Creating a Positive

School Culture
Learning Objectives
AT THE END OF THIS CHAPTER,
THE STUDENTS SHOULD BE. ABLE
TO:
EXPLAIN THE MEANING OF
SCHOOL CULTURE;
DISCUSS HOW SCHOOL CULTURE
AFFECTS LEARNING; AND
CITE WAYS BY WHICH YOU CAN
CONTRIBUTE TO THE BUILDING OF
POSITIVE CULTURE.
SCHOOL
CULTURE
 SCHOOL
-an institution for educating students
-a facility where learning takes place
 CULTURE
- the customary beliefs, social forms, and material traits of a racial,
religious, or social group
SCHOOL CULTURE
School culture is one of the most complex and important
concepts in education. (Schein, 1985)

It generally refers to the

• beliefs, perceptions, relationships, attitudes and written and unwritten rules that
shape and influence every aspect of how a school functions’

However, the term also encompasses more concrete issues such as

• the physical and emotional safety of students,
• the orderliness of classrooms and public spaces or
• degree to which a school embraces racial, ethnic, linguistic and cultural diversity.
 School culture consists of the norms and shared
experiences that evolve over school’s history. (Spacey)

Norms expectations that guide behavior within the school community. These norms can
include academic expectations, social rules, codes of conduct, and interactions between
students, teachers, administrators, and other stakeholders. Over time, these norms develop
and become ingrained in the school's culture, shaping the way individuals within the
school community perceive and navigate their environment.

Shared experiences refer to the events, traditions, and rituals that are part of the school's
history and culture. These may include sports games, pep rallies, graduation ceremonies,
or other events that are unique to the school. Shared experiences can help to build a sense
of community and belonging among students, teachers, and other members of the school
community.
Scott and Marzano (2014) state that
“school culture is reinforced by norms,
expectations and traditions, including everything from dress codes to
discipline systems to celebrations of achievement.

Therefore, it may be described as the character of a school that gives

school qualities beyond its structures, resources and practices. They
are “built through the everyday business of school life. It is the way
business is handled that both forms and reflects the culture.” (Sophier
J. 1985)
 Culture as a Social Construct

Culture is a social construct not a genetic construct. This means that school
culture is, therefore, something that we do not inherit or pass on through the
genes. Rather, it is something that we create and shape. It is shaped by
everything that all people in school see, hear, feel and interact with. It is a
creation of the school head, teachers, parents, non-teaching staff students and
community.
 Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can tell,
define almost taste the culture that permeates that space.
• Is it an open, sharing environment?

• Or is it a rigid, discipline - defined playing field?

• It is safe and welcoming, or intimidating and confronting?

• Does it welcome all voices, or does it want you to shrink? Is it waiting for
instruction purpose?

• Is it waiting for instruction or leadership or is it self-directed with a common

purpose?
 School Climate and School Culture

School climate refers to the schools’ effects on students, including teaching

practices, diversity and the relationships among administrators, teachers,
parents and students.

School climate is driven by and reflected in daily interactions of staff,

administration, faculty, students, support staff and the outside community.
School culture is deeper level of reflection of shared values, beliefs and
traditions of between staff members.

School culture refers to the way teachers and other staff members work
together and the set of beliefs, values and assumptions they share.

School culture is broader term and so is inclusive of school climate.

Theoretical Framework
Sociocultural Theory: Developed by psychologist Lev Vygotsky, Sociocultural Theory posits that learning
and development occur through social interactions and within the cultural context.

In the context of school culture, this framework focuses on how social interactions, language, and cultural
practices shape the learning experiences and academic achievements of students. It emphasizes the
importance of collaborative learning, scaffolding, and cultural tools (such as language, artifacts, and
symbols) in shaping students' understanding and knowledge.

Sociocultural Theory provides insights into how school culture influences instructional approaches, student
engagement, and the development of identities and social relationships within the school community.
 PRO-CITATION

“The concept of a collaborative school culture invites all to be part of something bigger
than themselves, it is the ultimate professional development mechanism.”- Steve
Gruenert and Todd Whitaker

Their perspective highlights the importance of a collaborative school culture, which involves fostering a sense
of shared purpose, collaboration, and collective responsibility among all stakeholders within the school
community.

They argue that such a culture goes beyond individual interests and promotes a collective commitment to
continuous growth and improvement.
ARGUMENTATION

Individualistic orientations argue against the significance of school

culture by emphasizing the role of individual student attributes and
choices in determining educational outcomes. Individualistic perspectives
often emphasize personal responsibility and attribute educational success
or failure primarily to individual effort and motivation. They may argue
that students have the autonomy to overcome challenges and achieve their
goals regardless of the school culture.
CONCLUSION School culture involves a sense of collective
responsibility. Just as everyone in a boat shares
the responsibility of maintaining balance and
stability, members of a school community share
the responsibility of creating a positive, inclusive,
and safe learning environment. This includes
promoting respect, fostering positive
relationships, and addressing any issues that may
arise collectively. It encourages individuals to
work together, value each other's contributions,
and create an environment conducive to learning
and growth.
 RECOMMENDATION
The topic of school culture can be relevant and valuable for various individuals and groups. Here are some recommendations:

·Educators and School Administrators: School leaders, teachers, and administrators can benefit from studying and understanding
school culture. Exploring this topic can help them create a positive and inclusive learning environment, improve student engagement,
enhance teacher-student relationships, and promote overall school improvement.

Education Policy Makers: Policymakers involved in shaping educational policies and practices can benefit from understanding the
importance of school culture. This knowledge can inform policy decisions related to school improvement, teacher professional
development, fostering inclusive practices, and creating supportive learning environments.

·School Community Members: Parents, students, and other members of the school community can also benefit from exploring the
topic of school culture. Understanding the role of culture in shaping the learning environment can help parents advocate for a positive
and inclusive school culture, support their child's educational experience, and actively engage in school activities.

. By studying and understanding school culture, individuals and groups can contribute to creating a positive and inclusive educational
environment that supports student success and well-being.