Culture and Climate Of

Culture and Climate ofCulture and Climate ofSchoolsSchools

Organizational CultureOrganizational Culture

Definitions:Definitions:Stephen Robbins (1998) defines organization Stephen Robbins (1998) defines organization

culture as “a culture as “a system of shared meaning held by system of shared meaning held by members that distinguishes the organization members that distinguishes the organization from other organizations.from other organizations.

Edgar Schein (1992), however, argues that the Edgar Schein (1992), however, argues that the culture should be reserved for a “culture should be reserved for a “deeper level deeper level of basic assumptions, values, and beliefs” that of basic assumptions, values, and beliefs” that become shared and taken for granted as the become shared and taken for granted as the organization continues to be successfulorganization continues to be successful..

Wayne Hoy…Organizational culture Wayne Hoy…Organizational culture is a system is a system ofof shared orientations that hold the unit shared orientations that hold the unit together and give it a distinctive identity.together and give it a distinctive identity.

Orientations are values, norms, and tacit Orientations are values, norms, and tacit assumptions.assumptions.


Culture as normsCulture as norms

Examples of NormsExamples of Norms

• Never criticize colleagues in publicNever criticize colleagues in public• Support your colleaguesSupport your colleagues• Handle your own discipline problemsHandle your own discipline problems• Be available for your students after schoolBe available for your students after school• Support the principalSupport the principal• Get to school early in the morningGet to school early in the morning• Be in the hall by your room as classes change Be in the hall by your room as classes change


Culture as shared valuesCulture as shared values

Examples of Core ValuesExamples of Core Values

• Commitment to the the schoolCommitment to the the school• Commitment to teachingCommitment to teaching• Cooperation and teamworkCooperation and teamwork• Trust and group loyaltyTrust and group loyalty• Serve your studentsServe your students• High academic achievement High academic achievement


Culture as Tacit AssumptionsCulture as Tacit Assumptions

Examples of Tacit AssumptionsExamples of Tacit Assumptions

• Truth ultimately comes from teachers themselves.Truth ultimately comes from teachers themselves.• Teachers are capable of making decisions in the Teachers are capable of making decisions in the

best interests of students.best interests of students.• Truth is determined through debate, which often Truth is determined through debate, which often

produces conflict and the testing of ideas in an produces conflict and the testing of ideas in an open forum.open forum.

• Teachers are family; they accept, respect, and take Teachers are family; they accept, respect, and take care of each other.care of each other.

Functions of CultureFunctions of Culture

Creates distinctions among organizationsCreates distinctions among organizations Provides the organization with a sense of identityProvides the organization with a sense of identity Facilitates development of commitment to the groupFacilitates development of commitment to the group Enhances stability in the social systemEnhances stability in the social system Social glue that binds the organization togetherSocial glue that binds the organization together Provides standards of behaviorProvides standards of behavior

Rites, Ceremonies, & Rites, Ceremonies, & ConsequencesConsequences

Rites of PassageRites of Passage ConsequencesConsequences

Student teaching Student teaching Facilitate transitions to new roles; Facilitate transitions to new roles;

Lunch dutyLunch duty socialization socialization

RetirementRetirement

Rites of DegradationRites of Degradation

Negative evaluationNegative evaluation Reaffirm appropriate behaviorReaffirm appropriate behavior

Public rebukePublic rebuke

Rites of EnhancementRites of Enhancement

Teacher of the yearTeacher of the year Reinforce appropriate behaviorReinforce appropriate behavior

Debate team championsDebate team champions

Football championsFootball champions

Rites of IntegrationRites of Integration

Holiday partyHoliday party Enhances cohesivenessEnhances cohesiveness

Teacher’s loungeTeacher’s lounge

Coffee groupCoffee group

School Culture: Symbol School Culture: Symbol SystemsSystems

Symbols through which school culture is expressed:Symbols through which school culture is expressed:

StoriesStories--narratives that are based on true events, but often --narratives that are based on true events, but often combine truth and fiction.combine truth and fiction.

MythMyths--stories that communicate an unquestioned belief s--stories that communicate an unquestioned belief that cannot be demonstrated by the facts.that cannot be demonstrated by the facts.

LegendsLegends--stories that are retold and elaborated with --stories that are retold and elaborated with fictional details.fictional details.

IconsIcons--physical artifacts that are used to communicate the --physical artifacts that are used to communicate the culture (logos, mottoes, and trophies).culture (logos, mottoes, and trophies).

RitualsRituals--are the routine ceremonies and rites that signal --are the routine ceremonies and rites that signal what is important in the school.what is important in the school.

School Culture: MetaphorsSchool Culture: Metaphors

The FamilyThe Family The MachineThe Machine The CircusThe Circus The FactoryThe Factory The JungleThe Jungle The ZooThe Zoo The Fad ShopThe Fad Shop The AcademyThe Academy The ClubThe Club

Organizational ClimateOrganizational ClimateDefinitions:Definitions:

Organizational climate is concerned with large units; it Organizational climate is concerned with large units; it characterizes properties of an entire organization or major characterizes properties of an entire organization or major subunits.subunits.

