Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University
ARASOF-Nasugbu
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LEARNING MODULE IN THE TEACHER AND THE COMMUNITY,

SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
1st Semester, A.Y. 2023-2024

SCHOOL CULTURE

CHAPTER 7

Duration: 3 hours/week
Subject Code: Ed 103
Subject Teacher: Asst. Prof. JAPNER XAVIER L. GUEVARRA
 SCHOOL CULTURE

EXPECTED LEARNING OUTCOMES

1. Differentiate school culture and school climate.

2. Discuss the key components of a school’s culture.
3. Explain how school culture affects leading, teaching, and learning.
4. Cite ways by which you can contribute to the building of a positive culture.

THE BIG IDEA

1. Can the school culture affect student learning? How?

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DEEPEN YOUR UNDERSTANDING

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Defining School Culture and Climate

Culture refers to “the way we do things around here.” It is a social construct, not a
genetic construct.

School cultures are the shared orientations, values, norms, and practices that hold an
educational unit together, give it a distinctive identity, and vigorously resist change from
the outside.

The culture of a school organization is made up of the core values and beliefs that drive
the behavior of individuals within that organization.

According to Fullan (2007), school culture can be defined as the guiding beliefs and
values evident in the way a school operates.

According to Spacey (2017), school culture consists of the norms and shared
experiences that evolve over school’s history

National Culture
Hofstede considers national culture as ‘The collective programming of the human mind’.
It is ‘The behaviors and beliefs characteristic of a particular social, ethnic or age group’

School Climate is more relational; it is illustrated by the attitudes and behaviors of the
school staff and is focused on the style of the school’s organizational system. It refers to
the school’s effect on students, including teaching practices, diversity and the
relationships among administrators, teachers, parents and students. It is driven by and
reflected in daily interactions of staff, administration, faculty, students support staff and
the outside community.

School culture may be understood as a historically transmitted cognitive framework of

shared but taken-for-granted assumptions, values, norms, and actions—stable, long-term
beliefs and practices about what organization members think is important. School culture
defines a school’s persona. These assumptions, unwritten rules, and unspoken beliefs
shape how its members think and do their jobs. They affect relationships, expectations,
and behaviors among teachers, administrators, students, and parents. They give meaning
to what people say and mold their interpretations of even the most minor daily events.
Everything in the organization is affected by its culture and its particular forms and

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features. Generated, deeply ingrained, and strengthened over the years, these patterns of
meaning generally resist change.

Specifically, school culture appears in many aspects of school life:

 Social climate- including a safe and caring environment in which all students feel
welcomed and valued and have a sense of ownership of their school.
 Intellectual climate- in which every classroom supports and challenges all
students to do their very best and achieve work of quality; this includes a strong,
rigorous, and engaging curriculum and a powerful pedagogy for teaching it.
 Rules and policies in which all school members are accountable to high standards
of learning and behavior.
 Traditions and routines- established from shared values and that honor and
reinforce the school’s academic, ethical, and social standards.
 Structures- for giving teachers, staff, and students a voice in, and shared
responsibility for, making decisions and solving problems that affect the school
environment and their lives in it.
 Partnerships- ways of effectively joining with parents, businesses, and
community organizations to support students’ learning and character growth.
 Norms for relationships and behavior- expectations and actions that create a
professional culture of excellence and ethics.

How School Culture Shapes the Organization?

School culture creates a psychosocial environment that profoundly impacts teachers,
administrators, and students. A school’s culture shapes its organization. By
strengthening shared meaning among employees, culture serves a variety of functions
inside the school:
 Identity- culture’s clearly defined and shared perceptions and values give
organization members a sense of who they are and their distinctiveness as a
group.
 Commitment- culture facilitates the growth of commitment to something larger
than individual self-interest.
 Behavior standards- culture guides employees’ words and actions, providing a
behavioral consistency by specifying appropriate norms and unwritten rules for
what employees should say and do in given situations.
 Social control- shared cultural values, beliefs, and practices direct behavior
through informal rules (institutionalized norms) that members generally follow,
enhance the social system’s stability, and reinforce and shape the culture in a
self-repeating cycle.

How School Cultures Develop?

A school’s current customs, traditions, and general way of doing things largely reflect
what has been done before with some success. Schools develop their organizational
cultures through three different but closely linked concepts:
 A body of solutions to external and internal problems that has worked
consistently for a group is taught to new members as the correct way to perceive,
think about, feel, and act in relation to those problems.
 These eventually come to be assumptions about the nature of reality, truth, time,
space, human nature, human activity, and human relationships in that setting.
 Over time, these assumptions, crystalized by repetition and reinforcement, come
to be presumed, unchallenged, and finally drop out of awareness. A culture’s
power lies in the fact that it operates as a set of unconscious, unexamined

assumptions that are taken for granted. They are strictly enforced through social

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sanction.

Three Levels of School Culture

Despite the generalities needed to describe it, school culture is not merely an abstraction.
People can see, hear, touch, and feel an organization’s culture in its facilities, art,
technology, and human behaviors. Edgar Schein, an expert in organizational culture,
asserts that a school’s culture can exist on three levels, ranging across a continuum from
concrete to abstract.

