Fundamentals of School Administration

EDU 547 - Spring 2014 Semester

Thursday, February 13, 2014

Chapter Five Presentation: “Culture and Climate in Schools”

Presented by: Anyha Lord-Jerris

Professor: Dr. Lauren Larsen

Chapter Overview Defining organizational culture Examining the levels, function, and common elements of

organizational culture Examples of school rites, ceremonies, and consequences A Model of Collective Efficacy Understanding academic optimism Defining school climate Viewing school climate through different lenses Strategies to change the culture and climate of schools Conclusion

Organizational Culture

Chester Bernard (1938) and Elton Mayo (1945) stressed the significance of work-group values, norms, emergent interactions, and sentiments in the workplace as the functions of an informal organization.

In 1957, Phillip Selznick conducted additional analysis on organizational life and looked at organizations as institutions.

Organizational Culture Continued

According to Selznick institutions are “infused with value beyond the technical requirements at hand.” Therefore the organization produces a “distinctive identity.”

The basic function of executive leadership is to shape the culture of the organization.

Defining Organizational CultureThere are three notable definitions of culture in the textbook (refer to page 177) by 1) William Ouchi, 2) Henry Mintzberg, and 3) Edgar Schein

General Definition of Organizational Culture “a system of shared orientations that hold the unit together and give it a distinctive identity.”

Levels of Organizational CultureTacit Assumptions – Abstract Premises• Nature of human nature• Nature of human relationships• Nature of truth and reality• Relationship to the environment

Values – Conceptions of What is Desirable- Openness -Trust- Cooperation - Intimacy- Teamwork - Control

Norms• Support your colleagues• Don’t criticize the principal• Handle your own discipline

problems• Be available to give students

extra help• Get to know your colleagues

Deep Abstract

Superficial Concrete

Levels of Organizational Culture

Norms

• Unwritten and informal expectations that occur just below the surface of experience.

Values

• Beliefs of what is desirable.

Tacit Assumpt

ions

• Abstract premises about the nature of human relationships, human nature, truth and reality and environment (Dyer, 1985).

Examining Culture

Functions of Culture

• Creates distinction among organizations

• Sense of identity• Commitment to the group• Stability of the social

system• Social glue that binds the

organization together

Common Elements of Culture

• Innovation• Stability • Attention to Detail• Outcome orientation • People orientation • Team orientation• Aggressiveness

Examples of School Rites, Ceremonies, and Consequences (Table 5.2 page 185)

Type of Rites of Passage ExamplesStudent teachingTough class for neophytesLunch dutyRetirement

Possible ConsequencesFacilitate transition to new role; socialization

Rites of Degradation Negative evaluationPublic Rebuke

Reduce power; reaffirm appropriate behavior

Rites of Enhancement Assembly recognition: Teacher of the yearDebate team championsFootball champions

Enhance power; reinforce appropriate behavior

Rites of Integration Holiday partyCoffee groupTeacher’s lounge

Encourage common experiences that bind the group together

A Model of Collective Efficacy

Sources of Efficacy- Mastery Experience- Vicarious experience- Social persuasion- Affective state

Analyses, Attributions, and Interpretations

Analysis of the Teaching Task

Assessment of Teaching Competence

Estimation of Collective Teacher Efficacy

Consequences of Collective Efficacy

- Effort- Persistence- Success

Performance

Academic Optimism

Academic Emphasis

Faculty Trust Collective Efficacy

Defining Organizational Climate (School Climate)

School Climate – is a broad term that refers to teacher’s perceptions of the general work environment of the school; the formal organization, informal organization, personalities of participants, and organizational leadership influence it.

Three Lenses to View School Climate

Openness Health

Citizenship

Characteristics: Cooperation Respect Supportiveness High intimacy

Characteristics: Copes with

environment dynamic leadership Harmonious Motivated students

Characteristics: Go above & beyond Altruism Courteous Civic duties

Changing the Culture and Climate of SchoolsTh

e Clinic

al Strategy

•Gaining

knowled

ge of the

organizat

ion

•Diagnosi

s

•Prognosi

s

•Prescript

ion

•Evaluati

on

The Growt

h Centered Strategy

•Change is a property of healthy school organizations•Change has direction•Change should imply progress•Teacher potential for development and implementation for change

A Norm Ch

anging Strategy

•Surface norms

•Articulate new directions

•Establish new norms

•Identify culture gaps

•Close the culture gap

•(Five step procedure recommended by Kilmann 1984)

Conclusion

Organizational culture and climate are two perspectives that are gaining more attention

as researchers recognize the important impact of these two perspectives. In the educational

arena, both perspectives are taking center stage as educational leaders recognize the

correlation between school culture and climate and the impact on overall student

achievement.