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STUDY GUIDE FOR MODULE NO. 4

Unit 4 - The Teacher as School Culture Catalyst

MODULE OVERVIEW

The Teacher as School Culture Catalyst

School leaders are constantly trying to find alternative ways to leverage and explore teacher leadership
potential in their school building(s). Teachers leaders that are willing to go above and beyond their general
duties. Teacher leaders are the type of educators that fall under the motif of potentially taking on additive
responsibilities that will help to improve the school community. By infusing shared leadership in the school
community, responsibility and accountability becomes a shared belief, that can be utilized as a catalyst for
change in the school community.

MODULE LEARNING OBJECTIVES

At the end of this module, pre- service teachers should be able to:
1. discuss the concepts that influence school organization as a part of a larger organization in response to
community contexts;
2. describe various functions and roles of various members of the school community based on policies
and procedures to foster harmonious working relationships; and
3. explain concepts on school culture and climate.

LEARNING CONTENTS: Structure in Schools

A. Structure in Schools

A bureaucracy is a large, formal, secondary organization characterized by a hierarchy of authority, a

clear division of labor, explicit rules, and impersonal interactions between its members. In theory, bureaucracies
are meritocracies that improve efficiency, ensure equal opportunities, and increase efficiency. In reality, some
individuals benefit from structural privileges and social origins like a dominant race, language, or culture to
which some other individuals may not have access. The foundations of the current educational system
originated in the Industrial Revolution. The school environment became structured around hierarchy,
standardization, and specialization. The bureaucratization of schools makes it difficult to instigate appropriate
and immediate change when it is required by the changing needs of a society. In a pluralistic society,
disseminating the dominant culture through public education is a topic of heated social debate. Religious,
cultural, and ethnic groups can feel marginalized and alienated when they are forced to conform to bureaucratic
structures. Advances in information technologies provide constant connectivity to the virtual world. Schools
have begun to take advantage of these virtual tools as enhancements and replacements of physical school
structures and face-to-face learning experiences.

1. Classical Weberian Bureaucracy

What is a Bureaucracy?
 Weber's bureaucratic theory contributes significantly to the classical organizational theory which
explains that precise organization structure along with the definite lines of authority is required in an
organization to have an effective workplace.
 “It is specific form of organization defined by complexity, division of labor, permanence, professional
management, hierarchical coordination and control, strict chain of command, and legal authority.”

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 “In its ideal form, bureaucracy is impersonal and rational and based on rules rather than ties of kinship,
friendship, or patrimonial or charismatic authority.
 “Bureaucratic organization can be found in both public and private institutions.”

Max Weber bureaucracy ideally has the following characteristics:

 Specialization and Division of Labor.

 Hierarchical Authority Structures.
 Rules and Regulations.
 Efficient and uniform requirements.
 Impersonality and Personal Indifference.
 Achievement-based advancement.

WEBER’S MODEL FOR BUREAUCRACY

 Weber listed several preconditions for the emergence of bureaucracy: the growth in size of the
population being administered, the growth in complexity of the administrative tasks being carried out,
and the existence of a monetary economy requiring a more efficient administrative system.
 Weber identified in bureaucracies a rational-legal authority in which legitimacy is seen as coming from a
legal order and the laws enacted within it. This is contrasted with traditional forms of authority, which
arose from phenomena like kinship.
 Rationalization describes a transition in society, wherein traditional motivators of behavior, like values,
beliefs, and emotions, are replaced with rational calculations.
 Weber termed the increasing rationalization in Western societies an “iron cage” that traps individuals in
systems based solely on efficiency, rational calculation and control.

Weberian Structure in Schools

 Bureaucratic authority at the expense of professional consideration.

 Authority based on position in the hierarchy.
 Professional structure delegates decision making to professionals.
 Chaotic structures low bureaucratization and professionalization.
 Bureaucratic structures compliment technical competence and specialization of teachers.
 Professional structure is loose fluid and informal.

