Module in The Teacher and the Community School Culture and Organizational
Leadership
LESSON 4
A. THE SCHOOL AS A CULTURAL INSTITUTION
B. THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER
C. CREATING A POSITIVE SCHOOL CULTURE
Intended Learning Outcomes
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Discuss the strengths and weakness of the Filipino character
Cite ways by which schools can counteract the weakness of the Filipino
character
Learning Activities
This lesson highlights the role of the school as a cultural institution. It includes the
different guiding principles and practical strategies in turning school culture to a positive
one. The school is proven to address socio-cultural problems. The school culture is a
creation of all the people in school and in community especially that of the school heads.
It can be positive or negative that can facilitate learning.
THE SCHOOL AS A CULTURAL INSTITUTION
Selznick (1957) claimed that culture is a distinctive identity of a school from the
other schools. Some school cultures the twentieth century. Edward Tyler, a well-known
anthropologist defined culture as a complex whole which includes knowledge, belief, arts,
morals, laws, custom and any other capabilities and habits acquired but man as a member
of society.
Definition of Culture
Culture evolved in the twentieth century. Edward Tyler, a well-known
anthropologist defined culture as a complex whole which includes Knowledge, belief, arts,
morals, laws, custom and any other capabilities and habits acquired by man as a member
of society.
Culture is an ordered system of meaning and symbols in terms of which social
interaction take place (Tharp,2009).
Deal and Peterson (2002) claimed that culture denotes the complex elements of
values, traditions, language and purpose in a setting. It comprises on beliefs from which a
group’s norm, practices, rituals, and meaning emerge Wiencek 1995).
School culture is characterized by deeply rooted traditions, values, and beliefs,
some of which are common across schools embedded in the school’s history and location.
It is a complex web of traditions and rituals that have built up over time as teachers,
students, parents, and administrators work together and deal with accomplishments and
crises (Schein,1995).
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Activity 1. Define school culture by thinking of an adjective that starts with each letter of
the term. Write your answer below.
S - _____________________________________________________________________
C- _____________________________________________________________________
H - _____________________________________________________________________
O - _____________________________________________________________________
O - _____________________________________________________________________
L - _____________________________________________________________________
C - _____________________________________________________________________
U - _____________________________________________________________________
L - _____________________________________________________________________
T - _____________________________________________________________________
U - _____________________________________________________________________
R - _____________________________________________________________________
E - _____________________________________________________________________
OTHER CULTURES IN A SCHOOL
In a school series and various culture are existing. Like the parent cultures, teacher
cultures, students/pupil cultures, stakeholders and staff members.
However, the teachers have received more attention to the needs and for the
improvement of the school. There are four teaching cultures highlighted by
(Hargreaves,1994)
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Individualism
Collaboration
Contrived collegiality
Balkanization
There are some tangible changes that may give an initial indication as (Starrat,1993):
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School’s statement of purpose
School management plan
School policies such as the student welfare policy
School’s prospectus
School’s motto
Information booklet for casual teachers
Information/induction booklet for newly appointed staff
School’s newsletter
Interactions between teachers and students
TYPOLOGY OF SCHOOL CULTURES
School’s culture varies. However, schools with similar contextual characteristics
have different idealized types of school culture.
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School culture can be determined through model type that may focused on
effectiveness and pace of change. So, it be on concepts dimension as effectivenessineffectiveness and improving-declining.
A Typology of School Cultures
Improving
Effective
Declining
Moving
Cruising
Strolling
Ineffective
Struggling
Sinking
1. Moving refers on the following:
• Boosting pupils’ progress and development
• Know where they are going
• Possess norms of improving schools
• Working together to respond to changing context
2. Cruising focuses on the following:
• Appear to be effective
• Usually in more affluent areas
• Pupils achieve despite teaching quality
• Not preparing pupils for changing world
• Possess powerful norms that inhibit change
3. Strolling highlights on the following:
• Neither particularly effective nor ineffective
• Moving at inadequate rate to cope with pace of change
• Meandering into future to pupils’ detriment
• Ill-defined and sometimes conflicting aims inhibit improvement
4. Struggling centers on the following:
• Ineffective and they know it
• Expend considerable energy to improve
• Unproductive “thrashing about”
• Will ultimately succeed because have the will if not the skill
• Often identified as “falling”, which is demotivational
5. Sinking refers on the following:
• Ineffective norms of isolation, blame, self-reliance, and loss of faith powerfully
inhibit improvement
• Staff unable to change
• Often in deprived areas where they blame parenting or unprepared children
• Need dramatic action and significant support
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SCHOOL MISSION, VISION, AND VALUES
The mission and vision mirror what the school wishes hopes to eventually become
and accomplished (Peterson & Deal,2009). They are embodied by all the values, beliefs,
norms, and assumption that school hold. (Confed,2016).
Internet activity: Research on the Department of Education’s Mission, Vision, and Core
Values.
