1|P age

Module 2

The School as Social Organization

and Cultural Institution
2|P age

TABLE OF CONTENTS

Objectives ----------------------------------------------------------------------------3

Introduction ------------------------------------------------------------------------- 4

Pretest --------------------------------------------------------------------------------4-6

A. Multiple Choice -----------------------------------------------------------4-6

B. Performance Task --------------------------------------------------------6

Discussion --------------------------------------------------------------------------6-35

A. School as An Organization (Part 2)--------------------------------- 6-7

B. The Meaning of Social Interaction and Socialization-----------8-9

C. Roles of School Administrators in Promoting School

Changes and Transformation ---------------------------------------10-19

D. School as Cultural Institution ----------------------------------------19-35

Posttest ----------------------------------------------------------------------------- 36

Answer Key ------------------------------------------------------------------------36-37

References-------------------------------------------------------------------------- 38
3|P age

I. OBJECTIVES

This module will guide you as to the very manifest functions of the school, its role as
a social organization and cultural institution. As future teachers you ought to understand and
appreciate your significant contribution as you communicate and interact with stakeholders of the
school. Specifically, you will

1. Appreciate the role of schools in promoting

social stability locally and nationally.

2. Interpret the role of cultural diversity in

schools.

3. Discuss the various organizational

leadership and management theories.

4. Cite the importance of communication and

interaction between and among stakeholders.

5. Identify and explain the levels of school culture

6. Discover how to assess school culture

7. Internalize the contribution of teachers and, administration to the success of students

performance in school by providing strong school culture.

8. Appreciate the role of an individual especially to students to become participating and

functioning members of society that is most befitting to an organized way of life.

4|P age

II. INTRODUCTION

Even in the dawn of civilization, man must be organized in order to attain its goal not only for
themselves but for the benefit of the organization and the community where they belong. They must
constantly interact and behave appropriately as the
organization subscribe. Indeed, in this module, you will
try to appreciate the different functions of the school and
its contributory function to socialize students and
conform to the society’s norms and standards.

Needless to say, that a strong leadership is needed

even on the part of the teachers to implement a change as we become more global and
interconnected due to political, and economic, and technological influence of countries so that
multiculturalism is the name of the game. Diversity is normal and constant adaptation to change to
best fit in the social milieu will be better understood. Hence, as future teachers and leaders we opt
to be ready and be aware of your contribution.

III. PRETEST
A. Multiple Choice: Choose the correct answer from among the choices. Write the letter
5|P age

of your choice before each number.

1. Mary has taught her daughter how to prepare good

and delicious desserts from local fruits and

vegetables. What cultural transmission process is

this?

A. Observation C. Enculturation

B. Acculturation D. Indoctrination

2. Which situation shows that a sense of nationhood is exemplified ?

A. When Ms. A asked her class in what country they wish to live, most chose

Australia.

B. The class was asked which brand of chocolate they would rather have, no one

chose “chocnut”

C. There is a class program, the girls volunteered to do “Balagtasan”.

D. The boys opted to make a choral rendition of the theme song of the movie

“Titanic”.

3. The process of individual and group change caused by contact with various cultural

system is

A. Acculturation C. Culturation

B. Enculturation D. Indoctrination

4. There are many instances in the classroom that point to cultural alienation. In what way

does cultural alienation fail to contribute to nation-building?

6|P age

A. The Filipino operates on a Filipino model of development.

B. The Filipino has no sense of national pride

C. The Filipino will look at his culture as something superior to others.

D. The Filipino closes himself to foreign influence.

5. By which process do children become participating and functioning members of society by

fitting into an organized way of life?

A. Socialization C. Accommodation

B. Acculturation D. Assimilation

B. Performance Task : Essay

1. How important is leadership in an educational organization?

2. How do you react to an inevitable change in the way of life of people? (Discuss your

role as student and future teacher).

IV. DISCUSSION

A. School as An Organization (Part 2)

1. Characteristics of school as an Organization

a. Structured

b. Relationships
7|P age

c. Culture and Climate

d. Leadership and Decision-making

Schools are important

organizations that prepare students of
their future roles as productive citizens of
the country. Again, the way schools are
organized has a strong effect on the
quality of education they provide. There
are some theories presenting about the
nature of schools as an organization, and
one of which is the systems theory. In this
theory, it presents to examine the
characteristics of schools in terms of its
structure, climate and culture, leadership,
decision-making, and relationships among personnel. A portion of
this lesson was introduced in the first module but will be given
additional space because more has yet to be discussed about the
role of schools as an organization and how it is being run by
effective leaders.

