Journal articles: 'School culture'

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Bustos, Ruth Claire, and Emily B. Tan. "REVISITING SCHOOL CULTURE." International Journal for Innovation Education and Research 9, no. 6 (June 1, 2021): 120–30. http://dx.doi.org/10.31686/ijier.vol9.iss6.3153.

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Since the abrupt change in learning mode last March 2020, schools’ administrators have been looking for ways to somehow alleviate the stress and anxiety the children have to face using the online study mode. One of the things the school management tries to address is the development of Social-Emotional Skills in children amidst the COVID-19 pandemic. This paper seeks to analyze and bridge the gap on the roles of the schools in nurturing the Socio-Emotional Development of Children during the outbreak of the disease. Using Literature Review Method, this study is going to highlight key roles of the school leaders and educators in their tasks to help children strengthen their coping mechanism. It shall also discuss the importance of nourishing the socio-emotional skills of the children now that schools are adopting the Distance Learning. Moreover, it will present possible strategies to foster a school culture geared toward the safety and improvement of the child’s socio-emotional skills.

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Emihovich, Catherine, and Walter Wager. "Media Culture/School Culture." Education and Urban Society 24, no. 4 (August 1992): 435–39. http://dx.doi.org/10.1177/0013124592024004001.

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Stoll, Louise. "School culture." Set: Research Information for Teachers, no. 3 (November 1, 2000): 9–14. http://dx.doi.org/10.18296/set.0805.

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Poore, Paul. "School culture." Journal of Research in International Education 4, no. 3 (December 2005): 351–61. http://dx.doi.org/10.1177/1475240905057815.

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Ali, Niaz, Sailesh Sharma, and Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN." Malaysian Online Journal of Educational Management 4, no. 4 (September 30, 2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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Manaf, Abdul, and Che Mohd Zulkifli Che Omar. "NILAI BUDAYA SEKOLAH DALAM PELAKSANAAN KURIKULUM PENDIDIKAN DI SMK BEKASI." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 30, 2018): 101. http://dx.doi.org/10.32678/tarbawi.v4i01.1951.

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This study aims to determine and analyze the school culture values associated with the implementation of the curriculum in the learning process at school. The study was conducted on teachers at SMK in Bekasi. The research used quantitative method with correlation analysis and regression analysis. Data were collected by using instruments on the variables used in the study, ie school culture and educational curriculum. This study found that the school culture aspect has a relationship with the educational curriculum, both academic, socio-cultural and democratic cultures have a positive influence on the school curriculum, so it can be said that the curriculum used in schools will be done well if it has a school culture it is also good that curriculum development in schools requires attention and focus on school culture factors as a way to improve the quality of education curriculum in schools. Keywords. Value of School Culture, Education Curriculum, School, Quality

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Hussain, Sajida, and Sikandar Hayat. "EFFECTIVENESS OF LEADERSHIP STYLES AND SCHOOL CULTURE AT THE SECONDARY SCHOOL LEVEL IN PAKISTAN." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 106–15. http://dx.doi.org/10.52567/pjsr.v4i04.792.

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Leadership in schools is a flexible and ever-changing concept. School headteachers' leadership styles are complicated, and they play a significant role in shaping a school's culture. The current study explores the school's effectiveness concerning headteachers' leadership style and school culture. It had three research objectives; 1) to compare headteachers' and secondary school teachers' perceptions regarding the indicators of school cultures, 2) to investigate the difference between secondary school teachers' perceptions regarding the indicators of school effectiveness, and 3) to find the relationship between headteachers' leadership styles and school culture. The nature of the current investigation was quantitative, and the researchers opted descriptive survey research design. The study sample comprised 1014 respondents consisting of headteachers (342) and secondary school teachers (672) from two districts of Punjab. The data were collected by using two different questionnaires, and it was analysed using inferential statistics. The investigation showed that school leaders had a somewhat better understanding of the characteristics of school culture than teachers in secondary schools. Principals gave indicators of school culture greater weight and attention than the relevant teachers. A significant relationship was found between headteachers' leadership styles (democratic and authoritative) and the school culture. The current paper suggests school leaders deploy the democratic and authoritative styles in the students' best interest to develop a student's centerd school culture. Furthermore, secondary school teachers had a less established awareness of school culture and effectiveness than school leaders. Therefore, the research recommends expanding teacher education to raise educators' understanding of school culture and effectivenss issues. Keywords: Leadership styles, school culture, school effectiveness, democratic styles, authoritative style

