School Culture
Prepared by: Talavera, Sessylu A.
May 18, 2023
Chapter 10: CREATING A POSITIVE SCHOOL CULTURE
I. Abstract: School Culture
The Meaning of School Culture
School culture is one of the most complex and important concepts in education (Schein,
1985). It generally refers to the beliefs, perceptions, relationships, attitudes and written and unwritten
rules that shape and influence every aspect of how a school function. However, the term also
encompasses more concrete issues such as the physical and emotional safety of students, the
orderliness of classrooms and public spaces or degree to which a school embraces racial, ethnic,
linguistic and cultural diversity.
According to Spacey, school culture consists of the norms and shared experiences that evolve
over school’s history. In fact, Scott and Marzano (2014) state that “school culture is reinforced by
norms, expectations and traditions, including everything from dress codes ‘to discipline systems to
celebrations of achievement. Therefore, it may be described as the character of a school that gives a
school quality beyond its structures, resources and practices. They are “built through the everyday
business of school life. It is the way business is handled that both forms and reflects the culture.”
(Sophier, J. 1985)
Culture as a Social Construct
Culture is a social construct not a genetic construct. This means that school culture is,
therefore, something that we do not inherit or pass on through the genes. Rather, it is something that
we create and shape. It is shaped by everything that all people in school see, hear, feel and interact
with. It is a creation of the school head, teachers, parents, non-teaching staff students and community.
Sean Slade (2014) elaborates:
Within a couple of minutes of walking into a school or a classroom, you can tell, define almost
taste the culture that permeates that space. Is it an open, sharing environment? Or is it a rigid,
discipline - defined playing field? It is safe and welcoming, or intimidating and confronting? Does
it welcome all voices, or does it want you to shrink? Is it waiting for instruction purpose? Is it waiting
for instruction or leadership or is it self-directed with a common purpose?
School Climate and School Culture
How does school climate differ from culture? These terms are frequently used
interchangeably but school climate is more relational; it is illustrated by the attitudes and behaviors
of the school staff and is focused on the style of the school organizational system.
School climate refers to the schools’ effects on students,
including teaching practices, diversity and the relationships
among administrators, teachers, parents and students. School
climate is driven by and reflected in daily interactions of staff,
administration, faculty, students, support staff and the outside
community.
School culture is deeper level of reflection of shared
values, beliefs and traditions of between staff members. School
culture refers to the way teachers and other staff members work
together and the set of beliefs, values and assumptions they share.
School culture is broader term and so is inclusive of school
climate.
II. Theoretical Framework
Sociocultural Theory: Developed by psychologist Lev Vygotsky, Sociocultural Theory
posits that learning and development occur through social interactions and within the cultural
context. In the context of school culture, this framework focuses on how social interactions,
language, and cultural practices shape the learning experiences and academic achievements of
students. It emphasizes the importance of collaborative learning, scaffolding, and cultural tools
(such as language, artifacts, and symbols) in shaping students' understanding and knowledge.
Sociocultural Theory provides insights into how school culture influences instructional
approaches, student engagement, and the development of identities and social relationships within
the school community.
III. Pro’s Citation
“The concept of a collaborative school culture invites all to be part of something bigger than
themselves, it is the ultimate professional development mechanism.”- Steve Gruenert and Todd
Whitaker
Their perspective highlights the importance of a collaborative school culture, which involves
fostering a sense of shared purpose, collaboration, and collective responsibility among all
stakeholders within the school community. They argue that such a culture goes beyond individual
interests and promotes a collective commitment to continuous growth and improvement.
IV. Argumentation
Individualistic orientations argue against the significance of school culture by emphasizing
the role of individual student attributes and choices in determining educational outcomes.
Individualistic perspectives often emphasize personal responsibility and attribute educational success
or failure primarily to individual effort and motivation. They may argue that students have the
autonomy to overcome challenges and achieve their goals regardless of the school culture.
V. Conclusion
School culture involves a sense of collective
responsibility. Just as everyone in a boat shares the
responsibility of maintaining balance and stability,
members of a school community share the
responsibility of creating a positive, inclusive, and safe
learning environment. This includes promoting
respect, fostering positive relationships, and
addressing any issues that may arise collectively. It
encourages individuals to work together, value each
other's contributions, and create an environment
conducive to learning and growth.
VI. Recommendation
The topic of school culture can be relevant and valuable for various individuals and groups. Here are
some recommendations:
• Educators and School Administrators: School leaders, teachers, and administrators can
benefit from studying and understanding school culture. Exploring this topic can help them
create a positive and inclusive learning environment, improve student engagement, enhance
teacher-student relationships, and promote overall school improvement.
• Education Policy Makers: Policymakers involved in shaping educational policies and
practices can benefit from understanding the importance of school culture. This knowledge
can inform policy decisions related to school improvement, teacher professional
development, fostering inclusive practices, and creating supportive learning environments.
• School Community Members: Parents, students, and other members of the school community
can also benefit from exploring the topic of school culture. Understanding the role of culture
in shaping the learning environment can help parents advocate for a positive and inclusive
school culture, support their child's educational experience, and actively engage in school
activities.
. By studying and understanding school culture, individuals and groups can contribute to creating a
positive and inclusive educational environment that supports student success and well-being.