Theories about how the Organization is Structured.

a. Taylor’s scientific management approach

b. Weber’s Bureaucratic Approach

c. Fayol’s administrative Approach

8|P age

B. The meaning of social interaction and

socialization

( Requested video – Victor of Aveyron )

1.Summarize the significance of the film in

relation to socialization, social interaction and

civilization.

2. Define in your own words the terms socialization and social interaction

B.1. Levels of social interaction

https://www.slideshare.net/cjsmann/5-types-of-social-interaction1ppt

B.2. Meaning and types of social groups in school

When two or more individuals come together and influence one another, they may be called
a social group – William Ogburn

“Social group is a group of two or more persons who are in a state of interaction with one another”-
Mayer Nimcoff
9|P age

Social group is a collective word for two or more individuals who are in a state of interaction
with one another. The state of interaction is the reciprocal influence individuals exert on one
another through inter-stimulation and response. It is a compulsory characteristic of a social group.
(Examples are a family living at home, group of classmates, group of employees, etc. )

Types of Social groups:

• Based on contact
a. Primary
b. Secondary

• On the basis of identification

a. In-group

b. Out-group

* On the basis rules and regulations

a. Formal

b. Informal

• Based on structure

a. Voluntary Group

b. Involuntary

c. Delegate Group

B.3. Individual and group

behavior
Significance of working
alone vs working as a group in an
organization.
10 | P a g e

C. Roles of school Admin, Teachers and students in Promoting school changes and
transformation

C.1. Roles of school in Responding to the Needs of Culturally diverse Global Community

The growing interest in addressing multiculturalism is the internationalization especially in

higher education that has responded in current
educational system and demands. Activities like
faculty and exchange programs, development of
offshore campuses or satellite campuses,
establishment of joint research projects and university
linkages are among the projects and programs being
mentioned in the development and promotion of
cultural understanding and respect to diversity.

Task :

1. Identify school activities and projects that aim to respond to the needs and demands of a
culturally diverse global community. Search in the net, schools and universities in the Philippines
which are adopting to this challenge in educational system.
11 | P a g e

2. Think of other changes that will be initiated by the school

curriculum planners and leaders to respond to the call on cultural
diversity?

C.2 Roles of Schools in Promoting Social stability nationally and locally.

School for Stability: Examining the role of education in fostering social stability in Lebanon

https://www.peace-ed-campaign.org/school-stability-examining-role-education-fostering-social-stabilitylebanon/
12 | P a g e

Indeed, Leadership and collaboration are essential elements to ensure success in all
educational endeavors. Practically speaking, it is the kind of leadership the school administrators is
providing that could inspire teachers, staff, and
other school personnel to pursue educational
goals which would redound to successful
achievements of students in their studies.
Collaboration, this is where leading that must be
meaningful and constructive that allows
creativity, critical thinking, problem-solving, and
decision-making. Good leadership means effective leadership that pushes more innovations in a
creative organizational environment. Fullan, 2001 (in Pawilen, 2019) made mention of strategies
leaders do manifest to effectively bring the school to success especially in complex times.

• Educational Leader with a moral purpose

– It is about making a positive difference in
the lives of students and striving to improve
the quality of working relationship in the
school.
• Is proficient in handling change process
– An effective leader is a coach, a mentor,
and a teacher in the change process to
manifest in the stakeholders the spirit of
change that must going to happen. It is
critical to understand that opposition,
discontentment, discouragement, negative feedbacks, is natural when undergoing change
process.
13 | P a g e

• Establish relationships - If relationships are built, direction of things will prosper. This is
true to relationships between and among teachers, students and other stakeholders in
school. Effective leaders foster purposeful interaction
and communication.
• In constantly generating and sharing knowledge-
A school leader must be knowledgeable and commit
themselves constantly in generating and increasing
knowledge inside and outside the school. Vital
information must be made known to the clientele.
• Ensure coherence in everything they do – When faced with issues and problems in
school, it is but wise for a leader to seek coherence by constantly following rationale
thinking and logic guided by the school’s values and
Philosophy, and by being systematic and coordinated in conducting business in school.