2. Hall’s Organizational Inventory - (HOI) is used to measure organizational (school) bureaucracy.

Richard H. Hall (1963) developed an organizational inventory that measures various characteristics of the
bureaucracy. Hall (1963) through his school organizational inventory (SOI) categorized bureaucracy into six
areas. These are
(a) hierarchy of authority.
(b)specialization.
(c) rules
(d) impersonality,
(e) procedural specifications,
(i) technical competence.

3. Formalization of Structure (Hoy & Sweetland)

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Formalization
The formalized organizational structure focuses on roles and positions rather than the people in the
positions. Formalization is the process of creating a formalized structure and includes the maintenance of
that formal structure over time. Formalization of an organizational structure is commonly initiated in an
attempt to rationalize the decision-making process. The formalized organization is critical for the
organization in which issues are known and changes are implemented slowly and purposefully.
Formalization refers to the management of an organization through written rules, regulations, and
procedures (Hoy & Miskel, 2004/2010). Hoy and Sweetland (2001) divided formalization into two
aspects: coercive and enabling. The coercive nature of bureaucratic school structures is associated with
bureaucratic rules, procedures, and regulations which restrict employee autonomy by forcing them to display
compliance behaviors, and punishing those who do not comply (Adler & Borys, 1996). Hoy (2003) stated that
the dominance of coercive rules and procedures in bureaucratic organizations could have a negative impact on
collaboration, motivation, communication, and organizational trust. Therefore, it is safe to argue that
organizational rules in coercive formalization reinforce employee compliance behavior, punish those who do not
abide by the rules, and closely control employee behavior (Hoy & Sweetland, 2001). Kimbrough and Todd
(1967) criticized bureaucratic structures in schools and stated nine claims as to why schools should not be
bureaucratic organizations:

(a) The inability to legitimize differences in ideas among the personnel depresses creativity;
(b) New ideas generated from within would possibly be subject to scrutiny by the official hierarchy,
especially if those ideas were in conflict with perceived rational teaching behavior;
(c) Bureaucracy does not adequately allow for personal growth and the development of mature healthy
personalities;
(d) Bureaucratic organizations do not have adequate structures or processes for the review of decisions;
(e) Bureaucratic organizations are unable to accommodate the diversity of external inputs needed for
democratic school systems;
(f) The extrinsic reward system stimulates conformity rather than innovation;
(g) Prior organizational resource commitments to subunits within the organization make it difficult to
develop innovative solutions to new problems;
(h) Bureaucracy does not take the informal organization into account; and
(i) lines of communication are often closed because of hierarchical divisions.

Enabling formalization refers to the construction of rules, regulations, and procedures in such a way that
enable employees to solve the problems they encounter, to take initiative in organizational processes, and to
continue professional improvement (Adler & Borys, 1996). According to Hoy and Miskel (2004/2010), in
enabling formalization, the bureaucratic rules are more flexible and the employee needs are taken into
consideration. Hoy and Sweetland (2001) also argued that enabling formalization assists in encouraging
employee collaboration in organizational processes and creates a working environment based on mutual trust
and respect.

Two kinds of Formalization

1. Coercive
 A rigid set of procedures that punishes and attempts to force compliance.
2. Enabling
 A flexible set of best practices that enables one to deal more effectively with inevitable problems.

Enabling and Hindering Structures

Enabling Organization, Enabling Hierarchy, Enabling Rules
 Use two-way communication
 View problems as opportunities

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 Seek mutual solutions

 Support differences
 Practice openness
 Embrace the unexpected
 Correct mistakes
Hindering Organization, Hindering Hierarchy, Coercive Rules & Procedures
 Impose top-down communication
 View problem as constraints
 Force consensus
 Suspicious of differences
 Be cautious and closed
 Fear the unexpected
 Punish mistakes

4. Mintzberg’s Coordinating

Coordination is a fundamental activity in organizing work and a classical term in the organizational
vocabulary (Groth, 1999; Kärreman, 1996). Coordination can be seen as action performed in order to:
“Bring different elements of a complex activity or organization into a harmonious or efficient relationship”
(Oxford Concise Dictionary, 1999). Coordination can also be described in terms of mechanisms. Well-
known sets of mechanisms are for example proposed by March and Simon (1958) and Mintzberg (1983,
1998). The latter set of mechanisms from Mintzberg which put forward mutual adjustment, direct
supervision, and standardization of skills, work processes, results, and norms, have a large impact on
organizational theory literature.