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Saleng, Adam Zulkarnain, Noor Insyiraah Abu Bakar, Amir Hasan Dawi, and Azhar Harun. "ROLE OF THE SCHOOL IN CULTIVATION OF THE READING CULTURE AMONG PRIMARY SCHOOL STUDENTS IN SUBURB AREA." International Journal of Modern Trends in Social Sciences 5, no. 22 (December 15, 2022): 01–11. http://dx.doi.org/10.35631/ijmtss.522001.

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This study aims to identify the role of the school in cultivation of the reading culture among students in primary school. The objective of this study is to identify the role of schools in cultivate the reading culture of primary school students and to identify factors that hinder the development of the reading culture among primary school students. A qualitative approach was chosen by using a case study as a research methodology. The observation method was used in this study. The findings of this study show that the role of schools in cultivating a reading culture among students can still be improved to make reading culture one of the school cultures. The lack of attention to the aspect of interest in reading will cause school institutions unable to develop reading culture among students. The school needs to look in various angles to forming a reading culture in the school. Students' reading habits require change through various approaches including continuous reading programs, provide reading material collections, teacher efforts and better information access facilities.

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Haiyan, Qian, Allan Walker, and Yang Xiaowei. "Building and leading a learning culture among teachers." Educational Management Administration & Leadership 45, no. 1 (July 9, 2016): 101–22. http://dx.doi.org/10.1177/1741143215623785.

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A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education context. This paper reports an in-depth qualitative case study of a primary school in Shanghai. Using data collected from the principal, vice principal, mid-level leaders and teachers, the study attempts to answer these two questions: how do the school leaders build and nurture a positive teacher learning culture, and how does this culture affect teachers’ working lives?

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Santana López, Alejandra. "CULTURA JUVENIL Y CULTURA ESCOLAR. APROXIMACIÓN A UNA RELACIÓN COMPLEJA: TENSIONES Y DESAFÍOS." Foro Educacional, no. 17 (May 20, 2015): 15. http://dx.doi.org/10.29344/07180772.17.641.

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RESUMEN:El presente artículo está enfocado en analizar la relación entre cultura juvenil y cultura escolar desde el contexto escolar, para esto se desarrolla una revisión bibliográfica preliminar, que permite comprender las lógicas de ambas culturas. Para terminar identificando tensiones y desafíos que esta relación plantea especialmente para quienes se desempeñan profesionalmente en contextos escolares.Se finaliza con un conjunto de conclusiones, en que se pretende sugerir algunas estrategias de acción con los jóvenes – escolares.Palabras clave: cultura juvenil, cultura escolar, escuela, intervenciones socioeducativas.YOUTH CULTURE AND SCHOOL CULTURE. ANAPPROACH TO A COMPLEX RELATIONSHIP: TENSIONSAND CHALLENGESABSTRACT:This article focuses on analyzing the relationship between youth culture and school culture from the school context, for it develops a preliminary literature review, which allows us to understand the logic of both cultures. Finally identifying tensions and challenges this relationship poses especially for those working professionally in school settings.It concludes with a set of conclusions, which are intended to suggest some strategies for action with young people - school.Keywords: youth culture, school culture, school, social and educational interventions.

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Tamir, Emanuel, and Sherry Ganon-Shilon. "A “cracking” school culture: leading resource exploitation during implementation of a national reform." Journal of Educational Administration 59, no. 5 (April 7, 2021): 650–65. http://dx.doi.org/10.1108/jea-09-2020-0198.

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PurposeThe study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.Design/methodology/approachAn interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.FindingsThe article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.Originality/valueExploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.

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Hargreaves, David H. "School Culture, School Effectiveness and School Improvement." School Effectiveness and School Improvement 6, no. 1 (March 1995): 23–46. http://dx.doi.org/10.1080/0924345950060102.