Other Strategies include :

• Strong Leadership -He should ensure that all educational goals, targets, and plans set by
the school should be implemented effectively.
• Effective instructional leader – ensure that all students
should be successful in their chosen field, ensure that all
curriculum competencies should be mastered by the
students as gauged by the performance of the school.
• Empowering Teachers – teachers need to be empowered
in making decisions for their classes and subjects they
teach. The trust and support are morale boosters that will
keep them more innovative in their classes.
14 | P a g e

• A clear vision and mission – he should help the

community to understand and have a clear vision
and good sense of mission that is shared and
understood by the members of the school
community.
• Regularly monitor student’s progress and
teacher’s performances -Provide good
instructional leadership by constantly monitoring the teacher and students’ performances.
• Ensure positive school
climate- Honesty in all
transactions, ensure
transparency and integrity
could instill fairness among
teachers and staff. Support them in their professional growth endeavors.

• Establish linkages and collaboration with all

stakeholders – A common Old African proverb say,
“it takes a village to educate a child”. This will give
assurance to a support and participation of all
stakeholders in all school activities, albeit the
parents will have active roles in the education of
children.
15 | P a g e

Activity : Think -Pair Share

Think of what teachers and students could do to help build successful schools.

C.3. Contribution of schools to society especially to the third world countries .

Education affects society in many important ways. Michael Israel,2017 posited about “The
Borgen Project” that is trying to improve education in impoverished areas. This speaks about its
very important offer to the people living in impoverished nations. Here is a list of the top ten effects
education has on society.
16 | P a g e

The Top 10 Effects Education Has on Society

1. Education is important in the creation of any democratic
society. As Franklin D. Roosevelt says, “Democracy cannot
succeed unless those who express their choice are prepared to
choose wisely. The real safeguard of democracy, therefore, is
education.” People need a good education if they want a good
democracy.
2. Education is needed to make a society geopolitically stable. Without a proper educational
system available to everyone, terrorists could use free education as a way to radicalize people.
In other words, geopolitical stability is one of education’s most powerful effects on society.
3. Education leads to economic prosperity in the global
marketplace. One of the most important effects education has
on society is giving the people who live in a society the skills
they need to compete in the global marketplace, and the skills
they need to produce technological goods that can be sold on
the open market. Socrates best expressed this idea when he
stated: “Prefer knowledge to wealth, for the one is transitory, the
other perpetual.”
4. Education gives people the knowledge they need to elect
capable leaders. Plato stated, “In politics we presume that
everyone who knows how to get votes knows how to administer a
city or a state. When we are ill… we do not ask for the
handsomest physician, or the most eloquent one.” Education helps
the members of society see through the manipulations used by
politicians to get votes so that the members of the society can vote
for the leader who is best able to run the society.
17 | P a g e

5. Education helps promote tolerance in a society

and helps reduce common conflicts between
diverse populations in an urban setting. Helen
Keller said that “The highest result of education is
tolerance.” Educating members of society about
other people who either live in the society or its
neighboring states have the power to reduce many
conflicts.
6. Education has the power to help societies, and the world in
general, change for the better. According to Nelson Mandela,
“Education is the most powerful weapon which you can use to change
the world. Malcolm X says that: “Education is the passport to the future,
for tomorrow belongs to those who prepare for it today.” Education is a
powerful tool that can be used to make the world a better place to live in.
7. Education is important because it helps
members in a society learn from the mistakes
of the past. Plato has stated that geopolitical
stability cannot be created by forming a
democratic government; if the government is
established by force or because of overthrowing
an old regime, the new government could
transform from a government that encourages peace and democracy into a new government
that uses force to maintain power. Having an education is important because good education
allows members of a society to learn from past mistakes and prevent the same mistakes from
happening in the future.
18 | P a g e

8. Education is the first step a society needs before giving rights to women and other
minority groups. Education is a powerful tool that
enables women and other minority groups to gain
fundamental civil rights. It is important to treat women and
other minorities with respect in the classroom. Abraham
Lincoln stressed the importance that education has in
helping people who live in a society to more fundamental civil rights when he said, “The
philosophy of the schoolroom in one generation is the philosophy of government in the next.”
9. Education reduces violence and crime in societies. Teaching people to read has been
shown to prevent people from engaging in crime. In fact, the Melissa Institute for Violence
Prevention and Treatment is a charity group uses education to combat violence and crime.
10. Education creates hope for the future. Giving people hope that they
can improve their lot in life is one of the more powerful effects education
has on a society. John F. Kennedy best expressed the power of a good
education when he said: “Let us think of education as the means of
developing our greatest abilities, because in each of us there is a private
hope and dream which, fulfilled, can be translated into benefit for
everyone and greater strength for our nation.” JFK’s words about America apply to every society on
Earth.