Henry Mintzberg suggests that organizations can be differentiated along three basic dimensions:
(1) the key part of the organization, that is, the part of the organization that plays the major role in
determining its success or failure;
(2) the prime coordinating mechanism, that is, the major method the organization uses to coordinate
its activities; and
(3) the type of decentralization used, that is, the extent to which the organization involves
subordinates in the decision-making process.

Using the three basic dimension key parts of the organization, prime coordinating mechanism, and
type of decentralization and Mintzberg suggests that the strategy an organization adopts and the extent
to which it practices that strategy result in five structural configurations: simple structure, machine
bureaucracy, professional bureaucracy, divisionalized form, and adhocracy.

Henry Mintzberg (1992, 2009) suggests that organizations can be differentiated along three basic dimensions:

1. The key part of the organization.

 The strategic apex – is top management and its support staff.

 The operative core – are the workers who actually carry out the organization’s tasks.
 The middle line – is middle and lower-level management.
 The techno structure – are analysts such as engineers, accountants, planners, researchers, and
personnel managers.
 The support staff – are the people who provide indirect services.

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2. Prime Coordinating Mechanism

 Direct supervision means that one individual is responsible of the work of others.
 Standardization of work process exists when the content of work is specified or programmed.
 Standardization of skills exists when the kind of training necessary to do the work is specified.
 Standardization of output exists when the results of the work are specified. Because the “raw material”
that is processed by the operative core (teacher) consists of people (students), not things,
standardizations.
 Mutual adjustment exists when work is coordinated through informal communication.

3. Type of Decentralization

 Vertical decentralization is the distribution of power down the chain of command, or shared authority
between superordinate and subordinates is any organization.
 Horizontal decentralization is the extent to which non administrators (including stuff) make decisions,
shared authority between line and staff.
 Selective decentralization is the extent to which decision-making power is delegated to different units
within the organization.

The DepEd Organizational Structure (based on Republic Act No. 9155)

Republic Act No. 9155 (RA 9155), An Act Instituting A Framework of Governance for Basic Education,
Establishing Authority and Accountability, Renaming the Department of Education, Culture and Sports as
the Department of Education, and for Other Purposes , otherwise known as the Governance of Basic
Education Act of 2001, was issued.  It provided a framework for the governance of education, decentralizing
governance to the field, and making the schools and learning centers the heart of the education system. The
law also established the authority and accountability of the various organization levels of the Department of
Education (DepEd).

Rationale of the Organizational Structures

 The rationalized organizational structures and staffing patterns were a result of the thorough study of
the DepEd Change Management Team (CMT) on the current structures, functions and staffing
complement of the DepEd offices vis-à-vis the long-term education reforms, requirements of the
learners and the changing environment, and national government policies.
 The approved organizational structures are consistent with the provisions of RA 9155 in applying the
principles of decentralization and shared governance to ensure accountability and relevance to the
context, and development needs of the learners and stakeholders of the various organizational levels.
 In developing the organizational structures, the DepEd CMT also identified the themes or organizational
strands common to all levels of the Department. These organizational strands reflect the similarity of
functions and objectives of offices and units.