Organizational climate describes a unit of organization Organizational climate describes a unit of organization rather than evaluates it or indicates emotional reactions to rather than evaluates it or indicates emotional reactions to it.it.

Organizational climate arises from routine organizational Organizational climate arises from routine organizational practices that are important to the organization and its practices that are important to the organization and its members.members.

Organizational climate influences members’ behaviors and Organizational climate influences members’ behaviors and attitudes.attitudes.

Put simply, the set of internal characteristics that Put simply, the set of internal characteristics that distinguish one school from another and influence the distinguish one school from another and influence the behavior of members is thebehavior of members is the organizational climate organizational climate of of the school.the school.

Personality is to individual and climate is to organization.Personality is to individual and climate is to organization.

Openness of Organizational Openness of Organizational ClimateClimate

School Climate: Open to ClosedSchool Climate: Open to Closed

An An Open School ClimateOpen School Climate is characterized by teacher is characterized by teacher relations that are professional, collegial, friendly, and relations that are professional, collegial, friendly, and committed to the education of students. The principal committed to the education of students. The principal is supportive and professional and does not restrict or is supportive and professional and does not restrict or direct teachers with orders. direct teachers with orders.

A A Closed School ClimateClosed School Climate is characterized by teacher is characterized by teacher relations that are disengaged, distant, suspicious, and relations that are disengaged, distant, suspicious, and not professional. The principal is directive, restrictive, not professional. The principal is directive, restrictive, and not supportive.and not supportive.

Organizational Climate Description Organizational Climate Description QuestionnaireQuestionnaire OCDQ OCDQ

The The openness openness of the school climate can be measured by the Organizational Climate Description Questionnaire of the school climate can be measured by the Organizational Climate Description Questionnaire (OCDQ). There are slightly different measures for elementary, middle, and high schools. See (OCDQ). There are slightly different measures for elementary, middle, and high schools. See www.coe.ohio-state.edu/whoywww.coe.ohio-state.edu/whoy. .

Sample items from the OCDQ-RE (Elementary School Version)Sample items from the OCDQ-RE (Elementary School Version)

DIRECTIONS: THE FOLLOWING ARE STATEMENTS ABOUT YOUR SCHOOL. PLEASE DIRECTIONS: THE FOLLOWING ARE STATEMENTS ABOUT YOUR SCHOOL. PLEASE INDICATE THE EXTENT TO WHICH EACH STATEMENT CHARACTERIZES YOUR SCHOOL INDICATE THE EXTENT TO WHICH EACH STATEMENT CHARACTERIZES YOUR SCHOOL BY CIRCLING THE APPROPRIATE RESPONSE.BY CIRCLING THE APPROPRIATE RESPONSE.

R0=RARELY OCCURS SO=SOMETIMES OCCURS O=OFTEN OCCURS VFO=VERY R0=RARELY OCCURS SO=SOMETIMES OCCURS O=OFTEN OCCURS VFO=VERY FREQUENTLY OCCURSFREQUENTLY OCCURS

1.1. The teachers accomplish their work with vim, vigor, and pleasure...............ROThe teachers accomplish their work with vim, vigor, and pleasure...............ROSOSO OO VFOVFO

2. Teachers' closest friends are other faculty members at this school...............RO2. Teachers' closest friends are other faculty members at this school...............ROSOSO OO VFOVFO

3. Faculty meetings are useless..............................................................................RO3. Faculty meetings are useless..............................................................................ROSOSO OO VFOVFO

4. The principal goes out of his/her way to help teachers.................................RO4. The principal goes out of his/her way to help teachers.................................ROSOSO OO VFOVFO

5. The principal rules with an iron fist...................................................................RO5. The principal rules with an iron fist...................................................................ROSOSO OO VFOVFO

6. Teachers leave school immediately after school is over..................................RO6. Teachers leave school immediately after school is over..................................ROSOSO OO VFOVFO

Health of Organizational Health of Organizational ClimateClimate

School Climate: Healthy to UnhealthySchool Climate: Healthy to UnhealthyA A Healthy School ClimateHealthy School Climate is characterized by institutional is characterized by institutional

integrity--teachers are protected from disruptive outside forces. integrity--teachers are protected from disruptive outside forces. The principal has influence with superiors, gets needed The principal has influence with superiors, gets needed resources, and has a integrated leadership style that is concern resources, and has a integrated leadership style that is concern with both the task at hand and the social well being of teachers. with both the task at hand and the social well being of teachers. Morale is high and there is a general press for academic Morale is high and there is a general press for academic achievement by teachers, parents, and students.achievement by teachers, parents, and students.