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Lasater, Kara, Waheeb S. Albiladi, William S. Davis, and Ed Bengtson. "The Data Culture Continuum: An Examination of School Data Cultures." Educational Administration Quarterly 56, no. 4 (September 9, 2019): 533–69. http://dx.doi.org/10.1177/0013161x19873034.

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Purpose: The purpose of this study was to examine teachers and school leaders’ experiences using data in the state of Arkansas. Research Design: Initially, an exploratory pilot study was conducted to examine educators’ experiences using data within one Arkansas district. This involved focus groups with 24 participants from 10 schools. Data were analyzed and used to design the second phase of inquiry. The second phase involved an examination of teachers and leaders’ experiences using data throughout Arkansas. Data were collected using focus groups with teachers and in-depth interviews with building-level leaders (52 participants representing eights schools, seven districts). Data were analyzed using multiple cycles of coding, ongoing dialogic engagement, and constant comparative analysis. Findings: Analysis led to the identification of six “data factors” (i.e., trust and collaboration, purpose of data use, leader expectations and teacher agency, data ownership, leader competency, and data as a tool) which we believed influenced schools’ data cultures. Data factors were used to develop the data culture continuum framework, which suggests that schools create data cultures which exist on a continuum—from positive to negative—and a school’s placement on the continuum is fluid and dependent on its unique combination of positive and negative data factors. Implications for Research and Practice: The data culture continuum provides a framework that can assist school leaders in understanding and implementing data factors that support their schools in developing positive data cultures. It also provides a springboard into future quantitative and qualitative studies related to the framework.

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Lee, Suk Yeol. "Analysis of the Effect of School Organizational Culture and Professional Learning Communities on Teacher Efficacy." Integration of Education 24, no. 2 (June 30, 2020): 206–17. http://dx.doi.org/10.15507/1991-9468.099.024.202002.206-217.

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Introduction. The aim of the study is to find ways to expand teacher efficacy by examining how the teacher’s efficacy varies according to the school organisation culture and the level of the professional learning community. Materials and Methods. Survey methods were used to collect the data from 400 in-service teachers at elementary, middle, and high schools in South Korea, with five schools selected from each region, respectively. This study utilizes the data from 359 teachers. This study used a random sampling method, taking the location of the school into consideration. Descriptive statistics were used to examine the overall trends in school organisation culture. T-test was used to examine differences among research variables depending on the personal background of gender and teacher level, and the F-test and Scheffe tests were used for school level and teaching experience. Results. First, school’s organization culture is transforming and evolving into a more ideal and model culture. As schools increasingly transform into innovative schools, innovative cultures and group cultures gradually form. Second, a school is a type of organization system that elicits responses elicits a variety of responses from the teachers depending on their personal background and characteristics. Third, professional learning communities have a positive effect on teacher efficacy. Therefore, school organisation culture can be seen as a better predictor of teacher ef ficacy than a professional learning community. Discussion and Conclusion. The article is of interest to the managers of the school educat ion system.

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Heckman, Paul. "Understanding School Culture." Teachers College Record: The Voice of Scholarship in Education 88, no. 5 (April 1987): 63–78. http://dx.doi.org/10.1177/016146818708800504.

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Alfred, R., and I. Bendich. "Shifting School Culture." Tikkun 27, no. 1 (January 1, 2012): 48–50. http://dx.doi.org/10.1215/08879982-2012-1020.

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Coyle, H. Elizabeth. "School Culture Benchmarks." Journal of School Violence 7, no. 2 (February 26, 2008): 105–22. http://dx.doi.org/10.1300/j202v07n02_07.

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Kholis, Nur, Lilik Indriharta, and Nuril Mufidah. "The Implementation of Adiwiyata School Culture Development." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1009–18. http://dx.doi.org/10.37200/ijpr/v24i1/pr200205.

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Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.

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The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

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Roach, Andrew T., and Thomas R. Kratochwill. "Evaluating School Climate and School Culture." TEACHING Exceptional Children 37, no. 1 (September 2004): 10–17. http://dx.doi.org/10.1177/004005990403700101.