Ten cultural norms that influenced school improvement (Stool & Fink,1996)
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Shared goals – “we know where we ‘re going”
Responsibility for success - “we must succeed”
Collegiality- “we’re working on this together”
Continuous improvement - “we can get better”
Lifelong learning – “learning is for everyone”
Risk taking – “learn by trying something new”
Support - “there’s always someone there to help”
Mutual respect - “everyone has something to offer”
Openness – “we can discuss our differences”
Celebration and humor- “we fill good to ourselves”
SCHOOL ARTIFACTS, ARCHITECTURE, AND SYMBOLS
There are three -school artifacts, architecture, and symbols to create and sustain a
positive school culture. The artifacts and symbols are the tangible objects that represent the
intangible values and beliefs of the school (Peterson & Deal,2009).
To refresh your loyalty, draw and explain the meaning of the logo of your school
where you graduated in secondary level.
Levels of School Culture
Starrat (1993) crafted a diagram representing the level of school life being comprised of
layers resembling an onion. The outer layers represent the operational level of the school.
Underneath that layer is the organizational level of the school. Beneath that layer are the
goals and purposes level. Nearing the center or core of the onion, level of beliefs and
assumptions. The list of beliefs and assumptions is potentially infinite for they include
beliefs about the most basic matters in life. At the core of the diagram, is the myth,
meaning, and belief that leaders find the grounding for their vision of what school might
or ought to become. It is a myth of heroism, human destiny and of the nature of human
society. These are embodied in story, in poems, or in highly symbolic literature.
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Assessing School Culture
To assess the culture within your school you may use the instrument by Gruenert
& Valentine (2015)
The twelve key aspects are:
1. student achievement
2. Collegial Awareness
3. Shared Values
4. Decision Making
5. Risk Taking
6. Trust
7. Openness
8. Parent Relations
9. Leadership
10. Communication
11. Socialization
12. Organization History
The six types of school cultures:
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Toxic
Fragmented
Balkanized
Contrived-Collegial
Comfortable-Collaborative
Collaborative
Toxic School Cultures
Toxic cultures lack a mission and vision, value laziness and apathy, appreciate
separateness and exclusivity, and have a negative peer relationships (Peterson,2002).These
cultures focus on failures and use as an excuse to remain stagnant. (Gruenert &
Whitaker,2015).
Description of schools with negative or toxic culture:
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Lack a clear sense of purpose
Have norms that reinforce inertia
Blame of students for lack of progress
Discourage collaboration.
Often actively hostile relations among staff.
Toxic cultures, Staff:
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View the students as problem rather than as their valued clients
Are sometimes parts of negative subcultures that are hostile and critical of change
Believe they are doing the best they can and do not search out new ideas
Frequently scare stories and historical perspectives on the school that are often
negative, discouraging, and demoralizing
Complain, criticize, and distrust any new ideas, approaches, or suggestions for
improvement raised by planning committees
Rarely share ideas, materials, or solutions to classroom problems
Have few ceremonies or school traditions that celebrate what is good and hopeful
about their place of work
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Creating a Positive School Culture
To create a new culture of change, school principals, and teacher leaders must focus on
some of the following practices.
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Defining the role of the school principal, teacher, and school community through
open communication and academic growth activities that can best serve the needs
of a particular school community.
Scheduling effective communication mechanisms, as staff lunchroom visits,
department forums, staff meeting pop-ins, and all district rallies.
Sharing successes through employee union newsletters, internal correspondence,
and community relations that breed further successes for diverse student
populations.
Visualizing school wide and classroom goals that support the goals of a school site
and district to generate key results and offering staff development training that
support these results.
The eight attributes of effective schools with strong cultures: Deal (1985)
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Shared values and a consensus on “how we get things done around here.”
The principal as a hero or heroine who embodies core values.
Distinctive rituals that embody widely shared beliefs.
Employees as a situational heroes or heroine.
Rituals of acculturation and cultural renewal.
Significant rituals to celebrate and transform core values.
Balance between innovation and tradition and between autonomy and control.
Widespread and participation in cultural rituals.
Thirteen characteristics for cultural improvement in schools: (Wagner & Phillips,
2003)
1. Collegiality
2. Efficacy
3. High expectations
4. Experimentation and Entrepreneurship
5. Trust and Confidence
6. Tangible Support
7. Appreciation and Recognition Improvement
8. Humor
9. Shared Decision-Making by all Participants
10. Protect what is Important
11. Traditions-Celebrations
12. Open and Honest Communication
13. Metaphors and Stories
Assessment and Strategies
Activity 1. How do school affect school culture? Explain briefly?
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Activity 2. In a table format, enumerate three school rituals, tradition, and ceremonies
you’ve join or participate as extracurricular activities. Explain each for their purpose/s.
RITUALS
TRADITIONS
CEREMONIES
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Activity 3. Choose three among the eight attributes of effective schools according to Deal
(1995) Give examples of each.
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Activity 4. Assess your schools’ by checking the right statement for your school. Toxic or
positive?
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Activity 5. Suggest 5 concrete ways to establish a positive school culture.
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