A A Unhealthy School ClimateUnhealthy School Climate is vulnerable to disruptive outside is vulnerable to disruptive outside forces. The principal has little influence with superiors, forces. The principal has little influence with superiors, resources are scarce, and the principal neither sets direction resources are scarce, and the principal neither sets direction nor is supports teachers. Moral is poor and there is limited nor is supports teachers. Moral is poor and there is limited attention to academic matters because the teacher have given attention to academic matters because the teacher have given up.up.

Organizational Health Organizational Health InventoryInventory

OHIOHIThe The health health of the school climate can be measured by the Organizational Health Inventory (OHI). There are slightly different measures for of the school climate can be measured by the Organizational Health Inventory (OHI). There are slightly different measures for

elementary, middle, and high schools. See elementary, middle, and high schools. See www.coe.ohio-state.edu/whoywww.coe.ohio-state.edu/whoy. .

Sample items from the OHI-S (High School Version)Sample items from the OHI-S (High School Version)

DIRECTIONS: THE FOLLOWING ARE STATEMENTS ABOUT YOUR SCHOOL. PLEASE INDICATE THE DIRECTIONS: THE FOLLOWING ARE STATEMENTS ABOUT YOUR SCHOOL. PLEASE INDICATE THE EXTENT TO WHICH EACH STATEMENT CHARACTERIZES YOUR SCHOOL BY CIRCLING THE EXTENT TO WHICH EACH STATEMENT CHARACTERIZES YOUR SCHOOL BY CIRCLING THE APPROPRIATE RESPONSE.APPROPRIATE RESPONSE.

R0=RARELY OCCURS SO=SOMETIMES OCCURS O=OFTEN OCCURS VFO=VERY FREQUENTLY OCCURSR0=RARELY OCCURS SO=SOMETIMES OCCURS O=OFTEN OCCURS VFO=VERY FREQUENTLY OCCURS

1. 1. Teachers are protected from unreasonable community and parental demands.....RO SOTeachers are protected from unreasonable community and parental demands.....RO SO OOVFOVFO

2. The principal gets what he or she asks for from superiors...................................RO SO2. The principal gets what he or she asks for from superiors...................................RO SO OOVFOVFO

3. The principal is friendly and approachable.............................................................RO SO3. The principal is friendly and approachable.............................................................RO SO OOVFOVFO

4. The principal asks that faculty members follow standard rules and regulations....RO SO4. The principal asks that faculty members follow standard rules and regulations....RO SO OOVFOVFO

5. Extra materials are available if requested...............................................................RO SO5. Extra materials are available if requested...............................................................RO SO OOVFOVFO

6. Teachers do favors for each other.............................................................................RO SO6. Teachers do favors for each other.............................................................................RO SO OOVFOVFO

7. The students in this school can achieve the goals that have been set for them.........RO SO7. The students in this school can achieve the goals that have been set for them.........RO SO OOVFOVFO

A Climate of A Climate of CitizenshipCitizenship

A A Climate of CitizenshipClimate of Citizenship is a school is a school in which the teachers generally in which the teachers generally behave in helpful ways. They typically behave in helpful ways. They typically go beyond routine duties, voluntarily go beyond routine duties, voluntarily help others, and embrace extra work. help others, and embrace extra work. Their behavior is characterized by Their behavior is characterized by altruism, conscientiousness, courtesy, altruism, conscientiousness, courtesy, and good citizenship. Voluntarism is and good citizenship. Voluntarism is dominate character of teacher dominate character of teacher behavior.behavior.

Organizational Culture and Organizational Culture and ClimateClimate

Culture versus ClimateCulture versus Climate

Culture is shared norms, values, tacit Culture is shared norms, values, tacit expressionsexpressions

Climate is Climate is perceptionsperceptions of behavior of behavior School climate is a “relatively enduring quality School climate is a “relatively enduring quality

of the school environment that is experienced of the school environment that is experienced by participants, affects their behavior, and is by participants, affects their behavior, and is based on their collective perceptions of based on their collective perceptions of behavior in schools”behavior in schools”

SummarySummary

1. Schools have distinctive cultures, core values and beliefs, which provide members with a sense of organizational mission and identity.

2. Strong cultures can be good or bad because they can promote or impede effectiveness.

3. Culture calls attention to the symbolic nature of organizations; often what is said or done is not as important as what it symbolizes.

4. Cultures of efficacy, of trust, and of academic optimism promote student achievement.

SummarySummary5. A custodial culture of pupil control impedes the socio-emotional development of students.

6. The organizational climate of a school is the set of faculty perceptions of the dominant behaviors of organizational participants.

7. Openness of organizational climate is positively related to loyalty, trust, and commitment of teachers.

8. The health of organizational climate is positively related to openness in member interactions as well as school effectiveness.

SummarySummary

9. Strong academic emphasis in the school climate promotes school effectiveness and student achievement.

10. Changing the culture or climate of a school is usually a difficult, continuous, and long-term process.

Documents

Culture and Climate Of