The Borgen Project works to help bring the positive effects education has on society to all through the READ Act.
Education is valuable, and everybody needs to ensure education is widely available. A proper educational system can
ensure people in any impoverished nation have access to both upward mobility and geopolitical stability.

– Michael Israel ,2017

On February 28-March 2, 2017 marked the 2017 GLOBAL PEACE CONVENTION and they
gathered in Manila for a series of sessions to examine the role of education in the success of an
individual and an entire nation. The audience of the said convention includes Administrators,
Educators, Innovators, students and other stakeholders
19 | P a g e

The topics in each session will guarantee success if properly instituted that will ensure better
graduates in all areas of their lives. Special emphasis is given to teachers in molding the character
formation of students that will contribute to economic, and technological development and social
stability.

As quoted by -GH Ambat, Asst. Secretary for Public Affairs and ALS Philippines ,

“We dream of Filipinos who compassionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.”

a. Transforming Education Outcomes with Character and Creativity

b. Learning for a Purpose: Reshaping What It Means to Educate

c. Creating Value through Entrepreneurship, Leadership and Digital Learning

d. Scaling Innovative Models for Deep and Lasting Change

e. Teacher and Student Partnership: Raising Moral and Innovative Leaders

f. Positive Social Change, Open Space

D. School as Cultural Institution

D. 1. Definition and Characteristics of Culture in School

Culture Defined

Tyler, a known anthropologist defined culture as a complex whole which includes knowledge,
beliefs, arts, morals, laws, customs, and any other capabilities and habits acquired by man as a
member of society.
20 | P a g e

Bower,( 1966) defined culture simply as the way we do things around here, Schein,(1985) on
the other hand provides a comprehensive definition considering it as a pattern of basic
assumptionsinvented, discovered, or developed by a given group as it learns to cope with
problems…. That worked well enough to be considered valid and therefore, to be taught to new
members as the correct way to perceive, think, and feel in relation to those problems.

A culture is characterized by its Cultural Traits, Cultural Complex, Cultural Patterns, Cultural Lag,
and Cultural Diversity.

D.2. School Culture

Kruse &Louis, (2009) in Pawilen,2019 defined school culture which is characterized by

deeply rooted traditions, values, beliefs, some are common across schools and some of which are
unique and embedded in a school’s history and location. Culture informs the ways in which “things
get done around here” and, just as important, frames how change efforts are perceived. School’s
rules and regulations, policies, and procedures, whether written or informal, are the lasting artifacts
of old organizational lesson. (Kruse & Louis,2009)

Waller, (1932) further shared that schools have a culture that is their own. A complex ritual of
personal relationships, a set of folkway, mores, and irrational sanctions, a moral code based upon
them. There may be games which are sublimated wars, teams, and elaborate set of ceremonies
concerning them. There are even traditions, and traditionalists waging their world-old battle against
innovators.

A school culture therefore, is clearly seen in the ways people relate to work together (Stoll &
Fink, 1998); the management of the school’s structures, systems, and physical environment; and the
extent to which there is learning focus for both pupils and adults, including the nature that focus.
Put it simply, the distinctive identity of the schools (Selznick, 1957) in Pawilen, 2019.
21 | P a g e

Activity :

Use the words School Culture as Acronym. Define School culture after this lesson.

As you focus more in the study the school, you will also encounter other cultures existing
in the school. There may be student cultures, teacher cultures, leadership cultures, non-teaching
staff cultures, and even parent culture that do exist. All the stakeholders are experiencing school
culture. However, from among the different culture, the teacher cultures have received the most
attention in relation to school’s improvement.
22 | P a g e

There are four (4) types of teaching cultures according to Hargreaves (1994). They all have
different impact on teacher’s practices. These are:

• Individualism – this refers to

classrooms as “egg-crates” or
“castles”. Autonomy, isolation and
insulation prevails, blame and
support are avoided. This culture
does not facilitate school teachers who choose,
development.

