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: 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.
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.

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 ACIVITY 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?

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
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.

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.
 “A set of measurable properties of the perceived work environment, directlyor 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 , parents, and students.

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.

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
 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.

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.

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 Your own

Recommendations 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.
  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.