At the first level, artifacts- such as school colors, mascots, or slogans- can be seen and
touched. But, these signs are only cultural symbols usually below most people’s
awareness. Next, less visibly, the school’s cultural values lie it is written mission
statement (such as “Relationships, Relevance, and Rigor”), philosophy, or motto (e.g.,
“Children First”). These documents or slogans help express the school’s basic
assumptions and goals. Finally, the assumptions taken for granted, those that are
invisible and outside consciousness- the culture’s essence- deal with individuals’
relationships to the environment and other people.

Key Components of a School’s Culture

The Framework for Analysis of School Culture (California Department of Education,
nd.) identifies some specific elements that contribute to the definition of a school’s
culture. These include Heroes and Heroines; Communication Network; Rites and
Rituals; Lore and Myths; Rules, Rewards, and Sanctions; and Physical Environment.
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These elements are a valuable tool to assist in developing a clear understanding of the
culture of a school.
1. Heroes and Heroines
The “heroes and heroines” of a school are those individuals who are recognized as role
models that exemplify the organization’s traditions, values, and beliefs. They are looked
up to by other members of the staff and generally set the tone for “the way we do things
around here.”

2. Communication Network
The communication network is a complex system through which information is
transmitted and interpreted throughout the organization. It represents a hierarchy and
circulates the “truth” by which people are judged. People talk!

There are various roles within the communication network. Each has value in keeping
you, and everyone else, informed. By consciously identifying these people in the
organization, the principal can begin to shape the culture of the school.
 Storytellers: The values and beliefs of people within an organization are
reinforced through stories about people and events. The storytellers have a
unique role in that they interpret what goes on in the organization and transmit
that interpretation through stories to reinforce cultural beliefs, both positive and
negative. They can transmit valuable information to the principal about the
culture of the organization, and provide a “weather vane” as the reform initiative
progresses.
 Spies: These are the individuals who know everything about everybody, and
constantly gather information about what is happening within the organization. It
is important for them to be “in the know” before everyone else. If someone has
concerns about a particular issue, the spy will know who, what, and why.
 Priests/Priestesses: Within every organization, there are individuals who guard
the cultural values. Highly respected by the members of the organization, they
are often consulted by others to ensure their actions are consistent with the values
of the school culture.
 Whisperers: Sometimes described as the “unseen powers behind the throne,”
these individuals provide specific information about what will work or not, and
why.
 Cabals: Cabals refer to groups of two or more individuals who join forces around
a common purpose. Cabals can be positive or negative, depending on the purpose
that brings the individuals together. They may be the two or three teachers who
step forward to take a leadership role in developing and implementing a piece of
the reform initiative.

3. Rites and Rituals

Every organization, whether it is religious, political, or social, has a set of structured,
predictable activities and daily events (rituals) that reflect “the way we do things around
here.”

These rituals are reflective of the core values and beliefs of the organization. They lend
value to the organization by providing clarity, a common identity, and a sense of security
to the stakeholders about “the way we do things around here.”

Rites, on the other hand, provide the vehicle for celebrating what is important to
individuals within the organization.

4. Lore and Myths

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The culture of any organization is transmitted through stories about “the way we do
things around here.” They provide the historical context of the school culture.

Myths, on the other hand, are beliefs that are deeply embedded within the culture and
have evolved to an almost mystical status based on many years of retelling. Myths, by
definition, are not based on reality or truth, but support the beliefs of the myth-teller. The
belief is often contrary to the assumptions inherent in reform effort.

5. Rules, Rewards, and Sanctions

Every organization has an implied set of behavioral expectations, or norms, for its
members about “how we do business around here.” These rules impact our behavior
within the context of the organization. Members of an organization either reward or
sanction these behaviors based upon their alignment with the rules/norms of the
organization.

6. Physical Environment
The physical location of classrooms and offices reflects the culture of the school.

Cultural Norms That Facilitate School Improvement

The research article School Context: Bridge or Barrier to Change? (Boyd, 1992)
provides an in-depth review of research findings around school culture. A basic finding
of various writers indicates that in order for a change effort to be successful, cultural
norms that support the change effort must be in place. The following cultural norms are
critical to success:
 A norm of protecting what is important, which is a direct result of having a
vision of what is important shared by staff, students, and the community
 The norm of a school’s continuous critical inquiry of its strengths and
weaknesses as a basis for reform, as well as a willingness to continually adapt,
experiment, and reinvent it.
 The norm of continuous improvement that ensures that access to information,
resources, and technical support will be provided to address any problems or
challenges that arise.
 The norm of active participation in the decision-making process by those who are
directly and indirectly affected by the reform effort (Boyd, p. 9).

Creating a Positive Culture

Positive School Culture Characteristics

Research suggests that school cultures that support hard work and high achievement
contain the following 10 characteristics:
 An inspiring vision- the extent to which a school has a clear and motivating
purpose, expressed by a charismatic leader, focused on all students meeting
challenging academic goals and backed by a well-defined, limited, and
stimulating mission. The widely shared perception of these school goals as
important supports this factor.
 Leadership- the people and process that help others define and invest in the
inspiring vision and that encourage teachers, staff, students, and parents to fully
endorse the other characteristics on this list as they adapt to change.