• Collaboration- refers to the

spontaneously and voluntarily, to
work together, without external
control agenda. “Comfortable
activities sharing ideas and
materials- and rigorous forms,
including mutual observation and
focused reflective inquiry. This
brings positive changes to teacher
and school community. Teachers
are engaged in an open exchange of experience through teamwork and coaching that
makes change to improve the school outcomes.
23 | P a g e

• Contrived collegiality- is a form of teacher culture in which the school or external

authority impose their ideas to schools.
Examples are those occurring in seminars,
group work, coaching in which teachers are
engaged. Their work is mandatory and
administratively regulated.

• Balkanization-this happens when teachers

create isolated subgroups within a bigger
community. They are neither isolated nor work as a
whole school. Examples are subject-based groups,
Professional Education groups, English majors’
group, etc. Teachers belonging to this culture may
cause negative impact to school development
because they are strongly isolated and do not
usually participate in other groups.

http://www.youviewed.com

• This gives us now a

clear understanding.
Can we do something to
improve the culture of the school.
i.e. , which are predominantly
individualistic or
balkanized to collaborative?
24 | P a g e

Activity : Group work

See your group and devise a plan of activity assuming you belong to the group where the
predominant culture is balkanized or individualistic… What recommendations will you give or
contribute to the school? Summarize your plan and submit as a group.

To study the culture of a school needs extra time. However, the following tangible indicators will
guide you in determining the culture of the school according to (Starrat,1993) in Pawilen,2019.

• School’s statement of purpose

• School management plan
• School policies
• School prospectus
• School’s motto
• Information booklet for new teachers
• School’s newsletter
• Interactions between teachers and students

The school leader has vital role in influencing the existing culture of the school
(maybe positive or negative ).

D.3 Role of Schools in Protection and transmission of Culture

a. Manifest Function of schools (beyond teaching subject knowledge)

- socialization and transmission of cultural norms and values

25 | P a g e

Socialization is a process by which individuals acquire a personal identity and learn the
knowledge, language, and social skill required to interact with others. Students not only learn the
academics in school but the rules and regulations and expectations from interactions with others.

Students must learn to be quiet, to wait, to act interested even when they’re not, and to please
their teachers without alienating their peers. They learn how to avoid punishments by reducing
undesirable behaviors and offensive languages.

Another manifest function of the school is the transmission of cultural norms and values to
the new generation. Schools help to mold a diverse population into one society with a shared
national identity and prepare future generations for their citizenship roles. Students are taught
about laws and pout political way of life through civic lessons. They are also taught patriotism
through rituals as saluting the flag. Students must learn Pledge of allegiance, the stories of national
heroes and the like.

Activity :

1. What is the role of the school leaders now to meet the demands of global interconnectedness of
people, that people learn to acculturate, and accommodate cultures of foreign lands. Is your
school ready for this change?

2. Do you experience cultural diversity in school and how does the school act on it?
26 | P a g e

D.4. School Rituals, Traditions and ceremonies;

History & Stories/ Symbols

Life in school sometimes is quite boring without rituals

and ceremonies in a form of activities that gives color
and zest to the feelings and life of everyone in school.
It provides time for reflection, connection, and meaningful experience. (Peterson and Deal, 2009).
School rituals are considered as routines or procedure that are infused with deeper significance.
Joining rituals, celebrating traditions, and conducting ceremonies are opportunities to convene as
one while integrating the vision, mission, values, and goals of a school (Confeld, 2016)

It is when discussing the history and stories of an organization, the past is being represented
(Confeld,2016) in Pawilen,2019. The retelling of the past
can bring initiatives into action, revive traditions and rituals,
and assist staff in surrendering obsolete memories. Upon
learning of the past mistakes and successes will build and
maintain a positive school culture. However, it should be
noted that the school culture is built over the years as
people work together, fight together and laugh together.

D.5. Levels of school Culture

Our general definition of organizational culture is a system of shared orientations that hold the unit
together and give it a distinctive identity. The shared orientations are values, norms, and tacit
assumptions. They are arranged from concrete to abstract culture level.
27 | P a g e

Level 1: Culture as Norms

Examples of Norms

• Never criticize colleagues in

public

• Support your colleagues

• Handle your own

discipline problems

• Be available for your students

after school

• Support the principal

• Get to school early in the morning

• Be in the hall by your room as classes change

Level 2: Culture as Shared Values

Examples of Core Values

• Commitment to the school

28 | P a g e

• Commitment to teaching

• Cooperation and
teamwork

• Trust and group loyalty

• Egalitarianism

• Serve your students

• High academic
achievement

Level 3: Culture as Tacit Assumptions

Examples of Tacit Assumptions

• Truth ultimately comes from teachers themselves.