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Eger, Ludvík, and Michaela Prášilová. "THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 48–60. http://dx.doi.org/10.33225/pec/20.78.48.

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The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage. Keywords: culture gaps, school culture, school culture inventory, shaping school culture.

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Widiatsih, Asri, Rudy Sumiharsono, and Dedy Ariyanto. "School of Pioneer Good Culture." International Journal of Learning and Development 9, no. 1 (February 25, 2019): 134. http://dx.doi.org/10.5296/ijld.v9i1.13483.

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The Law of the Republic of Indonesia Number 20 of 2003 Chapter XIV Article 50 Paragraph 5 affirms that the Regency/Municipal government administers primary and secondary education, as well as educational units based on local excellence. The purpose of this study is to describe how schools can be good cultural pioneers by understanding the value of local wisdom found in the communities around the school.The research was conducted in SMP Negeri 2 Kalisat Subdistrict, Jember District. Data collection was done by in-depth interview, observation, and documentation. Data analysis was done by analyzing individual case data. Data validity checking is done through credibility test, transferability test, and confirmability test. The results of the study show that schools can be a cultural pioneer in the community by integrating local wisdom with education. Local wisdom is interpreted as a way of responding to something based on local culture. good culture is a local culture that can be used to improve education Strived this research is able to provide school input how to be a pioneer of good culture. The conclusions of this research are (1) the principals apply alternative leadership, (2) the relationship between school and community structure is non-formal, (3) implementing school relations program with local wisdom-based society.

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Mannix-McNamara, Patricia, Niamh Hickey, Sarah MacCurtain, and Nicolaas Blom. "The Dark Side of School Culture." Societies 11, no. 3 (July 29, 2021): 87. http://dx.doi.org/10.3390/soc11030087.

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The extant literature evidences the link between incivility and workplace culture. Both have a symbiotic relationship whereby a change in one influences the other. When workplace cultures develop dysfunctional values and beliefs, negative traditions, and caustic ways of interacting, they have become “toxic cultures.” This study examined Irish post-primary school teachers’ experiences of incivility and toxic culture in the workplace through in-depth interviews with forty-two participants. Results show that toxic work culture had a negative impact on both the personal and professional lives of the participants. We conclude that antecedents in toxic school culture are linked to epistemological assumptions, group dynamics, and deficiencies in leadership, and we suggest that they act as causes and/or facilitators of workplace bullying.

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Nashihin, Husna. "Character Internalization Based School Culture of Karangmloko 2 Elementary School." Abjadia 3, no. 2 (March 20, 2019): 81. http://dx.doi.org/10.18860/abj.v3i2.6031.

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Character education based school culture is very important to be developed at this time. Of the many schools that have implemented it, one of them is Karangmloko 2 Elementary School in Yogyakarta. This Field Research uses a Phenomenology approach which aims to describe the phenomenon of school culture as a basis for character education in Karangmloko 2. The results of this study indicate that character education based school culture of Karangmloko 2 done in three stages, namely; moral knowing, moral feeling, and moral action. The school culture of Karangmloko 2 is programmed (willed) consisting of 7 school cultures namely Lost and Found Box, Friday Action (AJUBER), Islamic Wall Magazine (MADIGAIS), My Dhuha Board, Honesty Cafeteria, Friday Gymnastics, and Friday Cleaning. The seven school cultures are capable to produce values of characters including Religion, Social Responsibility, Helping Each Other, Love Literacy, Learning Spirit, Discipline, Honesty, Responsibility, Caring for Health, Unity, and Caring for the Environment.تربية الشخصية القائمة على ثقافة المدرسة من المهم جدا أن يتم تطويرها في هذا الوقت. من بين العديد من المدارس التي نفذتها، واحدة منها هي مدرسة Karangmloko 2 الابتدائية في يوجياكرتا. يستخدم هذا البحث الميداني منهجًا لعلم الظواهر يهدف إلى وصف ظاهرة الثقافة المدرسية كأساس لتعليم الشخصية في Karangmloko 2. تشير نتائج هذه الدراسة إلى أن الثقافة المدرسية القائمة على تعليم الشخصية في Karangmloko 2 تتم على ثلاث مراحل، وهي: المعرفة الأخلاقية، والشعور الأخلاقي، والعمل الأخلاقي. تمت برمجة (إرادة) ثقافة مدرسة Karangmloko 2 وتتكون من 7 ثقافات مدرسية وهي: صندوق المفقودات والموجودات، جمعة الحركة (أجوبر)، مجلة الجدار الإسلامي (MADIGAIS)، بلدي مجلس الضحى، كافتيريا الصدق، جمباز الجمعة، و تنظيف الجمعة. إن الثقافات المدرسية السبعة قادرة على إنتاج قيم من الشخصيات ، بما في ذلك الدين والمسؤولية الاجتماعية ومساعدة بعضنا البعض ومحو الأمية وروح التعلم والانضباط والصدق والمسؤولية ورعاية الصحة والوحدة ورعاية البيئة.

