Cultural Analysis Project

Lindsey Hornbuckle

EDAS 5730
School Culture and Climate
University of Tennessee Chattanooga
Dr. Freeman
April 25, 2014

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According to Wayne K. Hoy (2013), A healthy school is one in which the institutional,
administrative, and teacher levels are in harmony; and the school meets functional needs as it
successfully copes with disruptive external forces and directs its energies toward its mission.
The purpose of this project was to survey a teacher population to see how that particular school
measures against the sample population of normative data provided by New Jersey schools. I
chose to sample a group of teachers who teach at a secondary high school and see how that
particular school measures against the New Jersey data. The mean of the normative data is 500;
therefore, the scores increase or decrease by one hundred point increments making the standard
deviations of the results plus one or minus one or more standard deviations from the mean of the
New Jersey sample. There are seven categories measured plus an overall health score given to
the school after analyzing the data.
The first category is Institutional Integrity. Institutional Integrity describes a school
that has integrity in its educational program. The school is not vulnerable to narrow, vested
interests of community groups; indeed, teachers are protected from unreasonable community and
parental demands. The school is able to cope successfully with destructive outside forces (Hoy
2013). The secondary school I used for my survey scored an average of one standard deviation
above the sample norm. This means that this school is in the category that is higher than 84% of
the schools in the sample. This category is considered a strength among the teacher population
surveyed because they feel that not too much demand is placed on them from outside community
members, organizations or groups. They feel that their responsibility is to educate the students
first.
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The next category is Initiating Structure. Initiating Structure is task- and achievementoriented behavior. The principal makes his or her attitudes and expectations clear to the faculty
and maintains definite standards of performance (Hoy 2013). This particular secondary school
scored one standard deviation above the New Jersey sample. Once again, this means that this
school is higher than 84% of the sample school population. Initiating Structure is a strength
among the faculty at this secondary school because they believe that the administrative
expectations are clear to all members of the faculty, and the standards of performance are
maintained within the building.
The third category is Consideration. Consideration is principal behavior that is
friendly, supportive, and collegial. The principal looks out for the welfare of faculty members
and is open to their suggestions (Hoy 2013). The score of the secondary school surveyed was
almost two standard deviations above the mean sample score. In this category, the school is
nearly higher than 97% of the school in the New Jersey sample. The category is rated the
strongest among all categories surveyed. This school believes themselves to be very familyoriented led by the administration. They feel supported by all administrators in almost every
area, and even if a suggestion is not used that was made by a faculty members, they feel that
their suggestions were heard and taken into consideration in the decision-making process.
The fourth category is Principal Influence. Principal Influence is the principal's ability
to affect the actions of superiors. The influential principal is persuasive, works effectively with
the superintendent, simultaneously demonstrates independence in thought and action (Hoy
2013). This school scored one standard deviation below the New Jersey sample. This school is
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lower than 84% of the schools in the sample. This category is the lowest ranking category in the
survey for this school. They do not feel that the principal has much influence when it comes to

decisions made by the superintendent or board members. They believe that the principals
demeanor is quite negative when he discusses actions taken by his superiors.
The fifth category is Resource Support. Resource Support refers to a school where
adequate classroom supplies and instructional materials are available and extra materials are
easily obtained (Hoy 2013). The surveyed secondary school scored nearly one standard
deviation below the sample school. This means that the school is lower than 84% of the schools
surveyed in the New Jersey sample. This category is also the lowest ranking category of the
seven; however, based on raw scores, it is a little higher than the previous category discussed.
Teachers feel that they do not have adequate materials- especially when it comes to technology.
The common frustration among the teachers is that how are they suppose to prepare students for
the future in the real world without adequate access to technology and technological resources?
The following category is Morale. Morale is the sense of trust, confidence,
enthusiasm, and friendliness among teachers. Teachers feel good about each other and, at the
same time, feel a sense of accomplishment from their jobs (Hoy 2013). This particular
secondary school scored nearly one standard deviation above the New Jersey average. This
means that this school is considered higher than 84% of the schools in the sample set of schools
from New Jersey. Teachers feel that the sense of community among the faculty is high. They feel
supported by one another and believe that, for the most part, can go to any teacher in the building
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to ask a question, to ask for help or advice, or to be encouraged by sharing and collaborating
together. The teachers also feel that they have a sense of purpose they fulfill in their jobs.
The final category is Academic Emphasis. Academic Emphasis refers to the schools
press for achievement. High but achievable goals are set for students; the learning environment is
orderly and serious; teachers believe students can achieve; and students work hard and respect
those who do well academically (Hoy 2013). Once again, this secondary school scored one

