Chapter 10
Creating a
Positive
School Culture
Learning
Outcomes:
At the end of this Chapter, you 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.
Introduction
School culture matters. This influences to a great
extent how well students perform. School culture
is a creation of all the people in school and in the
community especially that of the school heads. It
can be positive or negative. It can facilitate or
adversely affect learning. A school community must
therefore strive to create a positive culture.
THE MEANING OF SCHOOL
CULTURE
School culture is complex and constantly changing.
It includes beliefs, relationships, and emotional safety.
Culture affects students’ learning and social behavior.
Celebrations, discipline, and routines show school culture.
Culture is shown in school events and interactions.
School culture is shaped by everyone’s behavior daily.
It reflects shared norms and community values.
Culture as a Social
Construct
Culture
is not inherited, but socially
constructed.
It’s made by how people behave and
interact.
You can feel culture quickly in any school.
School Climate and School
Culture
1. Climate shows school mood; culture reflects deep
values.
2. Climate is influenced by attitudes, behaviors, and
expectations.
3. Culture is shaped by shared beliefs and traditions.
4. School practices mirror both internal and external
influences.
The Role of School Culture in
Learning
5. School culture supports student success
and collaboration.
6. Positive school culture promotes learning
and development.
7. Negative culture creates toxicity and
blocks success.
Elements of a Positive
Culture
1. Collegiality – The school fosters a friendly, collaborative
environment where shared responsibility and authority allow everyone
to be themselves without needing to impress others, and leadership is
exercised without intimidation.
For example:
• Imagine a school where teachers can openly share ideas for new
lessons without feeling like they have to impress the principal. The
principal listens to everyone's ideas and works with them to make
the best decisions for the students.
2. Experimentation – The school embraces
experimentation, viewing mistakes not as failures to be punished, but
as valuable learning opportunities, echoing Edison's perspective on
his path to inventing the lightbulb.
For example:
• Imagine a student trying a new way to solve a math
problem. Even if their method doesn't work, their
teacher doesn't get upset. Instead, they help the student
understand why it didn't work and explore other options.
That's a school that encourages experimentation and
sees mistakes as learning opportunities..
3. High Expectations – it has been said one’s level of
achievement is always lower than one’s level that aspiration. So set high
expectations for high achievement. Two problems arise here. Robert J.
Marzano warns us:
First, It's hard for teachers to change their expectations for students, even
when they realize those expectations are too low, because their beliefs and
biases are deeply ingrained.
Second, A teacher's actions, not just their feelings, show students what's
expected; changing attitudes without changing behavior won't improve
student results.
For example:
• Imagine a teacher who believes that students from certain
backgrounds aren't as capable as others. Even if they try to
treat all students equally, they might unconsciously give
those students less challenging work or less support. This
can lead to those students not reaching their full potential,
even if the teacher has good intentions.
4. Trust and confidence - Strong relationships built on
trust and confidence are essential for positive interactions between
students, teachers, administrators, and parents, enabling open and
honest communication.
For example:
• Imagine a student who trusts their teacher to help them learn and
grow. They know that their teacher has their best interests at heart and
will support them, even if they make mistakes.
5. Tangible support – everyone in the school community
gets concrete support for the good that they do. Support comes in not
just in words but in action. School head sees to it that LCDs in the
classrooms are functioning.
For example:
Helping a student with their homework.
Donating books or supplies to a school.
Providing childcare for a teacher who needs to attend a
meeting.
Volunteering your time to help with a school event.
6. Reaching out to the knowledge base – teachers
care to grow professionally to update themselves on content knowledge and
pedagogy, the first domain in the Philippine Professional Standards for
Teachers.
For example:
A student researching a topic for a school project.
A teacher looking for new teaching strategies online.
A parent seeking information about a child's learning disability.
7. Appreciation and recognition –
Regular praise makes the classroom better, and
teachers should focus on appreciating good behavior
instead of only noticing mistakes.
For example:
• Imagine a teacher who goes above and beyond to
help a student who is struggling. The school principal
might express appreciation for the teacher's dedication
by sending a thank-you note or recognizing their
efforts at a school assembly.
8. Caring, celebration, humor – Students respond best
to teachers who show they care, and many students need more positive
feedback, especially those who struggle.
“Specific praise, not just general compliments, helps kids learn and do
better.” says Erin Green of Boys Town.
For example:
• Imagine a classroom where the teacher takes time to celebrate students'
successes, whether it's a good grade on a test or a kind act towards a
classmate. The teacher might also share funny stories or jokes to lighten
the mood and create a sense of fun.
9. Involvement in decision making –
involving others who are concerned with decisions to be
made enhances sense of ownership. They also feel
important.
For example:
Students participating in school council meetings.
Parents being involved in the planning of school events..
10. Protection of what is important – what
schools consider important must form part of their tradition and so
must be protected by all means.
For example:
A parent protecting their child from harm.
A teacher protecting their students' right to learn.
A community protecting its natural resources.
11. Traditions – A school needs a program to teach shared
values and build a strong community, focusing on positive behaviors
and shared goals, not just on preventing problems.
For example:
• Imagine a school that has a program where students, teachers,
and parents all participate in activities that emphasize respect,
kindness, and hard work. This could involve things like morning
assemblies where everyone shares positive messages,
community service projects where everyone works together, or
classroom activities that focus on building positive relationships.
12. Honest and open
communication – Everyone feels safe
sharing their opinions, and the school accepts that
people can disagree.
For example:
A student sharing their concerns with a teacher.
A teacher having a conversation with a parent about a
student's progress.
Friends talking openly and honestly about their feelings.
TEACHER NORMS STUDENTS NORMS
1. Teach in different ways. 1. Have a growth mindset.
a. Believe you can improve.
b. Fail forward.
c. Keep trying.
d. Speak positively about your abilities
to learn.
2. Call students by their names. 2. Call Classmates by their names.
3. Care about student’s feelings. 3. Be responsible for your work.
a. Understand their situation. a. Have materials ready.
b. Advocate for yourself.
c. Be a professional.
d. Meet deadlines.
e. Participate.
f. Be on time to class.
TEACHER NORMS STUDENTS NORMS
4. Have a good attitude. 4. Listen…
a. Stay calm. a. to the teacher.
b. Use kind words. b. to your classmates.
c. Have patience. c. to guests.
d. Greet students and say good- d. to the directions.
bye.
5. Help students understand. 5. Attend school the majority of the
a. Work at a reasonable pace. time.
b. Explain clearly.
c. Support different learning
styles.
d. Expect the best.
e. Re-explain if necessary.
TEACHER NORMS STUDENTS NORMS
6. Attend school the majority of 6. Be a good team player.
the time. a. Provide good, helpful feedback.
b. Stay calm.
c. Encourage others.
7. Be respectful. d. Stay on topic.
a. Give everyone what they e. Be considerate.
need. f. Use proper language.
b. Use proper language. g. Communicate clearly to students
c. Allow space if needed. and teacher(s).
d. Use supportive words when
explaining.
e. Call by your name.
8. Have a growth. Mindset.
Resource
The Teacher and the
Community, School Culture
and Organizational
Thank You!
Leadership BOOK.
