  
Organizational Climate ◽  
Positive Impact ◽  
Collaborative Work ◽  
Descriptive Analysis ◽  
Ethnographic Research ◽  
Web 2.0 Tools ◽  
Positive Communication ◽  
The Impact

The purpose of this chapter is to discuss the impact of using technology on school culture along with its effects on the organizational climate. The researcher uses a case school and reveals ethnographic research with sample activities. To identify the correlation between being an eTwinning school and its effect on the school culture, data were collected from a focus group consisting of 11 administrators and project coordinators in Turkey whose school is an eTwinning school. Their views about integrating technology to the school culture and their preferences on using Web 2.0 tools as a leader are questioned. The data obtained is analyzed and interpreted by descriptive analysis. According to the results, it appears that being an eTwinning school has a positive impact on the school culture. The schools that use technology most are characterized by innovation, sharing, collaborative work, and positive communication with stakeholders in terms of shaping their culture.

School Climate and Its Impact on School Development in Nigeria

2020 ◽  
Author(s):  
Habibat Abubakar Yusuf ◽  
Ismail Hussein Amzat
Keyword(s):  
School Climate ◽  
Organizational Climate ◽  
Interpersonal Relationships ◽  
School Safety ◽  
Teaching And Learning ◽  
School Quality ◽  
School Development ◽  
Working Environment ◽  
Interactive Behavior ◽  
Learning Practices

Climate is a multifaceted concept in an organization, with few distinctions in the context of school settings. Although research on school climate stems from the study of organizational climate, and became a central variable in the educational research with a comprehensive review of the literature, there are significant differences in the approaches to the study of school climate. Scholars have studied climate at various levels of education, for example, elementary schools, secondary schools, and higher level schools as well as among teachers and school leaders. There is some divergence and variations in school climate across those contexts; there are also substantial similarities as shown in many past studies. School climate as a key player in school development can be driven by internal factors like interactive behavior and external factors such as school location, school size, student population, educational policies and socio-economic changes. Studies of climate in the educational context is multidimensional and can be viewed in a variety of ways due to diverse social effects. Climate has been investigated in relation to the general working environment of school, quality of school experience, school values and norms, interpersonal relationships of individual school members, teaching and learning practices, structure of the school, and feelings toward school life. In this regard, school climate is explored in relation to school development in Nigeria and focuses on those factors that have a greater potential to support teaching and learning practices, including school plants, school leadership, school culture, collegiality, school safety, and academic achievement. Relating these constructs to school development in Nigeria will give more precise and sizeable understanding on the importance of school climate towards attainment of sustainable school success.

Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View

1998 ◽  
Vol 8 (4) ◽  
pp. 336-359 ◽  
Author(s):  
Wayne K. Hoy ◽  
John Hannum ◽  
Megan Tschannen-Moran
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
School Climate ◽  
Organizational Climate ◽  
Service Organizations ◽  
Teacher Professionalism ◽  
Academic Press ◽  
Environmental Press ◽  
Collegial Leadership ◽  
Longitudinal View

Health and openness metaphors are used to develop measures of organizational climate. In addition to socioeconomic status, Environmental Press, Collegial Leadership, Teacher Professionalism, and Academic Press are aspects of climate that make significant, independent contributions to student achievement in basic skills and explain a substantial amount of the variance. Moreover, the influence of school climate on achievement is enduring over several years. The proposed climate framework underscores important linkages between the institutional, managerial, technical, and client levels in service organizations such as schools.

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