The Crux of Leadership: Shaping School Culture by

Contesting the Policy Contexts and Practices of Teaching and Learning

Hugh Busher, Bernard Barker
First Published January 1, 2003 Other

Abstract

The three successful head teachers at a school in England managed policy, i.e. applied
power effectively, in three distinct but interacting arenas: the micro level within the school and
its departments; the meso level with local government and communities; and the macro level of
central government and its agencies. They influenced these arenas by persuading school
members to support their vision of a successful school through creating a culture that made staff
and students feel valued but responsible members of the school community. This was achieved
through the public sharing of knowledge of how to act effectively within school, e.g. in lessons
or break times; to be connoisseurs of external policy contexts at meso and macro level; to
understand how staff, students, and parents might perceive their actions; to assert their views and
values effectively within the common interests of the school community. These leaders also
created relationships with the school’s local authority and residential communities that made
their members feel welcome partners with the school.

Impacts

 It gives a wide view on how a head teacher or school leader could manage good policy
for the betterment.

 The study impacts how to do the obligations of a leader; to serve with passion and
dedication. Also to support and promote the school vision and valuing culture.

 The study implies how a school leader could be an effective leader in good actions and
considering the common good and interest of the community.
Reconciling the tensions of new teachers' socialisation

into school culture: A review of the research

Lorenzo Cherubini

Brock University, Ontario, Canada

The study reviews the research from 1969 to 2005 describing pre-service candidates'

transition from student teacher to professional educator during their socialisation into

school culture. Despite the educational reforms in Canada, the United States, the United

Kingdom and Australia over the last three decades, this review argues that new teachers

experience many of the same initial concerns that have been documented about

beginning teachers for over 35 years. The paper also examines the core themes that

emerged in each of the respective periods identified in the review, including: teachers'

perceptions of self (1969 to mid 1980s); professional sustainability (mid 1980s to late

1990s); and emerging identity during the process of their socialisation into school culture

(2000 to 2005). Based on this examination, the paper suggests that the tension between

new teacher identity formation and socialisation into school culture can be reconciled by

a post-industrial perspective of how individuals formulate concepts of self.

1. The study impacts student teacher to be more proficient in the profession.

2. The study uplift the level of reconciling the tension of new teachers to face the profession with
strength and self confidence.

3. The study engage and motivate student teachers that community and environment have a
contribution for them to be developed as a whole.
Contextual framework

This chronological review of the research from 1969 to 2005 investigates selected res

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Elsevier

International Journal of Educational Research

Volume 27, Issue 7, 1 February 1998, Pages 553-569

International Journal of Educational Research

The dimensions and measurement of school culture: Understanding school culture as the basis
for school reform

Author links open overlay panelAnnHiggins-D’Alessandroa1DevyaniSadha1

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https://doi.org/10.1016/S0883-0355(97)00054-2Get rights and content

Abstract

The current focus on the idea that schools should be communities rather than only educational
institutions is just beginnning to generate research. This chapter considers community as an
expression of positive school culture, thus it is focused on past and current thinking and research
about school culture. Specifically, it presents a new measure, the School Culture Scale (SCS),
and results from two studies. Arguments are made that the concept of school culture as
operationalized by the SCS should be beneficial in planning and evaluating school reform
efforts, especially those with the goal of building a school community. Although the SCS was
designed using American samples, it should be easily adapted for European schools and perhaps
those in more diverse cultures since the theory, practice, and qualitative research of the Just
Community on which it is based have proven they can be exported with some adaptations.
1. The study has an impact to the community by putting it as a root of school culture to upgrade
and develop school reform.

2. The study builds the relationship of school and community which both is interconnected to
each other; the success of the school, the success of community.

3. The study has an impact to serves as framework on planning the rebuilding of school reforms.

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