• Teachers can make decisions in the best interests of students.

• Truth is determined through

debate, which often
produces conflict and the
testing of ideas in an open
forum.

• Teachers are family; they

accept, respect, and take
care of each other.

D.6. Assessing school culture

29 | P a g e

To assess a culture of a school, you will use an instrument devised by Gruenert and Valentine
(2015). This would allow an individual to recognize and rate the degree to which h he or she observes
and engages in certain behaviors within the school environment. This will allow each one of you to
tabulate the actions of the school. You will try to see the twelve (12) key aspects of school culture
that includes Student achievement, Collegial
Awareness, Shared values, Decision-making,
RiskTaking, Trust, Openness, Parent Relations,
Leadership, Communication, Socialization, and
organizational History. To match the key aspects of
culture are the additional six (6) types of cultures.

These are Toxic, Fragmented, Balkanized, Contrived

collegial, Comfortable -Collaborative , and
Collaborative.
30 | P a g e
31 | P a g e
32 | P a g e
33 | P a g e

D.7.. Creating a Positive School culture

Define the role of the school leaders, in creating a new culture of change making the institution
strong in terms of culture with exceptional student performance. (Deal, 1985 ) (jones,2009)

Activity :

1. Choose a school of your choice. Study the attributes of an effective school according to
Deal,1985. Choose one attribute that best describes that school. Elaborate your answer by giving
evidences or proofs. Document your answer.
34 | P a g e

D.8. Schools Mission, Vision and Values

When you visit a school, what strikes in front of you in the façade is the school’s mission,
vision and values. They are strategically positioned so that anybody who enters will notice it right
away. How Important are these things in School?

Activity:

1. Try to note down the school’s mission and vision of the secondary school
where you come from. Check the answers of some of your classmates. Any
observation?
35 | P a g e

2. This time, manage to check the Mission, Vision and Core values of UDM.

Memorize the school’s vision and mission statements.

Every school is crafting its mission and vision statements to draw directions of the institution
(Peterson & Deal, 2009) in Pawilen et al,2019. It mirrors what the school wishes and hopes to
eventually become and accomplish. Confeld,2016 asserts that although these are statements, they
are embodied by all the values, beliefs, norms, and assumptions that the school holds.

https://www.slideshare.net/LorcanOCallarain/school-culture-57827743
Report on the School Mission, Vision, and Values

D.9. Impact of Technology on School Culture

What are the issues and challenges faced by the schools now with the rising demands for
technology and digital expertise among students and teachers?
36 | P a g e

V. POST TEST
A. Enumeration
1-2 Manifest Functions of Schools
3-4. Secrets to success of the school in all endeavors.
5-10. Types of teaching cultures
B. Essay
1.Why do schools prepare its Vision, Mission and Values and display them in strategic
places in school?
2. How do show support in creating a positive culture in a school where you belong?

VI ANSWER KEY
A. Pretest
1. C
2. C
3. A
4. B
5. A

B. Posttest
1.Socialization/ Teach KSA
2.Transmission of culture
3.Leadership
4. Collaboration
37 | P a g e

5. Individualized
6. Balkanized
7. Toxic
8. Contrived -Collegial
9. Collaborative
10. Fragmented/ Comfortable-Collaborative
38 | P a g e

V11. REFERENCES:

• Pawilen,GT .Reyes, E. Rivera J.A.. Sison, T.M.(2019) The School and the Community, School
Culture and Organizational Leadership, Rex Bookstore, Manila Philippines.

• Hargreaves, A. (1995). Changing teachers, changing times: Teachers’ work and culture in the
postmodern. London: Cassell.

https://nuwritersguild.wordpress.com/2015/03/02/forms-of-teacher-culture
https://www.studyandexam.com/social-group-types.html
https://www.slideshare.net/LorcanOCallarain/school-culture-57827743
Gruenert and Valentine,2015 – Assessing School Culture
39 | P a g e
40 | P a g e