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--Organizational Structure (National Level)

--Organizational Structure (Regional Level)

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--Organizational Structure (Division Level)

LEARNING CONTENT: Organizational Culture of Schools

Organizational Culture of Schools

I. Description
There are numerous attempts to define what organizational culture is. One of simplest and probably the
most commonly known definition is “the way we do things around here” (Lundy & Cowling, 1996). The concept
of organizational culture explains that “the way we do things…” comes from specific sets of values, beliefs,
attitudes and behaviors that are shared by organizational members, which gives the organization unique and
distinctive character (Brown, 1998).
Organizational culture can be understood as “collective software of minds” that has developed out of
three sources: universal, group or collective and individual.
The universal source consists of elements that are common for every culture and organization as they
are human constructs and reflect the nature and specificity of us as human beings.
Henry Mintzberg (1989) refers to culture as organization ideology, or “the traditions and beliefs of an
organization that distinguish it from other organizations and infuse a certain life into the skeleton of its
structure.”
Stephen Robbins (1998) defines organization culture as “a system of shared meaning held by members
that distinguishes the organization from other organizations.
Edgar Schein (1992), however, argues that the culture should be reserved for a “ deeper level of basic
assumptions, values, and beliefs” that become shared and taken for granted as the organization continues to
be successful.
Our general definition of organizational culture is a system of shared orientations that hold the unit
together and give it a distinctive identity. Orientations are values, norms, and tacit assumptions.

Organizational culture manifests itself at different levels or through different dimensions. Edgar Schein
(1992) for example argues that it can be seen as a phenomenon that expresses itself on three levels:

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The level of basic assumptions – deeply rooted in our minds these mental models give us an explanation
about the nature of the world, nature of human being, etc. These are usually unconscious but strongly influence
the reality of our organizations.
Second is the level of basic values that are important for certain organizations. It is important that school
(organizational) leadership ensures that they are conscious as they directly influence everyday practice within
the organization. The members of organization have to clarify them and transfer them into their practice
according to their understanding.
The third level, called the level of artefacts, can be seen on the material level in the ways building, space,
material resources and equipment look and are used. It usually reflects what is important in organizations from
the perspective of levels of basic assumptions and values and it is good if it is consistent with those levels
(Schein, 1992).
Organizations and their cultures are different. To describe that difference and understand some
distinctive elements of organizational culture more precisely some authors have developed typologies of
organizational cultures. There are numerous attempts of typologies but the best known and most frequently
used to describe schools as organizations is Handy’s typology of four cultures: power culture (Zeus), role
culture (Apollo), task culture (Athena) and person culture (Dionysus).
The first type, power culture, is strongly influenced by the centrally located, strong personality of a leader.
He/she dominates every single aspect of organizational culture. It is then built of the potential of one person
only. From the perspective of educational organization it is not a very good culture as it limits potential of school
and educational  processes going on within it on different levels to the potential of person that plays formal role
of school head.
Role culture, which is also called bureaucratic culture, is built on laws and regulations that describe
every single aspect of school life leaving no place for individual decisions. Such culture is very static or
mechanistic and does not allow for flexibility or freedom of action. That is why it is not adequate for the needs of
schools as organizations as they everyday deal with new and unique problems of developing learners.  
Task culture is built on the potential of all members of organization seen from the perspective of
specific organizational tasks. It must be argued that it is the best culture for school as organization. It values
individual potential but puts it into the context of organizational goals. It can create conditions that maximize the
potential of organizations and best support the development and learning of students.
Person culture (anarchic)  which also values individuals neglects organizational interests and brings the danger
of narrowly understood individualistic needs as central for organization. As learning and development processes
have social nature it does not serve good needs of schools as organizations focused on learning and
development processes (Handy, Aitken, 1986).  
Typologies such as Handy’s attempt on one hand give clear picture of some features of organizational
culture, but on the other they lose complexity of it and simplify the picture of live organization. Schools (any
other organizations) have to be cultures that are able to incorporate different ways of understanding and action
that are typical for different cultures in order to serve different needs of complex and unpredictable educational
processes. Building such school cultures seems to be central challenge of contemporary educational systems
(Dorczak, 2014).
The organizational culture of schools is often taken for granted, but it is a subject that needs greater
focus and understanding of school-based professionals. In general, organizational culture “refers to a set of
common values, attitudes, beliefs and norms, some of which are explicit and some of which are not” (Brown,
2004). In many ways organizational culture is invisible—although it can be both conscious and unconscious
—but at the same time, it serves as the glue that binds and builds a sense of cohesion within schools.
Organizational culture can be found in shared relationships among colleagues, norms within the school
environment, student, and teacher relations, and sharing experiences (Haberman, 2013). A school's
organizational culture provides a sense of identity, promotes achievement orientation, helps shape
standards and patterns of behavior, creates distinct ways of doing things, and determines direction.

