EDU 536: The Teacher and the Community, School Culture and Organizational Leadership

Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: School Culture: Principles and Theories Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. explore school culture and its principles and theories References:
2. supply details on the matrix of one’s school depicting the The Teacher and the Community,
current research findings on school culture School Culture and Educational
Leadership by Erlinda D. Serrano
and Ronan M. Cajigal, 2019

A. LESSON PREVIEW/REVIEW

Introduction

Culture affects how people think, feel, and act; and has been shown to play an important role in the
professional growth of educators. Culture is what influences the mind. Learning and thinking always happen in
a cultural setting. The impact of culture on education is a reality that many people especially the community
should see. Any model or program of development of a school must be essentially cultural. Since the schools
have their own unique culture, their curriculum must reflect a culture addressed to the specific needs of their
community.
As the school progresses, its vision, mission, and objectives must adapt to constant changes. In order to
develop itself according to global standards, the link of the school culture with the local and international trends
and demands must never be broken. It does not mean, however, that a school must give up its own culture for
the sake of change. It is a hard reality that culture is hard to fight back. Evading one’s school’s heritage is a
reflection of disunity in the school’s community. If this occurs, a slow disintegration out of the school's culture is
in the offing.

B.MAIN LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

School Culture: Principles and Theories

A healthy school culture fosters continuous improvement in student achievement. transmitted patterns of
meanings that include the norms, values, beliefs, ceremonies, rituals, traditions, and myths understood by
members of the school community (Mitchell, 2008). School culture is what an educational institution’s
stakeholders perceive as the school’s health. The culture of a college, for example, permits a stakeholder to
work out if the college may be a stable, safe, and positive place for student learning. Additionally, the culture
also demonstrates if it may also be a positive place for the adults; an environment that encourages professional

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

development teaching.
School culture is wide in scope. It demonstrates how the students, staff, and community look at the
institution; how safe the school makes the stakeholders feel while on campus; and how high the level of rigor
within classroom is. It also illustrates how the teachers care for their students; how highly accessible the staff is
to the community members; and whether the staff receives a lot of opportunities to learn and excel in their craft.
School culture also depicts whether the staff has trusting relationships among themselves and with their leaders.

Types and Categories of School Culture

School culture can either be positive or negative. In positive school cultures, teachers, administrators,
and students value learning. There is a norm of continuous learning and improvement and all educators feel
responsible for the learning of all students in the school. Collaborative, collegial relationships are valued; and
opportunities are provided for reflection, collective inquiry, and sharing about teaching and learning.
On the other hand, some schools possess negative school cultures. These “toxic” cultures exude norms
and values that hinder growth and learning. There is a lack of purpose and often students are blamed for poor
performance. Collaboration is not the norm and often toxic cultures have hostile relationship among the staff.
These schools are not healthy for educators or students. It I recommended that the staff and the principal work
together to address negativity and shape a more positive culture for the school (Peterson, 2002).

Here are the cultural norms impacting school improvement:

1. Collegiality 7. Appreciation and recognition
2. Experimentation 8. Caring, celebration, and humor
3. High expectations 9. Involvement in decision-making
4. Trust and confidence 10. Protection of what’s important
5. Tangible support 11. Traditions
6. Reaching out to the knowledge basis 12. Honest, open communication

Schoen and Teddie (2008) in their model of school culture, referred to as “The Dimensions of Culture”,
includes (1) skilled orientation, (2) organization structure, (3) quality of the learning setting, and (4) student-
centered focus. This integrated model is affirmed on a literature review that included variables, dimensions,
features, terms, and ideas found to point school culture.
Dimension Major Description
Professional Orientation It involves the amount of emphasis the school places on the
continuous growth and development of faculty members as
professionals. /this also refers to activities or indications that
faculty members are both individually and collectively involved in
professional growth and development centered on student
learning.
Organizational Structure This includes the type of leadership that exists at the school who
is involved in leadership activities, the development of vision and
mission statements, the formulation of goals or action plans, the
degree of consensus and commitment regarding organizational
goals, school policies, and the importance placed upon externally
imposed mandates and accountability, the degree of formality

