VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
CREATING A POSITIVE SCHOOL CULTURE
Meaning of School Culture
School Climate & School Culture
12 norms of School Culture
Role of School Culture in Learning
Elements of a Positive Culture
2023-2024
CREATING A POSITIVE SCHOOL CULTURE
What is School Culture?
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
It is the set of shared values, beliefs and norms that influence the way teachers,
pupils and headteachers think, express, feel and behave in and out of school
compounds.
It includes dress, beliefs, norms, expectations, values, diet, and a host of other factors.
School culture encompasses how things are done while the process of education is
being performed.
According to Fullan (2007) school culture can be defined as the guiding beliefs and
values evident in the way a school operates.
‘School culture’ can be used to encompass all the attitudes, expected behaviors and
values that impact how the school operates.
Dave Cornell (PhD) and Peer- School culture refers to the policies, interpersonal
dynamics, attitudes, customs, and formal and informal rules of behavior within a school. It
involves administrators, staff, teachers, parents, and students.
Many researchers have indicated that school culture plays an important role in enhancing
students’ achievement, building students’ confidence to complete high school, or
strengthening efficacy beliefs about potential to succeed if they continued to college.
Types of School Culture according to Hargreaves (1995)
1. Collaborative Culture- teachers work together and share the same educational
values they are committed to improving their teaching and the school.
2. Comfortable-Collaborative Culture- teachers are aware of the efforts of their
colleagues and the school atmosphere is professional.
3. Contrived-Collegial- the tone of the school is determined by leadership, which
supports teachers’ growth but on a superficial level which often undermines motivation.
4. Fragmented-Teachers all function independently and there is very little collaborative
effort to improve the school. Meetings are uninspired and lack involvement of the staff.
5. Balkanized- The atmosphere is dominated by cliques of teachers that compete for
resources and control. An “us versus them” attitude can develop between the teachers
and administration.
[Link]
Proven ways to build a positive school culture.
1. Create meaningful parent involvement
To involve parents in your school culture, give them a platform for feedback on classroom
activities or school programs.
Ask them about their hopes or concerns regarding their children’s education.
Developing educational programs for parents can also help involve them in their
children’s schooling, and thus build a more positive atmosphere in your school.
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
2. Celebrate personal achievement and good behaviors
Complimenting kids helps them to feel that they are cared for individually, both you and
your staff play a huge part in this aspect of your school culture.
One way to generate more positive reinforcement from your staff is to set goals for the
number of compliments each member must give during the day or week. Encourage
them to give specific compliments that highlight what each individual student has done
well.
3. Establish school norms that build values
Your school and classroom rules should be clear to all students and should be well-
regulated.
For example, instead of creating specific rules about chewing gum, use of water bottles,
or electronic devices in the classroom, you could create a classroom rule that states: “Be
respectful of the people around you.”
4. Set consistent discipline
When rules are not followed, discipline must be administered. However, broadening the
range of discipline methods can help encourage a positive school culture.
Having students work to correct their own wrongs helps encourage them to take
responsibility for their actions.
5. Model the behaviors you want to see in your school
You have a list of qualities and values that you want to see in your teachers and
students.
All changes must start from the top. That means when you interact with teachers and
students, you need to be an example of the behavior that you want to see in your school.
6, Engage students in ways that benefit them
One way to engage students and develop these types of skills is through social-
emotional learning (SEL). Throughout the day, encourage teachers to include activities
that help students develop qualities such as empathy, reliability, respect, concern, and a
sense of humor.
In the research brief Social Emotional Learning in Elementary School, researchers found
that SEL programs helped students make more ethical decisions, maintain positive
relationship< set and achieve goals at school and at home, and manage their emotions.
These programs promoted achievements at school, and reduced substance abuse and
emotional distress.
7. Create rituals and traditions that are fun for students and teachers
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
The school day – and school year – should be punctuated with time for fun. This helps
students engage with each other in positive events and build morale in school.
Creating appropriate times to have fun and laugh breaks up the day and gives students a
chance to relax in between learning, this helps them become more refreshed when
returning to the classroom.
8. Encourage innovation in the classroom
Innovation in the classroom starts with you – the school leader.
When talking with teachers, encourage Them to try new methods of teaching. You can
even set up regular meetings to discuss new research on teaching methods or new
teaching tech, and how these can be implemented in your school.
9. Professional development for teachers
Students are not the only people in your school who should be learning. Helping your
teachers to develop their skills will encourage a positive school culture by giving them the
ability to improve their craft.