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Nguyen, Tho Ngoc. "INTRODUCTION TO SCHOOL CULTURE." Scientific Journal of Tra Vinh University 1, no. 37 (March 25, 2020): 46–68. http://dx.doi.org/10.35382/18594816.1.37.2020.377.

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Educational innovation has been and is presently one of the key components in contemporary Vietnamese society, which is included in the Central Party Resolution and has received positive feedback from the community. Educational innovation has long been established and continuously promoted in European and American countries, attracting hundreds of professional researchers who have published many useful works in both theoretical and practical fields. The educational outcomes of these countries shows that, education reforms and adaptation to change require the building of a reasonable, progressive and theoretical basis for school culture, making it a guideline for the whole process of designing and operating that campaign of educational innovation. This paper applies the method of document analysis under the comparative perspective to investigate the theoretical and practical experience of the United States of America and European countries in building school culture for the sake of renovating school culture in Viet Nam today. The study shows that school culture shares most of the similarities among cultures, which are characteristics created by the nature of the field of education itself; however, the intrinsic factors such as the viewpoint, goals, guidelines, policies, management practices and the nature of traditional education in each country play an even more important role in the whole process.

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Miranda, Aja. "IMPLEMENTASI BUDAYA SEKOLAH DALAM MEMBANGUN KARAKTER RELIGIUS PESERTA DIDIK DI SMAN I SEUNAGAN NAGAN RAYA ACEH." Rabbani: Jurnal Pendidikan Agama Islam 3, no. 1 (March 31, 2022): 16–33. http://dx.doi.org/10.19105/rjpai.v3i1.5009.

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ABSTRACT School culture is a tangible form of the implementation of religious character in schools. It was to familiarize the religious character of the learner. school culture can manifest itself through islamic values, character, activity and religious symbols combined with other educational components.The study to discover: the form of school cultural programs, the administration of school cultures and the impact of school culture's success in building religious character. Research use a qualitative approach with the type of case study. Data collection with observation, interviews and documentation. Analysis used reduction, verification, presentation. Research: school culture program to building the religious character of participants that is: Reading Yasin's surah in the morning, pray dhuha and dzuhur, commemorating day of Islam, the performance talent, the performance of school culture to building religious character through Islamic values, Islamic activities and Islamic symbols and the success of the school's implementation of religious character.

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Hasnadi, Hasnadi. "Penerapan Nilai-Nilai Karakter Melalui Budaya Sekolah." Idarah (Jurnal Pendidikan dan Kependidikan) 3, no. 2 (December 31, 2019): 56–70. http://dx.doi.org/10.47766/idarah.v3i2.562.

