Running Header: Organizational Culture Project Summary

Organizational Culture Project Summary

-Presented to the Department of Educational Leadership
and Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
of the Requirements for the
Master of Arts in Education
-by
Adam Thomas Duchac
Korea Kent Foreign School
Seoul, South Korea
17 October, 2014
-Dr. Nicholas Pace

Organizational Culture Project Summary

The Organizational Culture Interview Questions brought forth a number of concerns for
the Korea Kent Foreign School leadership team. Four individuals, two of whom teach and hold
head of department (HOD) titles- B and L, and two middle school teachers- D and J- were
surveyed. The two HOD teachers were chosen due to their consistent contact with the principal,
while the two middle school teachers were chosen due to having limited contact with the
principal. While four opinions are not indicative of a research study, these four staff members
views are supported by a number of other faculty as well. I will first discuss interview question
answers by section (Discovering the Existence of a Shared Vision, How Teachers Perceive Their
Principal, and Discovering the Values and Norms Among Teachers), then offer my opinion on
how to address issues raised.
Discovering the Existence of a Shared Vision
B and I started a new mentor program for struggling high school students this year. B
remarked that high school staff all found the program to be helpful when dealing with students
who were not performing to their fullest and having trouble outside of school. We have had
twice weekly meetings since the start of the school year where we discuss students that have
been part of the mentor program. B commented that the program has given teachers a renewed
sense of purpose at KKFS, and that the shared vision of community support has allowed
everyone to see results in their classrooms. This shared vision has created a strong bond among
teaching staff, but seems to be lost on the principal. B recalled a conflict after the sixth week of
this school year where the principal had undermined everything done by the mentor program. By
not following the procedures we had put in place to help this student with work and behavior,
even after sending the principal numerous action plans, an unwarranted conflict began between

Organizational Culture Project Summary

the student and the principal. B mentioned how this program was, for the most part, possible
because the principal had no involvement in the meetings.
How Teachers Perceive Their Principal
B and L both have contact with the principal, on average, three to four times a week. B
stated that while he attempted to discuss matters of student performance and assessment with the
principal (given the new push towards Understanding by Design planning), the meetings often
turned into platforms for the principal to complain about other teachers and make derogatory
remarks about individual students whose parents he was dealing with. B has always sent
meeting agenda plans to the principal, but claimed those meeting notes were often ignored. Both
B and L agreed that the principals image of himself and the school was, and is, most important.
When matters of student behavior were brought forward (in particular, two students who are on
the autism spectrum) the principals reaction was not one of concern for the child, but of how
other parents would perceive the child, and how he could reassure those parents that their
students learning needs were not being disrupted. We discussed the three change facilitator
models, and both came to the conclusion that the principal would be a responder. B and L
pointed to the number of initiatives put forth by staff and how he said yes to all of them, but
offered no support or training in helping to push initiatives through. At the same time, we
discussed the SoC and B and L also agreed that the principal was still at the personal/self-stage
on many of the initiatives being implemented. While the principal has readily handed out
leadership roles, it seems as if these roles were distributed to keep pressure and decision making
off himself.

Organizational Culture Project Summary

Discovering the Values and Norms Among Teachers

D and J both discussed the lack of school wide meetings last year. J felt that more staff
meetings might dispel some of the problems of transparency coming from the office. Even
though both have had little contact with the principal, they both hear other teachers openly
complaining about the principal while at lunch and outside of school. J and D discussed the
overall positive attitudes of teachers towards one another, and how that dispelled many of the
negative feelings coming from the office. D commented that if the principal was the only
problem, then things werent really that bad. J talked about the new peer observation program
implemented this year and said he liked how it gave him a new perspective on what he was
teaching. J debriefed his lesson with the teacher who observed him for 30 minutes.
Implications for Leaders
The overall feeling towards KKFS administration by staff is one of negativity and
distrust, while the feelings towards other staff members are very positive. If school culture is not
quickly reversed, KKFS risks another large staff turnover for the 2015-2016 school year. The
main areas of concern are as follows:
-lack of professionalism by the principal
-lack of support in change initiatives
-lack of transparency when dealing with parents and administration
The principal has made malicious comments about staff members to other faculty and referred to
students in derogatory manners. Both of these areas could be addressed, without singling out the
principal, by mandatory sensitivity training for all staff members. While training may not
change the mindset of the leadership, it would at least make him aware of his actions and perhaps
encourage him to keep comments to himself.

Organizational Culture Project Summary

As there are many teachers willing to take on leadership assignments, and many already
doing so, it would behoove the principal to build capacity among these teachers by investing
time and money in properly training them to perform their roles. There is no lack of motivation
by teachers at KKFS, and the ability to create outstanding programs is happening. This should
not be without principal involvement and backing though. Lastly, the lack of transparency is a
real problem for teachers at KKFS. When parents and administration talk, teachers should be
kept in the loop to prevent any mishandling of seemingly simple problems. To see KKFS suffer
because of poor leadership is unnecessary and unwarranted. The ability to be a great school is
there, but that decision ultimately rests with the board of directors.