Also, it’s good to make sure that you as the school leader are aware of what your
teachers think and feel in their work. Set up regular times to ask for feedback, hear out
concerns, and get suggestions for improvement.
10. Maintain the physical environment of your school
Surprisingly enough, the physical surroundings of students and teachers have a huge
impact on the culture of your school.
The HEAD Project (Holistic Evidence and Design) took evidence from over 3,700
students in 27 diverse schools. They found that the physical space where students are
learning can account for a 16% variation in the learning process over a school year.
The novelty, stimulation, and freedom of movement students enjoy in a flexible seating
classroom setting positively impacts behavior, according to educational researcher
Sheryl Feinstein’s book from the brain to the classroom.
It was found that half of the learning impact came from light, temperature, and air quality.
The other half of learning impact came from factors such as individualization of the
environment and color of the room. For example, the ideal classroom was found to have
light-colored walls with one accent wall of a brighter color.
Adopting a policy that allows for flexible seating in classrooms is one step school leaders
are taking more frequently.
Adjusting these seemingly insignificant factors isn’t difficult and can result in an increase
in student engagement and improvement in learning.
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
11. Keep tabs on your school’s culture, and adjust when necessary
Unfortunately, creating a positive school culture isn’t just a matter of following a checklist.
As school leader, you need to stay informed of what’s going on in your school and
understand the attitudes and atmosphere that permeate the hallways and classrooms.
As we mentioned above, starting the process of improving your school culture involves
analyzing the current situation of your school. This analyzation process should become a
regular part of your schedule.
School Climate & School Culture
School Culture
School culture is the way things are done in the school (the personality of a school), the
underlying norms and values that shape patterns of behavior, attitudes, and expectations
between stakeholders in the school.
Deal and Peterson (1998) define school culture as “norms, values, beliefs,
traditions, and rituals built up over time.”
A school’s culture is always at work, either helping or hindering learning. It influences
every decision and action in a school, from the leadership style of the principal to the
way teachers choose curriculum materials and interact with students.
School Climate
School climate is the feel of the school (the schools’ attitude), the behaviors and points of
view exhibited and experienced by students, teachers, and other stakeholders.
Freiberg and Stein (1999) describe school climate as “the heart and soul of the
school,” the feeling that either encourages teachers and students to engage, love the
school, and to want to be a part of it, or to reject the school and disengage from it. It
is the outcome of the school’s norms and values, the way in which people at the
school relate to and interact with one another, and the way systems and policies
manifest.
According to the National School Climate Center, “school climate includes major
spheres of school life such as safety, relationships, teaching and learning, and the
environment as well as larger organizational patterns (e.g., from fragmented to
shared; healthy or unhealthy).” These dimensions not only shape how students feel
about being in school, but “these larger group trends shape learning and student
development” (National School Climate Center, 2013).
The National School Climate Center has produced detailed descriptions of positive
school cultures and developed strategies for improving them.
The individual successes of teachers and students are recognized and celebrated.
Relationships and interactions are characterized by openness, trust, respect, and
appreciation.
Students and staff members feel emotionally and physically safe, and the school’s
policies and facilities promote student safety.
School leaders, teachers, and staff members model positive, healthy behaviors for
students.
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
Mistakes are not punished as failures, but they are seen as opportunities to learn
and grow for both students and educators.
Important leadership decisions are made collaboratively with input from staff
members, students, and parents.
Educational resources and learning opportunities are equitably distributed, and all
students, including minorities and students with disabilities.
The School Climate Leadership Certification Program (SCLC) equips educational
leaders with the knowledge base and competencies necessary to create and sustain a
positive school climate.
Our Comprehensive School Climate Inventory (CSCI) supports whole school
communities learning and working together to understand their school community's
strengths, as well as areas for improvement.
12 NORMS OF SCHOOL CULTURE
1. Collegiality- a work environment where responsibility and authority are shared
equally by colleagues. All staff are made to feel welcome, and everyone is treated as a
part of the team.
2. Experimentation- it involves implementing new ideas or solutions throughout your
organization without restricting these things to only certain departments. It helps students
to be more observant.
3. High expectation- the extent to which the school members hold a pervasive focus on
student and teacher learning along with a continual conversation about the quality of
everyone’s work.
4. Trust and Confidence- the extent to which those in the organization can depend on
close, supportive teacher–student, teacher–teacher, teacher–administrator, student–
student, and parent–school relationships. A sense of community aids this factor.