deviation above the standards set by the New Jersey school sample. The same results apply that
this secondary school is higher than 84% of the schools sampled in New Jersey. Teachers at this
school believe that, to some degree, high goals are set for students, and that the environment is
conducive to learning. Even though they are considered above the average, they also agree that
in this category, efforts can be made to improve even more.
After analyzing the results of the survey and comparing this secondary schools results to
the normative data provided by the sample in New Jersey, five out of the seven categories are
strengths on some level: Institutional Integrity, Initiating Structure, Consideration, Morale, and
Academic Emphasis, and the strongest category is Consideration. Two of the seven categories
are identified as weaknesses: Principal Influence and Resource Support. Based on these results,
an action plan is created to help change the weaknesses to strengths for this secondary school and
its teachers.
Resource Support is one weakness that is identifiable as an issue to be addressed now and
continue working on throughout the summer so full implementation can be made and provided in
the fall of 2014. Teachers identified that they do not have the materials necessary to adequately
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teach and prepare their students to be successful, and if they do have some materials, when they
run our or something stops functioning, the extra materials or replacements are not easily
obtained to continue with the class lessons as originally planned- especially when it comes to the
use of technology. The biggest deficit identified among the teaching staff was the lack of
technology or the brokenness and ineffectiveness of the existing technology. The first step to
address this need now is to take an adequate inventory and needs assessment among the teaching
staff to identify what resources teachers need, need fixed, or replaced. This assessment will go
beyond just the classroom setting; it will include media centers, computer labs, and
office/management supplies. Once all needs have been identified, the administrative staff can

then begin to prioritize the lists of needs in to manageable and attainable categories realizing that
every need may not be met by the beginning of school; however, it will show the teaching staff
that the administration is working towards those specific deadlines and goal dates to meet their
needs in the classroom. It is obvious that budgets and funds will have to be taken into
consideration when purchasing technology, but if they begin now and continue working over the
summer, they may be able to reach out to community members for help with technology in their
schools. The community cannot help if they do not know there is a need, and they can also look
for government funded and locally funded grants that may help with the expenditures of these
needs. Then over the course of the summer, some of the needs could potentially be met, so
teachers begin the new school year with the resources necessary to educate students.
The second weakness, and largely identified among the staff, was Principal Influence.
This weakness is one that should begin being worked on over the summer and the fall of next
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school year. Once the school year has ended, the principal can begin to reflect on the past school
year to try and determine why the faculty feels that he/she is unable to work cooperatively with
superintendent and also maintain independent thoughts and actions. The first step is for the
principal to take a self-evaluation in this area. Once weaknesses or areas of concern are
identified, he/she can then, over the summer, begin creating a plan in order to avoid those same
pitfalls the next school year. Once a change has been decided upon, he/she can implement the
new improvement for the beginning of the next school year, fall 2014. The reason this
recommendation is not made for now is because the school year is almost over. He/she could
possibly begin the self-reflection now, but the end of the year is such a hectic time for
administration with testing, graduation, award ceremonies etc. Therefore, my recommendation is
to wait until school is over and begin reflecting when summer begins.

The overall score for this secondary school was in the High category on the Health
Index Scale. Even though with such a high overall score, this school, like most if not all, can
continue to improve in every area, and that is what I believe Wayne K. Hoys purpose for the
Organizational Health Inventory for Secondary Schools. Schools cannot grow and be better
without recognizing and realizing weak areas within its educational structure. A healthy school
will produce a healthy environment for students, teachers, staff and administration. By working
on both strengths and weaknesses, this school will improve. The above recommendations are a
beginning point in turning around those weaknesses identified through the Organization Health
Inventory for Secondary Schools.
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References
Hoy, W.K. (2013). The organizational health inventory (ohi-s). Retrieved from
http://www.waynekhoy.com/ohi-s.html