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The development of globalization, technology, information, and communication has an impact on the globalization of cultural values so that they can form new cultures. The emergence of a new culture that is not in accordance with the values of Pancasila can result in a shift in ethical, moral, and moral values in the lives of Indonesian people. Therefore, character building in Indonesia becomes the main focus and is very important in shaping and developing the potential of Indonesian citizens to have a character in accordance with the Pancasila philosophy. School is one of the effective media in shaping and developing students' character values. One strategy for developing character values in schools is through school culture. School culture includes all activities carried out in the school in which there are character values through the interaction of all school members. The inculcation of character values which becomes the school culture needs to be developed based on local wisdom and carried out systematically, integratively, and holistically. The application of character values through school culture is done by creating conditions that support the inculcation of character values, role models, routine school activities, spontaneity activities, programmatic activities, counseling guidance activities, and extracurricular activities. The application of character values through school culture can be done through several activities, including; 5S activities (Greetings, Smiles, Greetings, Polite and Courteous); tadarus culture; the culture of reading prayer when starting and ending learning; discipline; and clean culture; honest culture; memorial day; neatly dressed, and so on.

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Engels, Nadine, Gwendoline Hotton, Geert Devos, Dave Bouckenooghe, and Antonia Aelterman. "Principals in schools with a positive school culture." Educational Studies 34, no. 3 (July 2008): 159–74. http://dx.doi.org/10.1080/03055690701811263.

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Ivanyushina, Valeriya, and Daniil Aleksandrov. "Anti-School Culture and Social Networks in Schools." Voprosy Obrazovaniya/ Educational Studies Moscow, no. 2 (2013): 233–51. http://dx.doi.org/10.17323/1814-9545-2013-2-233-251.

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Angelides, Panayiotis, and Eleni Antoniou. "Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus." Journal of School Leadership 22, no. 1 (January 2012): 186–209. http://dx.doi.org/10.1177/105268461202200108.

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Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

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Klein, Esther Dominique, and Hanna Bronnert-Härle. "Mature school cultures and new leadership practices—An analysis of leadership for learning in German comprehensive schools." Zeitschrift für Erziehungswissenschaft 23, no. 5 (September 25, 2020): 955–77. http://dx.doi.org/10.1007/s11618-020-00968-4.

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Abstract In international school improvement research, a long-standing theme is that school improvement is shaped to a great extent by principals and their leadership for learning. In contrast to that, this role is comparatively new in German-speaking countries. Since the leadership practices associated with this new role differ from old role expectations, it is reasonable to assume that “mature” school cultures might prevent principals from adopting these practices. In this paper, we examine the difference in leadership practice between principals of “mature” and “young” culture schools in socially disadvantaged areas using a standardized teacher survey. The results suggest that while schools with a mature school culture founded during the old principal role were less likely to have such leadership practices that are more proximal to teachers’ instruction and pedagogical practice, this result could largely be explained by other characteristics of the school culture and professional community.

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Carpenter, Daniel. "School culture and leadership of professional learning communities." International Journal of Educational Management 29, no. 5 (June 8, 2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.

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Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

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OZGENEL, Mustafa. "The Role of Charismatic Leader in School Culture." Eurasian Journal of Educational Research 20, no. 86 (April 14, 2020): 1–30. http://dx.doi.org/10.14689/ejer.2020.86.5.

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Tiyas, Novi Hardaning. "Multicultural and Religious Values in Senior High School (SMAN 1) Tegaldlimo Banyuwangi." IJIE: International Journal of Islamic Education 1, no. 1 (June 24, 2022): 65–80. http://dx.doi.org/10.35719/ijie.v1i1.1556.

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All school residents apply multicultural education values in schools to create a sense of tolerance and respect for students' culture, religion, ethnicity, and economy. It would be nice if the values of multicultural education could be applied through religious culture in schools so that we can know the habituations made by all school residents at senior high school (SMAN 1) Tegaldlimo Banyuwangi. This research uses descriptive qualitative research type of field research. The results of this study are: 1) Building the mutual trust of students through religious culture, namely through a culture of habituation to learning in the classroom and direct learning in schools. 2) Maintain a mutual understanding of students through religious cultures, such as charitable activities that can foster an attitude of cooperation and mutual understanding because they want to help their friends in distress. 3) Upholding the attitude of mutual respect for students through gathering activities at the homes of friends or teachers carrying out holidays and the culture of implementing Sapa, Salim, Salam, Senyum, Sopan (5S) to uphold the attitude of cooperation between students at this State Senior High School.

