Unit 4

The Teacher as School

Culture Catalyst
Group 3
Aranas, Arvin Jay
Francisco, Van Erika
Gutierrez, Pamela
Pliego, Aeriel May
Salon, Kent
Vedra, Zyra
 Content
1 Changing School Culture

Organizational Climate of
2
Schools

3 Changing the Climate of

Schools
CHANGING SCHOOL CULTURE
What is School Culture?
What is change?
CHANGING SCHOOL CULTURE
Educators are constantly dealing with change as they
strive to respond to their students’ and societal needs.
Their success in this venture lies not in changing
individual components of school structures in isolation
but by changing the whole culture (Latta, 2006). As
Naylor (2006) argues, culture and change are inter-
related and constantly influence each other either
negatively or positively with the latter culminating into
school improvement which should be the hallmark of
the change process.
A Norm- Ralph Kilmann (1984) successfully

Changing implemented a procedure for changing

the normative culture of organizations. A
Strategy Norm-Changing Strategy
He recommend the following five step
procedure as norm changing strategy:
School
Changing Culture

(1) SURFACE (2) ARTICULATE NEW

NORMS DIRECTIONS
Teachers, usually in a Teachers discuss where the
workshop setting, identify school is headed and
the norms that guide their identify new directions that
attitudes and behaviors are necessary for progress
A Norm- (3) ESTABLISH NEW
NORMS
(4) IDENTIFY
CULTURE GAPS

Changing
Strategy teachers identify as set of
new nerves that they believe
will need to improvement and
teachers examined the
discrepancies between actual
norms and design norms
organizational success

School
Changing Culture

(5) CLOSE THE

CULTURE GAPS
The listing new norms often results in many group members
actually adopting the new and disorders. But the teachers are
group must also agree that the decide norms will replace the
old norms and that the change has will be monitored and
enforced. Subsequent teacher meeting can then be used to
reinforce the norms and prevent regression to all norms and
practices
ORGANIZATIONAL
CLIMATE OF
SCHOOLS
WHAT IS ORGANIZATIONAL CLIMATE?

CLIMATE - general concept express the insurance quality of

organizational life

Renato Taguiri ( 1968, p.23) notes that "a particular

configuration of enduring characteristics of the ecology,
milieu, social system, and culture would constitute a climate,
as much as a particular configuration of personal
characteristics constitute a personlaity."
 climate as "those characteristics that distinguish the organization
from other organizations and that influence the behavior of people
in the organizations."
- B. H. Gilmer (1966, p. 57)

" a set of measurable properties of the work environment, based

on the collective perceptions of the people who live and work in
the environment and demonstrated to influence their behavior."
- George Litwin and Robert Stringer (1968, p. 1)
MARSHALL POOLE (1985) SUMMARIZES THE AGREEMENT AS
FOLLOWS:

- ORGANIZATIONAL CLIMATE IS CONCERNED WITH LARGE

UNITS; IT CHARACTERIZES PROPERTIES OF AN ENTIRE
ORGANIZATION OR MAJOR SUBUNITS.
- ORGANIZATIONAL CLIMATE DESCRIBES A UNIT OF
ORGANIZATION RATHER THAN EVALUATES IT OR INDICATES
EMOTIONAL REACTIONS TO IT.
- ORGANIZATIONAL CLIMATE ARISES FROM ROUTINE
ORGANIZATIONAL PRACTICES THAT ARE IMPORTANT TO
THE ORGANIZATION AND ITS MEMBERS.
- ORGANIZATIONAL CLIMATE INFLUENCES MEMBERS'
BEHAVIORS AND ATTITUDES.
CHANGING THE CLIMATE OF SCHOOLS
SCHOOL CLIMATE
- is a broad term that refers to teachers first step
perceptions of the general work environment of
the school; the formal organization, informal
organization, personalities of participants, and
organizational leadership influence school
climate.

- it's provides the student and practitioner of

administration with the valuable set of conceptual
capital and measurement tools to analyze,
understand, map, and change the work
environment of schools.
ALAN BROWN (1965) HAS DEVELOPED A CLINICAL STRATEGY AS WELL AS
A GROWTH-CENTERED APPROACH.

GROWTH-CENTERED STRATEGY - is concerned with the nature

1
of individual development within the school
The Growth-Centered Strategy
The assumptions are the following:

Change is a property of Change should imply

1 3
healthy school organizations progress.

Teachers have high potential for the

4
2 Change has direction development and implementation of
change.
ALAN BROWN (1965) HAS DEVELOPED A CLINICAL STRATEGY AS WELL AS
A GROWTH-CENTERED APPROACH.

CLINICAL STRATEGY - is a specific action-oriented approach to

2
change.
The Clinical Strategy
 References:
References:
Chance, P. (2013).Introduction to educational leadership and
organizational
behavior.Routledge.https://www.coursehero.com/file/664155
21/4-The-teacher-as-school-culturecatalystpdf/
Reymond, A. (2021).Hall's Organizational
Theory.YouTube.https://youtube/p1cLLUTNkZE
https://kilmanndiagnostics.com/identifying-and-closing-
culture-gaps/
Thank You!!!