5. Tangible Support- the degree to which faculty and staff receive sufficient.
encouragement, resources (including teamwork and time), and opportunities to
effectively meet their professional responsibilities as well as contribute to their
organization’s well-being.
6. Reaching out to the knowledge base- the extent to which administrators and faculty
use timely and accurate quantitative and qualitative information to continuously improve
their processes, performances, and outcomes. Teachers believe that the school wants
them to continue growing, wants them to observe peers and invests in creative ways to
facilitate learning from others.
7. Appreciation, Recognition- the degree to which the school community shows its
gratitude and esteem for those members who are making meaningful contributions to the
organization or to its members. A school’s customs, traditions, and general ways of doing
things illustrate the extent of this characteristic in action.
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
8. Honest, open communication- the degree to which the school provides many
opportunities and venues for sharing information in clear and unambiguous ways among
organization members. This includes creating culture, discussing fundamental values,
taking responsibility, coming together as a community, and celebrating individual and
group successes.
9. Involvement in decision making—the degree of participation granted by
administrators to teachers, staff, students, and parents to receive relevant and timely
information, discuss its meaning in terms of school values and goals, and share in
making decisions that affect the school.
[Link]- School traditions are elements of School Culture that endure over time.
These include official customs, practices, programs, events, and clubs that are
administered or sanctioned by schools. It allows everyone to stay connected as a
community.
[Link], Celebration, and Humor- we take time to show our care for each other, we
laugh together, and we have little ways of showing support throughout the year.
[Link] of what’s important- Teachers believe that the time they spend with
students is protected and valued. Their time on non-teaching duties is valued and
strategies are in place to protect that time.
ROLE OF SCHOOL CULTURE IN LEARNING
School culture has become a central concept in many efforts to change how schools
operate and improve educational results. Culture also shapes social patterns, habits, and
dynamics that influence future behaviors, which could become an obstacle to reform and
improvement.
ELEMENTS OF A POSITIVE CULTURE
Building effective communication within the school
- Managing communications effectively is a key dimension of leadership.
Communications may be deliberately planned or ad hoc; face to face or virtual;
written, video or verbal; digital or non-digital.
Catering for individual needs
- By understanding individual preferences, teachers can create engaging and
effective lesson plans that cater to the specific needs of each learner.
Creating a health promoting physical environment
- The children of today are the adults of tomorrow. They deserve to inherit a safer
and healthier world. There is no task more important than safeguarding their
environment.
Developing democratic processes
- The democratic classroom should be understood as a place where a total
development of the student's personality is achieved, a place where the
processes of humanization, personalization, and socialization are taking place”
(Kocoska,2009).
VALENZUELA CITY TECHNOLOGICAL COLLEGE
Kamagong st. Fortune Village 6, Parada, Valenzuela City
Tel. No: 293-0775/292-0480
Email: [Link]@[Link]
Enhancing self esteem
Try to recognize positives.
Build a support network.
Be kind to yourself.
Fostering respect for diversity
- embracing differences in personality traits, backgrounds, and perspectives,
which can lead to improved job satisfaction levels and a more innovative and
productive workforce.
Fostering inclusive and respectful language
Understand your own culture and biases.
Learn about other cultures and perspectives.
Communicate effectively and respectfully.
Adapt your behavior and expectations.
Collaborate and cooperate.
Developing appropriate communication between home and school
- It's the student who benefits the most from communication between home and
school, resulting in numerous positive advantages: Improved academic
achievement. A more positive attitude toward learning. A feeling of
empowerment and confidence.
- By being transparent about where there are challenges, teachers and parents
develop solutions together.
Developing a school approach to assessment
- There are 3 approaches to assessment that contribute to student learning:
assessment for learning
- involves teachers using evidence about students' knowledge, understanding and
skills to inform their teaching. Sometimes referred to as ‘formative assessment',
it usually occurs throughout the teaching and learning process to clarify student
learning and understanding.
assessment as learning
- occurs when students are their own assessors. Students monitor their own
learning, ask questions, and use a range of strategies to decide what they know
and can do, and how to use assessment for new learning.
assessment of learning
- assists teachers in using evidence of student learning to assess achievement
against outcomes and standards. Sometimes referred to as ‘summative
assessment', it usually occurs at defined key points during a unit of work or at
the end of a unit, term, or semester, and may be used to rank or grade students.