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Bibi, Amna, and Muhammad Akram. "Effect of Organizational Learning Culture on School Effectiveness." Global Educational Studies Review VII, no. IV (December 30, 2022): 27–39. http://dx.doi.org/10.31703/gesr.2022(vii-iv).03.

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Every part of the school, including school success, is influenced by school culture, which is viewed as a system of meanings. The goal of this study was to determine how much organizational learning culture impacts school effectiveness in Punjab province's public schools. .The study used a causal-comparative approach with a survey design. A sample of 1037 teachers was chosen from public schools in the Punjab through multi-stage sampling. Dimensions of Learning Organizational Questionnaire (DLOQ) and School effectiveness Questionnaire (SEQ) were used to collect the data. Both questionnaires were found to be highly reliable. The study found a significant positive moderate relationship between the factors of organizational learning culture and school effectiveness with the overall relationship as .46.Further, organizational learning culture predicted 16 percent of the variance in school effectiveness.The results provide clarity to the concept of an organizational learning culture as a crucial element of effective schools. The recommendations have been suggested in the end.

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ISMAİL, Mamdooha, Ali KHATİBİ, and S. M. Ferdous AZAM. "Impact of School Culture on School Effectiveness in Government Schools in Maldives." Participatory Educational Research 9, no. 2 (March 1, 2022): 261–79. http://dx.doi.org/10.17275/per.22.39.9.2.

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Gunawan, Gunawan. "The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (February 15, 2020): 625–34. http://dx.doi.org/10.33258/birci.v3i1.824.

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This research is a quantitative study that examines the participatory leadership model, school culture and motivation with school effectiveness with path analysis techniques. The respondents of this study were 343 teachers in Junior High Schools in Medan from 2,140 teachers in 44 State Junior High Schools. The findings of this study statistically show that simultaneously there is a positive and significant influence of transformational leadership and school culture on the work motivation of Junior High School in Medan teachers, where the effect is 5.9%. Likewise transformational leadership, school culture and work motivation have a significant and significant influence on the effectiveness of State Junior High Schools in Medan, which amounted to 13.7%.

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Markowitsch, Jörg. "Is there such a thing as school quality culture?" Quality Assurance in Education 26, no. 1 (February 5, 2018): 25–43. http://dx.doi.org/10.1108/qae-07-2015-0026.

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Purpose The purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review empirical studies that scrutinised the relation between organisational culture and quality management practices in education and business. Design/methodology/approach The paper builds on an extensive literature review that was conducted as part of a project, which intends to develop an instrument to diagnose schools’ quality management culture in initial vocational education. Findings The paper demonstrates that school quality (management) culture exists and differs from school (organisational) culture. A pluralist view of culture and a differentiation perspective are more appropriate to explain the complex relationship between culture and quality practices than unified or integrated approaches. However, they also pose a challenge to empirical studies because they call for longitudinal and multi-method research designs. Research limitations/implications The reciprocal relation between quality practices and school culture asks for a longitudinal and comparative research design. The findings also suggest using multi-perspective and multi-method approaches, and recommend cooperation between different but comparable fields such as education, health or social work. Practical implications This paper offers a literature base and a theoretical model to improve existing data collection tools to support quality management in vocational and other educational institutions. Originality/value Apart from the ideological question on whether “culture” is something an organisation is or an organisation has, the paper examines the question as to whether more “quality”-conducive cultures can be discerned from less conducive ones in schools. Furthermore, it deliberates on whether an organisation’s quality management culture is part of, or different from, an organisation’s overall culture and presents models to guide empirical analyses.

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Syahril, Syahril, Nelfia Adi, Ahmad Sabandi, and Sulastri Sulastri. "School Management Training as an Effort to Create a Quality Culture in the Revolutionary Era 4.0." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (November 15, 2020): 86–90. http://dx.doi.org/10.51376/jmael.v1i4.182.