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 Innovation and risk taking- the degree to which principal, faculty, and staff are
encouraged to be innovative, experiment, and take thoughtful risks rather than
work to maintain the status quo. This includes flexibility and backing from the
school district.
 High expectations- the extent to which the school members hold a pervasive
focus on student and teacher learning along with a continual conversation about
the quality of everyone’s work
 Trust and confidence- the extent to which those in the organization can depend
on close, supportive teacher–student, teacher–teacher, teacher–administrator,
student–student, and parent–school relationships.
 Referring to the knowledge base- the extent to which administrators and faculty
use timely and accurate quantitative and qualitative information to continuously
improve their processes, performances, and outcomes. This includes curriculum,
modes of instruction, assessment, and learning opportunities clearly linked to the
vision and mission and tailored to the students’ needs and interests.
 Involvement in decision making- the degree of participation granted by
administrators to teachers, staff, students, and parents to receive relevant and
timely information, discuss its meaning in terms of school values and goals, and
share in making decisions that affect the school.
 Honest, open communication- the degree to which the school provides many
opportunities and venues for sharing information in clear and unambiguous ways
among organization members. This includes creating culture, discussing
fundamental values, taking responsibility, coming together as a community, and
celebrating individual and group successes.
 Tangible support- the degree to which faculty and staff receive sufficient
encouragement, resources (including teamwork and time), and opportunities to
effectively meet their professional responsibilities as well as contribute to their
organization’s well-being.
 Appreciation and recognition—the degree to which the school community shows
its gratitude and esteem for those members who are making meaningful
contributions to the organization or to its members. A school’s customs,
traditions, and general ways of doing things illustrate the extent of this
characteristic in action.

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Page 9 of 13
Twelve elements/norms of a positive school culture
Collegiality Tangible Support Involvement in decision
making
Experimentation Reaching out to the Protection of what is
Knowledge Base important
High Expectations Appreciation, Recognition Traditions
Trust and Confidence Caring, Celebration, Honest, open
Humor communication

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 ACTIVITY

1. Based on your experience, give 5 school practices that don’t contribute to positive
culture. What can be done to turn/convert those practices into positive culture?
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2. Directions: Create a digital tarpaulin promoting positive school culture.

3. Directions: Suggest 5 concrete ways to establish a positive school culture. Use the
table below to write your answer.

Objectives Strategies
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

TAKEAWAYS

Five things that I learned from this chapter are the following:
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ASSESSMENT

Directions: Multiple Choice: On the line before the number, write the letter
corresponding to the correct/best answer.
_____1. What must a leader do if wants an innovation to affect substantially and
positively contribute to the school culture?
A. Sustain the innovation
B. Introduce innovation one after another
C. Ensure that the innovation is welcomed by all
D. Make sure that the innovation comes from the School Head
_____2. Which is true of a school culture?
A. Cannot be altered
B. Passed on like a hereditary trait
C. Has insignificant effect on student performance
D. Created by the school head and other stakeholders
_____3. Which contributes to a positive school culture?
A. Exclusivity
B. Growth mind set
C. Low expectation
D. Authoritarian leadership
_____4. School head respects academic time so she does not just call on teachers during
class hours. Which element of positive school culture is illustrated?
A. Tradition
B. Collegiality
C. High Expectation
D. Protection of what is important
_____5. What are school heads supposed to ensure as stated in the DepEd mission
statement?
I. Students learn in a child-friendly, gender sensitive, safe and motivating students
II. Teachers facilitate learning and constantly nurture every learner
III. Teachers do not fail students
A. I B. I, II C. II D. I, II, III
_____6. The culture of a school is a significant factor that a leader should consider to
improve instructional leadership. Which of the following statements about the school
accurately reflects a string culture?
I. Has informal rules of behavior
II. Maintain a network of communicators

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III. Possess definite organizational core values
IV. Sets high standards of performance
A. I, II, III, IV B. I, II, III C. II, III, IV D. I, III, IV

Directions: Essay: Read and analyze the question. Answer it in two-three sentences only.
1. How can teachers establish positive school culture for effective student performance?
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2. How can leaders establish positive school culture for effective school performance?
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LEARNING RESOURCES

The contents of this module are from:

Prieto, Nelia G., et al (2019). The Teacher and the Community, School Culture and
Organizational Leadership. Metro Manila: Lorimar Publishing Inc.
Llgas, Avelina T., et al (2018). Essentials of Teacher Leadership. Metro Manila,
Lorimar Publishing Inc.
Llgas, Avelina T., et al (2018). Becoming a 21st Century Educational Leader. Metro
Manila, Lorimar Publishing Inc.
Fisher, Darlene (2012). School Culture. Available at
https://www.ibo.org/contentassets/b53fa69a03d643b1a739d30543ca8d65/
darlenefishermadrid.pdf

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