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II. Levels of Organizational Culture

1. Tacit Assumptions
Abstract Premises about
1. Nature of human nature
2. Nature of human relationships
3. Nature of truth and reality
4. Relationships with the environment
2. Values--conceptions of the desirable
1. Openness
2. Trust
3. Cooperation
4. Intimacy
5. Teamwork
3. Norms--
1. Support your colleagues
2. Don’t criticize your superiors
3. Handle your own problems
4. Be supportive of students
5. Be available to get your students extra help

III. Functions of Culture

a) 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

b) Culture as Shared Values

Examples of Core Values
 Commitment to the the school
 Commitment to teaching
 Cooperation and teamwork
 Trust and group loyalty
 Egalitarianism
 Serve your students
 High academic achievement

c) Culture as Tacit Assumptions

Examples of Tacit Assumptions
 Truth ultimately comes from teachers themselves.
 Teachers are capable of making 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.

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Functions of Culture
 Creates distinctions among organizations
 Provides the organization with a sense of identity
 Facilitates development of commitment to the group
 Enhances stability in the social system
 Social glue that binds the organization together
 Provides standards of behavior

CAUTION: Strong cultures can promote or impede.

LEARNING ACTIVITY 1:

Assignment 1 - Reflections:

I – Answer the following questions.

1. How important is leadership in an educational organization?
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2. How school leaders influence the members of organization?
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3. What are the important characteristics of an effective school leader?
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4. How important is the basic education reforms in the Department of Education?
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LEARNING CONTENT: Changing School Culture

C. Changing School Culture

According to Schein (2004) points out that it is critical that leaders recognize that changing culture doesn’t
occur overnight. It is a process and he offers a number of specific suggestions about how this process can be
systematically implemented. Most of the people-teachers, students and parents who collectively determine what
the school’s culture is like have limited incentive to listen to you. Managing school’s culture is not dependent on
the authority that has based on your position, but can only be affected by increasing your influence over
behaviors, beliefs, relationships and other complex dynamics present in the school that are often unpredictable.

What leaders can do..

 Recognize the need to use an inclusive process for planning any change
 Provide opportunity for teachers to talk about the change and discuss the implications for their works
 Be intentional in how you talk with people and how you interact: use each encounter as an opportunity
to model the behaviors you desire
 Commit to opportunities for continued discussion of the reform once it is implemented

Steps to Changing Culture

 Create a crisis of faith to look with new eyes at the world around you and generate some tentative
theories.
 Compare these lessons to those implicit in both your aspirations for the school and in your current
behaviors and activities.
 Create a consensus in terms of aspirations that not only addresses the gaps but also builds on current
strengths.
 Analyze the modes through which culture is communicated – formal and informal, conscious and
unconscious– and adapt them to your new direction.
 Create cultural capacity– a particular way of working in school which balances the need to create a
strong shared identity with the need to constantly adapt and grow.

Transforming School Culture

Six key strategies to develop collaborative school cultures:
1. Strengthen the school's culture
2. Stimulate and reinforce Cultural Change through Structured Collaboration
3. Foster staff development
4. Encourage direct and frequent communication about cultural norms, values, beliefs, resulting in
shared vision.
5. Develop Leaders at all levels
6. Empower staff, give autonomy.

LEARNING CONTENT: Organizational Climate of Schools

D. Organizational Climate of Schools

To understand what the organizational climate definition is we should begin by reading an interpretation
from one of the most respected authors on Human Resources, Professor Idalberto Chiavenato:

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“A set of measurable properties of the perceived work environment, directly or indirectly, created by
individuals who live and work in this environment and that influences the motivation and behavior of these
people.”

