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School Culture Prepared by :Mohd Raimi ( GS 37388 )Nur Haziqah (GS 39183)Noris Shaheraa (GS 39493 )1

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3What is school culture????

The way we do things around here.

Jennifer James. International Confederation of Principals World Conference Address. August 16, 2011. 4What is School Culture?Paul E. Heckman (1993), school culture lies in the beliefs of the teachers, students, and principals of the school.

Historical patterns that include the norms, values, beliefs, ceremonies, rituals, traditions, and myths understood by members of the school community (Stolp & Smith, 1994).

5School culture refers to the way people perceive, think, and feel about things of a school (Erickson 1987).

Phillips (1993), characterizes school culture as the beliefs, attitudes, and behaviors that characterize a school in terms of: how people treat and feel about each other, the extent to which people feel included and appreciated, and rituals and traditions reflecting collaboration and collegiality.6

Example of School Culture

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Example of School Culture8

Example of School Culture

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Example of School Culture

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11CHARACTERISTICS OF SCHOOL CULTURENORMSBELIEFVALUESTRADITIONS12NormsIdea that can be put into the form of a statement specify what member should do, unwritten of shared belief of most group members.Belief Conviction of the truth of some statement or phenomenon especially of based on evidenceValueThe commonly held standard of what is acceptable or unacceptable, right or wrong in community or societyConsist of believe and practices health or observe by specific human group that have been past down from previously environmentTradition 13Difference Characteristics of School CultureHealth School Culture CharacteristicsToxic School Culture CharacteristicsFaculty and staff feel valued and esteemed by the principal, students, parents, and central office administrators Staff feel as if they are treated poorly, disrespected, and as if they were part of the furniture. Every faculty and staff member feels responsible for every students learning to high levels. Faculty and staff blame students for their lack of progress and achievement Underlying norms are collegiality, collaboration, continuous learning, openness to new ideas, problem solving, improvement, and hard work Administrators and faculty are unwilling to change. Interpersonal tone is oppositional and prickly. Collaboration is discouraged 14CONTINUEData, problem solving, and decision making are shared with faculty, staff, students, and parents.

Principals see all data and make all decisions.Faculty and staff feel motivated, productive, successful, and mutually supportive. Faculty and staff feel exhausted, unproductive, frustrated, and unhappy, unsupportive of colleagues with occasional hostility among staff Rituals and traditions celebrate student accomplishment, teacher innovation, and parental commitment Individual and group innovations and achievements go unnoticed 15Robert E. Quinn (1988)

CLANADHOCRACYHIRARCHYMARKET16 Robert E. Quinn & Kim S. Cameron (1999) HierarchyMarketClanAdhocracy5/9/2015Competing Values Framework17Clan(Collaborative)Adhocracy(Create)Hierarchy(Control)Market(Compete)Stability & ControlFlexibility & DiscretionInternal Focus & IntegrationExternal Focus & Differentiation17Competing Values Framework5/9/2015Assessing Organizations and Their Cultures18ClanShared values & goalsCohesionParticipativenessWe-nessHierarchyRulesSpecializationMeritocracyHierarchySeparate ownershipImpersonalityAccountability AdhocracyInnovativePioneeringEntrepreneurshipCreativityCutting edgeMarketTransactionsExternal constituenciesMarket MechanismsProfitabilityMarket strengthMarket nichesCustomer basesFlexibility and DiscretionStability and ControlInternal Focus and IntegrationExternal Focus and Differentiation18 An organization that concentrates on internal maintenance with flexibility, concern for people, and sensitivity for customersTypically as a friendly place to work where people share a lot of themselves. It is like an extended family with best friends at work. Leaders are thought of as mentors, coaches, and, perhaps, even as parent figuresClan 19An organization that focuses on internal maintenance with a need for stability and control.Characterized as a formalized and structured place to work. Procedures and well-defined processes govern what people do.Effective leaders are good coordinators, organizers, and efficiency experts.

Hierarchy 20an organization that concentrates on external positioning with a high degree of flexibility and individuality.It is characterized as a dynamic, entrepreneurial, and creative workplacePeople stick their necks out and take risks. Effective leadership is visionary, innovative, and risk-oriented. Adhocracy 21an organization that focuses on external maintenance with a need for stability and control. It is a results-oriented workplace.Leaders are hard-driving producers, directors, and competitors. They are aggressive and demanding.The glue that holds the organization together is an emphasis on winning. The long-term concern is on competitive actions and achieving stretch goals and targets.

Market 22

ISSUE HAPPEN AT SCHOOLSchool X is located at rural area and the school as a whole is in a group of low-performing schools.In terms of achievement, the school is not able to give a good performance whether academic, co-curricular and student personality. School X also showed no increase in public examinations such as PT3 and SPM.Attendance records of students to school is low and a very high percentage of disciplinary problems.Uncontrolled state schools where students are not managed well and the students are not monitored and controlled by a single control system.School culture are too negative at all levels as administrators, academic teachers, support staff and students.Student involvement in school activities at an acceptable level. Teachers also lack motivation and are not clear about their responsibilities and duties as an educator. There are teachers who do not obey the command tasks such as get to school late. There are many teachers who abuse sick certificate for a holiday. Besides that, the culture in the school reflects the gap between new teachers and old teachers. For the record, there are some cases of quarrels and disputes between the teachers. ISSUE HAPPEN AT SCHOOL

In addition, the school environment is not conducive because of poorly managed. School facilities are inadequate and inappropriate for a healthy environment for teachers and students. This negative cultural impact on student achievement in academics, co-curricular activities and personality and consequently the overall impact on school achievement.

What should be done by the school to make a 360-degree transformation to improve school performance?THE ORGANIZATIONAL CULTUREASSESSMENT INSTRUMENT (OCAI)

Beyond Rational Management by R.E QuinnFlexibilityInternalExternalControlMentorInnovator1. Understanding yourself and others2. Interpersonal communication3. Developing subordinates1. Team building2. Participative decision making3. Conflict management1. Receiving and organizing information2. Evaluating routine information3. Responding to routine information1. Planning2. Organizing3. Controlling1. Taking initiative2. Goal setting3. Delegating effectively1. Personal productivity and motivation2. Motivating others3. Time and stress management1. Building and maintaining a power base2. Negotiating agreement and commitment3. Negotiating and selling ideas1. Living with change2. Creative thinking3. Managing changeFacilitatorMonitorDirectorProducerBrokerCoordinator