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The background of this community service activity is that the implementation of school management is not optimal so that schools cannot realize a school with a quality culture. The purpose of this service is to increase the principal's understanding of quality management in order to create a quality school. The solution given is to provide training to school principals on quality management to realize schools in theoretical and practical forms. Theoretically, the resource persons provide material about school management, school development plans, and school quality culture. Meanwhile, in practice, train principals in implementing school management, provide training in designing school development plans, and train tracks to create a quality cultured school. The school principals were very motivated and enthusiastic in participating in the training activities coupled with reliable resource persons. They really hope this activity can be carried out in a sustainable manner in the form of cooperation. So that there is an increase in the ability of school principals in various aspects.

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Nikolaros, John. "Strategies for Effective School Leadership." Global Journal of Educational Studies 1, no. 1 (May 25, 2015): 45. http://dx.doi.org/10.5296/gjes.v1i1.7557.

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To many, effective leadership is continently appropriate as conscience. The paper identifies strategies that assists schools facilitate a warmer and healthier school environment. The author provides a review of delineated leadership strategies with a narrative for each type. Highlighting different cultures and assumptive impact on school culture and climate is offered.

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Van Dyk, William. "Changing School Culture at Zeeland Christian School." Journal of Religion, Disability & Health 14, no. 4 (October 29, 2010): 382–84. http://dx.doi.org/10.1080/15228967.2010.517438.

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Panova, L. D., and V. V. Hertsova. "FORMATION SCHOOL ECOLOGICAL CULTURE." Educational Dimension 9 (May 24, 2022): 119–23. http://dx.doi.org/10.31812/educdim.5323.

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Rifma, Rifma, Rusdinal Rusdinal, and Ranti Meizatri. "Vocational High School Culture." Journal of Educational and Learning Studies 1, no. 1 (December 30, 2018): 23. http://dx.doi.org/10.32698/0192.

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School culture becomes one of the determinants formed of students work culture. The lack of attention of school culture has an adverse effect on the character building of students to the low productivity and effectiveness of the school. The aim of the research was to obtain data and information about school culture development in vocational high school. The research employed qualitative research. This research was done in Vocational High School (SMK) Negeri 9 Padang which is one of the favorite vocational high school with all accredited skills program A. Subjects in this research were principal, head majors, teachers, employees, and pupils. Data in this research was collected by using observation, interview, and documentation study. Data were analyzed through three stages: data reduction, data presentation, and conclusion. The results of this study describe the culture of SMK Negeri 9 Padang seen from: (1) behavior; (2) norms; (3) dominant values; (4) philosophy; (5) rules; (6) school climate. The culture has been developing are hospitality culture and work above standard.

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Ferkan POLAT, İbrahim. "FACTORS AFFECTİNG SCHOOL CULTURE." Socrates Journal of Interdisciplinary Social Researches 7, no. 11 (January 1, 2021): 95–109. http://dx.doi.org/10.51293/socrates.92.

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Burrows, Lisette, and Jaleh McCormack. "School culture meets sport." European Physical Education Review 17, no. 3 (October 2011): 301–12. http://dx.doi.org/10.1177/1356336x11416732.

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Ledoux, Michael W. "School culture in action." Journal of Education for Teaching 31, no. 3 (August 2005): 237–39. http://dx.doi.org/10.1080/02607470500169063.

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Mainaki, R., W. Kastolani, and I. Setiawan. "School Culture and Ecology." IOP Conference Series: Earth and Environmental Science 145 (April 2018): 012063. http://dx.doi.org/10.1088/1755-1315/145/1/012063.

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Pawlas, George E. "Vision and School Culture." NASSP Bulletin 81, no. 587 (March 1997): 118–20. http://dx.doi.org/10.1177/019263659708158718.

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Rahgozar, Hassan, and Ansari Mehr Samira. "Leadership and School Culture." International Journal of Knowledge, Culture, and Change Management: Annual Review 10, no. 3 (2010): 49–58. http://dx.doi.org/10.18848/1447-9524/cgp/v10i03/49390.

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Abdulahi, Bahir Adem. "Determinants of Teachers’ Job Satisfaction: School Culture Perspective." Jurnal Humaniora 32, no. 2 (June 1, 2020): 151. http://dx.doi.org/10.22146/jh.52685.

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The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

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Journal articles on the topic 'School culture'

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