In this definition of organizational climate, we can note two striking features:

1. The organizational climate is a concept “perceived” by employees. Importantly, it is dependent on a
value judgment which can vary greatly from person to person.
2. The organizational climate affects productivity, motivation and employee behavior.

Besides these two factors, it is interesting to note some others to understand fully what the organizational
climate definition is.

An Organizational climate definition: What are the main features?

 It is a perception of the work environment.
 It is a “psychological atmosphere.”
 It is a quick picture of the relationship between the organization and its employees.
 It is a set of properties that can be measured by the correct instruments.
 It is related to the quality and suitability of the work environment.
 It has to do with the support that employees feel they receive from the organization.
 The organizational structure strongly influences the organizational climate.
 The organizational climate is a reflection of the degree of employee motivation.
 It has positive and negative effects on people’s behavior in the workplace.

ORGANIZATIONAL CLIMATE
 Is concerned with large unit; it characterizes properties of an entire organization of major subunits.
 Describes a unit of organization rather than evaluates it or indicates emotional reaction to it.
 Arises from routine organizational practices that are important to the organization and its members.
 Influences members’ behaviors and attitudes.

TYPES OF ORGANIZATIONAL CLIMATE OF SCHOOL

1. OPEN SCHOOL CLIMATE

 Open school climate is characterized by teacher relations that are professional, collegial, friendly, and
committed to the education of students.
 The principal is supportive and professional and does not restrict or direct teachers with orders.

2. CLOSED SCHOOL CLIMATE

 Closed school climate is characterized by teacher’s relations that are disengaged, distant, suspicious,
and not professional.
 The principal is directive, restrictive, and not supportive.

3. HEALTHY SCHOOL CLIMATE

 A healthy school climate is characterized by institutional integrity—teachers are protected from
disruptive outside forces.
 The principal has influence with superiors, gets needed resources, and has an integrated leadership
style that is concerned with both the task at hand and the social well- being of teachers.
 Morale is high and there is a general press for academic achievement by teachers, parents, and
students.

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4. UNHEALTHY SCHOOL CLIMATE

 An unhealthy school climate is vulnerable to disruptive outside forces
 Principal has little influence with superiors, resources are scarce, and the principal neither sets
direction nor is supports teachers.
 Morale is poor and there is limited attention to academic matters because the teacher had given up.

LEARNING CONTENT: Organizational Climate of Schools

E. Changing the Climate of Schools

School environments vary greatly. Whereas some schools feel friendly, inviting, and supportive, others
feel exclusionary, unwelcoming, and even unsafe. The feelings and attitudes that are elicited by a school’s
environment are referred to as school climate. Although it is difficult to provide a concise definition for school
climate, most researchers agree that it is a multidimensional construct that includes physical, social, and
academic dimensions.

The physical dimension includes:

 Appearance of the school building and its classrooms;
 School size and ratio of students to teachers in the classroom;
 Order and organization of classrooms in the school;
 Availability of resources; and z Safety and comfort.

The social dimension includes:

 Quality of interpersonal relationships between and among students, teachers, and staff;
 Equitable and fair treatment of students by teachers and staff;
 Degree of competition and social comparison between students; and
 Degree to which students, teachers, and staff contribute to decision-making at the school.

The academic dimension includes:

 Quality of instruction;
 Teacher expectations for student achievement; and
 Monitoring student progress and promptly reporting results to students and parents.

Many factors affect school climate:

 School Engagement
 Welcoming Environment
 Family Involvement
Why School Climate is Important?
A school’s environment-and the degree to which students feel connected, accepted, and respected–
heavily influences student’s:
 Academic Achievement
 Mental and Behavioral Health
 Overall School Success

The Importance of School Climate

 The way teacher’s interact with students
 The way classroom time is used
 The standards teachers hold for students
 The expectations teachers have for their students

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 A positive school climate fosters student’s feelings of belonging and strengthens their feelings of
academic efficiency.
 Strong feelings of academic deficiency lead to better school performance.