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

among organizational members, the type of communication

patterns and relationships that exist within the school, and the
means of communication with others outside the school
Quality of the Learning The quality of the learning environment is determined by
Environment assessing the degree to which students are continually engaged
in substantive, cognitively challenging activities. The intent here is
not to determine whether students are engaged on task in their
classes at school, and to gauge the types of learning and
assessment activities that are typically used in the school.
Student-centered Student-centered focus refers to the collective efforts of the school
staff to focus on students as individual learners, with unique
characteristics. This dimension of the school culture examines the
type and extent of parental involvement, the student support
services offered by the school, and the extent to which the school
policies, practices, and programs support the differentiation of
instructional strategies based on student’s unique interests and
abilities.

On the other hand, Stoll and Fink (1996) grouped schools into descriptive categories based on
observed dimensions of culture:
Classification Major Concepts
Moving Schools These are effective schools. The people in these schools actively
work together to respond to their changing context, and to keep
developing. They know where they are going and possess the will,
structure, and skill to get there.
Cruising Schools These schools are generally perceived as effective by the teachers,
administrators, and the surrounding community. They are usually
located in higher Socio Economic Status (SES) areas where pupils
achieve despite the quality of teaching. Students score well on
stardandized measures when compared with the population at
large, though not necessarily well against other students of similar
economic backgrounds.
Strolling Schools These are neither particularity effective of ineffective. Efforts are
made towards improvements but at an inadequate pace. They have
ill-defined in sometimes conflicting aims. These are average
schools that seem to be meandering into the future. Strolling
schools often require stimulation from an outside source.
Struggling Schools These are ineffective and they know it. They have the will to
improve but lack the direction or the skill. They will try anything (and
often already have). These schools benefit the most from outside
consultants.
Sinking Schools These are ineffective schools often found in lower SES areas. The
staff is, either out of apathy or ignorance, making no effort toward

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

change. The curriculum at these schools is undemanding and the

teachers explain away failure by blaming it on the home-life of the
students. Such a school culture is incapable of repair. The school
should be closed to allow this harmful culture to die out. Later
another school with a new name, new faculty, etc., can be
reopened on the same location.

THE SCHOOL’S CULTURAL IDENTITY

The school is recognized for its unique cultural identity. Being true to its culture empowers the school to
actually participate in curricular reforms and innovations from the highest-ranking officials down to the rank-and-
file. Everyone in the school is enjoined to be culture sensitive toward development to establish a large reservoir
of values and knowledge and skills throughout its existence. Such a challenge will give the school the
development it envisions in order to sustain itself in a rapidly changing world. Every school aiming to preserve
its own culture must be humanistic enough to strike a balance between self-service and community service. The
following questions are worth reflecting on so that every school school’s culture will not erode into nothingness:
1. Does the school provide a humanistic education especially in this age of information?
2. Are social awareness and sound discipline through a genuine community service inculcated in the learners?
3. Are the students made to realize what it means to love our very own country, hence taking pride in being a
Filipino?
4. Are consumerism and materialism clearly evident among the administrators, faculty, and students?
5. Do the learning experiences inside and outside of the classroom enable the students to create and innovate
for the common good and the nation?

School Culture and Leadership

School leaders shape culture in a variety of ways, ultimately, resulting in a positive or a toxic culture. A
skillful symbolic leader is seen as a cultural reinforcer who can transform a toxic school culture into a positive
one over time, through the judicious, passionate and artful execution of day-to-day administrative activities.
Successful or positive school cultures involve some expression of the following attributes (Peterson and Deal,
1999):
a) A mission focused on student and teacher learning
b) A rich sense of history and purpose
c) Core values of collegiality, performance, and improvement that engender quality, achievement, and
learning for everyone
d) Positive beliefs and assumptions about the potential of students and staff to learn and grow
e) A strong professional community that uses knowledge experience and research to improve practice
f) An informal network that fosters positive communication flow
g) Shared leadership that balances continuity and improvement
h) Rituals and ceremonies that reinforce core cultural values
i) Stories that celebrate successes and recognize heroines and heroes

The Power of Collaboration

One type of school culture that has been shown to have a positive impact on schools is what is described
as a collaborative school culture. Peterson (1994) stated that collaborative school cultures cannot develop

