Building and Sustaining School culture - Research Paper Example

Building and Sustaining School culture Abstract Traditions in school is a permeating constituent of institutions, however, it is subtle and challenging to describe. Apprehension of culture in a school is an indispensable aspect in all modification projects. Reforms established in school cultures are frequently received with conflict and condemned to malfunction due to the change being contradict to the imprecise school culture. This research paper delineates customs within school settings and as it applies in schools, building and sustaining a school culture, its impact and the role of the principal in building and sustaining it. In addition, it also discusses the inherent suppositions held by staff members coherent to the customs of schools. Introduction Creating awareness of culture within school settings can trigger scholars and tutors to take on tasks that promote growth. A school is an organization that has its own principles, values and norms. Culture is not a distinguishable aspect of a school setting. A school culture encloses teachers developing their attitudes and impacting their conclusions and deeds. Culture manipulates all facets of a school, as well as such aspects as teacher’s dressing, what the teachers talk about during their breaks, how the teachers decorate their class rooms and the teacher’s stress on definite facets of the program of study. This research paper will focus on the factors that can help in building and sustaining school culture within school settings and institutions and the key players. School culture Defined Sarason (1996) refers culture within a school setting as the set of beliefs and values coherent among the school leaders in steering the school, and interpreted by the students into proper conducts and armored through installation of discipline. School cultures are formed and transformed over time. Needless to say, there is a broad correspondence among authors and scholars on how school cultures reacts to and replicates community attributes held by the students. For this reason, school culture can be expressed as the air we breathe. It is hardly noticeable. Moreover, it also typifies the traits and values of its leaders (Sarason, 1996). School culture is a dynamic aspect that is continuously “being constructed and shaped through dealings with other and replications on life and the world in general” (Sarason, 1996, p 27). Culture in school grows as “teachers associate with each other, students and the community” (Barth, 1990, p. 123).Sarason (1996) argues that it “becomes the guide for behavior shared among members of the school at large” (p. 32). Kruse and Louis (2008, p. 20) argue that schools “are shaped by cultural practices and values and reflect the norms of the society for which they have been developed”. Barth (1990) asserts that “rituals and procedures common to most schools play a vital role in defining school’s culture” (p.124). For instance, ringing bells and having students stand in lines. Sarason (1996, p. 138), asserts “it is challenging to determine the nature of a school’s culture because our own personal experiences and values put blinders on what we look at, choose to change, and evaluate; because our values and assumptions are usually implicit and second nature we proceed as if the way things are the way things should or could be”. Arguably, people scrutinize the customs, guidelines, curriculum, tasks, pedagogy and practices in institutions from side to side via the sieve of their personal experiences and values. Sarason (1996) points out that people must apprehend and analyze their own cultural impacts before examining a schools’. Before joining the school, teachers and other staff members are attached to other cultures. Their values, experiences, prior education and norms,affect their opinions on pedagogy, curriculum and reforms before stepping into classrooms. For this reason, any proposed cultural reform will be resisted. Effects of School culture on effective practices set by school principals The school administrators are “educational leaders who promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth” (Barth, 1990, p. 46). The burden of changing and building school cultures lies on the administrator. School administrators should be concerned with school cultures in order to yield positive outcomes. A positive school climate, according to Kruse and Louis (2008, p. 15) refers to “a place where students and teachers like to be”. It is an environment that supports learning and encouragement. School culture refers to the norms and values that are lucid among the school administrators and students. Schools need a favourable school culture that promotes learning and trustworthy relations between both the students and tutors. In reference to Shaw and Reyes (1998), a shared sense of purpose among staff, norms centered on collegiality, improvement, and hard work replicates a favourable school culture. In addition, a favourable school culture provides an environment where customs and rituals appreciate learner success, tutor modernism, and parental dedication. Moreover, Shaw and Reyes (1998), further notes that a “positive school culture has a shared sagacity of what is imperative, a shared philosophy of compassion and care, and a shared dedication to assisting students study” (p. 24). Institutions, which replicate such a culture, are epitomized by “teachers and staff members willing to take risks and ratify changes” (p.25). Alternatively, learning institutions with a negative or toxic traditions have environments “where tutors are unwilling to embrace reforms and where the tone is oppositional and mordant” (Shaw and Reyes, 1998, p. 27). School administrators face the challenge of building and shaping the school culture and sustaining it to create a favourable surrounding for learning. Role of Principals in Building and sustaining School Culture In reference to Shaw and Reyes (1992, p. 297), the “professional community directs a spotlight on the relationships among adults within the school”. Kruse and Louis (2008) notes that by concentrating on “the structural and human resource conditions necessary for schools to become strongly connected around the goal of student learning, the framework suggests that strong school cultures are based on shared norms and values, reflective dialogue, public practice, and collaboration” (p.213). The staff is presented with the opportunity to embrace change. Needless to say, there is a need for meaningful and sustained connections for the teacher to take “collective responsibility for improving student learning” (p.214). In reference to Kruse and Louis (2008), “the concept of organizational learning suggests that continuous improvement through collective engagement with new ideas will generate enhanced classroom practices and deeper understanding of how organizational improvement occurs”. This occurs when the administrators and tutors follow up on the student’s performance. Kruse and Louis (2008) assert “organizational learning occurs when groups acknowledge small failures and consider alternatives” (p. 212). Schneider et al (1996) denotes that trust “is the glue that holds social networks and relationships together”. Barth (1990) asserts that trust is linked to organizational effectiveness. Trust among the teachers and students are linked to high student performance. School administrators have the responsibility of setting “a tone and a foundation for creating trusting relationships and professional community” (Sarason, 1996, p. 102). In reference to Schultz (1995), meetings are an avenue where people can express their opinions and aid in decision making. Incorporation of the teachers in decision making promotes a positive school culture. The teachers will feel that they are an indispensable part of the institution, and this will motivate them. The school principal should hold regular meetings to ensure that the members of staff are articulated into the school's decision making. Conclusion Most school settings have the tools for building and developing a positive school culture. The codes of ethics and touchstones are effective tools that schools can use in building their culture. Motivation, trust, agitation for innovation and appreciation is core values in creating and maintaining a positive school culture. References Barth, R.S. (1990). Improving Schools From Within. San Francisco, CA Jossey-Bass. Kruse, S.D and Louis, K.S (2008). Building Strong School Cultures: A guide to leading change. Corwin Press. Sarason, S. B. (1996). Revisiting the Culture of the School and the Problem of Change. New York: Teachers College Press. Shaw, J. & Reyes, P. (1992). School cultures: Organizational value orientation and commitment. Journal of Educational Research, 85, 295-302. Schneider, B. , Brief, A.P., & Guzzo, R.A. (1996). Creating a climate and culture for sustainable organizational change. Organizational Dynamics, 24, 7-19. Read More