How to Improve School Climate

 Positive Discipline
 Prevention and Interventions
 Cultural Competence
 Physical and Psychological Safety
 School Connectedness
 Home-School Collaboration

How School Psychologist Can Help

 Develop and implement positive behavior supports.

 Foster trusting relationships among students and staff.
 Support improved home-school-community engagement using consultation and collaboration.
 Improve access to an quality of mental and behavioral health supports.
 Develop and integrate programming to foster school climate, prevent violence, and balance physical
and psychological safety.

LEARNING ACTIVITY 2:

Assignment 2 - Application “Let’s Apply”

1. Based on your experiences, give at least 10 school practices that don’t contribute to positive culture.

2. Are the following items good tips in building positive culture? Defend your answer. If it is not so good tip,
replace it with good one.

a) “No Talking” as classroom rule #1 imposed by teacher.

b) If some students say they need a quiet area to work in at times, they make a sign like, “Quiet Area,
Brains at Work.”
c) “We talked about this yesterday. Did you forget?” “You had this so well yesterday. I know you can get
it today.”
d) Do you believe in your own ability to learn and grow? Do you believe it is your obligation as a teacher
to model learning and growing?
e) The teacher wrote, “nice job” on a student’s sketch of an orange.
f) Come up with a Question-and-Answer Wall. Here students post the academic question they want
answered within the month with their name on it. Anybody can give an answer with his/her name
written.

3. Suggest five (5) concrete ways to establish a positive school culture.

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Study Guide in Prof. Ed. 104: The Teacher and the Community, School Culture and Organizational Leadership Module No. 4

Assignment 3 – Research Ventures

1. Search in the Web at least three (3) published researches on any topic concerning School’s Organizational
Culture” and supply the table below.

Title Author/s Findings and Recommendations Your own reflection

SUMMARY

School culture is the character of a school that gives the school qualities beyond its structure,
resources and practices. It is created by all the people in the school. It is not inherited and so is not passed on
through the genes. School culture includes school climate and so school culture is broader than school climate.
School climate is relational while school culture is a deeper level of reflection of shared values, beliefs and
traditions. Undoubtedly, school culture affects learning and so schools must, by all means, build positive not
toxic school culture.

REFERENCES

Online Sources:

 https://courses.lumenlearning.com/boundless-sociology/chapter/schools-as-formal-organizations/
 https://files.eric.ed.gov/fulltext/EJ1125064.pdf
 https://mje.mcgill.ca/article/view/9139/7094
 https://bizfluent.com/info-8235460-formalization-organizational-structure.html
 http://www.vits.org/publikationer/dokument/527.pdf#:~:text=When%20using%20Mintzberg's%20(1983%2C
%201998,were%20chosen%20representing%20core%20processes.

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 https://www.deped.gov.ph/2015/10/30/do-52-s-2015-new-organizational-structures-of-the-central-regional-
and-schools-division-offices-of-the-department-of-education/
 https://www.affordablecebu.com/load/schools_universities/organizational_structure_chart_of_deped/23-1-
0-8418
 https://academic.oup.com/cs/article-abstract/39/1/3/2616453
 http://evaluationplus.eu/school-organisational-culture
 https://view.officeapps.live.com/op/view.aspx?src=http%3A%2F%2Fwaynekhoy.com%2Fppts
%2FHM_PP_Slides_Ch5.ppt
 https://www.heflo.com/blog/hr/organizational-climate-definition/#:~:text=The%20organizational%20climate
%20is%20a%20concept%20%E2%80%9Cperceived%E2%80%9D%20by,organizational%20climate
%20affects%20productivity%2C%20motivation%20and%20employee%20behavior.
 https://www.naesp.org/sites/default/files/resources/2/Leadership_Compass/2007/LC2007v5n1a4.pdf

Books

 The School and the Community, School Culture, and Organizational Leadership, G. Pawilen, et.al, Rex
Bookstore, 2019, Manila, Philippines.
 The School and the Community, School Culture, and Organizational Leadership, N. Prieto, et.al, LORIMAR
Publishing, 2019, Quezon City, Philippines.

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