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

immediately. They are shaped by the way stakeholders including school leaders, teachers, and key people,
support and reinforce the school norms, values, and beliefs. Collaborative school cultures cultivate the underlying
norms, values, and beliefs, and they strengthen and promote teamwork and conversations around problems of
practice. Collaboration involves professionals working together in groups on different projects and tasks. Teacher
collaboration can affect the quality of teaching by enriching the work of the teachers. Both the internal and
external communities in a school environment must be united and sought for consultation. the following table
specifies what comprises the school community:
Classification Major Concepts
1. Administrators 1. Parents
2. Faculty 2. Church
3. Non-teaching staff 3. Media
4. Ancillary group 4. Barangay officials
5. Students 5. Politicians
6. Parents

The Big R: Representation

Strengthening the PTA is a celebration of the school’s unique culture of adhering to the principle of
representation. The parents as one of the stakeholders should be given a chance to voice out their positive or
negative comments to the school administration, faculty, and non-teaching personnel. The students’ holistic
development can be achieved along with collaborative directions- one toward a shared school culture. The
principle of representation does that mean that parents can criticize the school without due respect to its culture.
for the PTA to survive, openness to criticism too is enjoined for as long as it is within the bounds of professional
ethics. The concept of the big R or Representation is conceptualized in the following model:

Parent
School Teacher
Associatio
n

Representation

With representation comes respect that must be evident between the parents in the school. Apart from
all the activities and projects being undertaken by the PTA through the schools inspiration and guidance, there
must be an unwritten contract between the school and the parents that each one will respect each other’s views

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

and suggestions despite their unpopularity and opposing features. Furthermore, both parties must remember
that “both of them are people” who must be dealt with in a more humane approach. Emphasizing the following
among the members of the PTA offer a wealth of wisdom for the school:
1. Parents get bored.
2. Parents respond to personal respect and attention.
3. Parents respond responsibly to positive feedbacks than critical comments.
4. Parents have their assets and liabilities.
5. Parents would love to hear the accomplishments of their own sons and daughters no matter how little they
may be.
6. Parents are not perfect and make mistakes too.
7. Parents do not really like to be scolded in public in matters of their child's misbehavior.
8. Parents have the innate desire to help in the school’s programs and projects despite financial constraints.
9. Parents as children of God are basically honest and can be trusted if given the chance.
10. Parents do not really like playing favoritism by the school administration.

II. Skill-building Activity

Remembering how you were nurtured and sustained in your school (past and present) will, in a way
reveal your school’s unique culture. By filling up the table below, you will more or less record some cherished
activities and programs provided to you by your school in the basic or tertiary level. Number one is done for
you.
Cherished Moments Impact Meaningful Activities Impact
Elected as president of Challenge to uphold Assigned to construct Heightened interest to
our college’s the institution’s belief in simple lessons for share my talent with
Educator’s Prime the leadership of reading tutorial of non- non-reading students.
Movers student. readers in our school’s
community
engagement.

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

Complete the matrix below by filling in your own version of a school culture manifested by the members
of school for meaningful teaching and learning.

Internal Members Ways to Promote External Members Ways to Promote

School’s Culture School Culture
Administrators Parents

Faculty Media

Students Barangay Council

Non-teaching Staff Church

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 EDU 536: The Teacher and the Community, School Culture and Organizational Leadership
Module #18 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs
Food for Thought!
If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. What are the ways on how to motivate the students to be objective enough to welcome some changes
introduced by the school?
One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is
also one of the most important. Students who are not motivated will not learn effectively. They won’t retain
information; they won’t participate and some of them may even become disruptive. You should encourage open
communication and free thinking with your students to make them feel important. Be enthusiastic. Praise your
students often. Recognize them for their contributions. If your classroom is a friendly place where students feel
heard and respected, they will be more eager to learn. A “good job” or “nice work” can go a long way. Get them
involved in the classroom. Make participating fun by giving each student a job to do. Give students the
responsibility of tidying up or decorating the classroom. Assign a student to erase the blackboard or pass out
materials.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

KEY TO CORRECTIONS

Answers on Skill-building Activity

(Answers may vary)

Answer on Check for Understanding Activity

(Answers may vary)

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