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School Culture and School Performance: An Explorative Study into the Organizational Culture of Secondary Schools and Their Effects
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Thesis (doctoral)--University of Twente, 2001.
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... It includes teacher collaboration, conducive classroom climate, and good teacher-student relationship (Teasley, 2016). As emphasised in the earlier Western studies, school culture has been recognised as a multifaceted concept that is formed by different dimensions (Maslowski, 2001;Staessens, 1990). ...
... Innovation orientation concerns the extent to which school members have an attitude towards change and innovations (Maslowski, 2001). An innovative school culture seeks to apply new teaching methods by developing ideas and educational programmes enthusiastically in response to changes in the external environment. ...
... Avalos-Bevan and Bascope (2017) revealed that in large schools, there was less appreciation of the opportunities given to the teachers to participate in decision-making and collaboration among teachers. Teachers in large schools are likely to have less autonomy than their counterparts in smaller schools (Maslowski, 2001). However, compared with larger schools, teachers from small-size schools might have heavier teaching workloads as they are often required to substitute absent teaching staff and these multifaceted roles may lead to frustration and burnout (Mansor et al., 2020). ...
This study aims to examine and compare the school culture dimensions and its effects on teacher well-being across under-enrolled and high-enrolment schools. Data were collected from 452 Malaysian primary school teachers. The results showed that high-enrolment schools scored higher in the dimensions of goal orientation and participative decision-making. Goal orientation, leadership, and formal relationship dimensions have significant effects on teacher well-being in under-enrolled schools. Participative decision-making and formal relationship dimensions have significant effects on teacher well-being in high-enrolment schools. Multigroup analysis revealed that the relationship between participative decision-making and teacher well-being was stronger in high-enrolment schools compared to under-enrolled schools.
... The final point is that many authorities posit that the climate of an organization influences how the members of that organization conduct organizational processes, such as problem solving, decision making, planning, communicating, coordinating and controlling, psychological processes of learning, identification, motivating, and so on. As a result, the climate of a school affects student achievement (Maslowski, 2001;Hoy, Tarter, & Bliss, 1990;Hoy, Tarter, & Hoy, 2006). However, it has been shown (Maslowski, 2001;Hoy, Tarter, & Bliss, 1990;Hoy, Tarter, & Hoy, 2006). ...
... As a result, the climate of a school affects student achievement (Maslowski, 2001;Hoy, Tarter, & Bliss, 1990;Hoy, Tarter, & Hoy, 2006). However, it has been shown (Maslowski, 2001;Hoy, Tarter, & Bliss, 1990;Hoy, Tarter, & Hoy, 2006). However, it has been shown that the leadership provided by a school's principal exerts indirect influence on students' achievements through the climate (Hallinger & Heck, 1998;Leithwood, Jantzi, Earl, Watson, Levin, & Fullan, 2004). ...
In the theoretical and research literature about school administration, organizational climate receivesconsiderable attention. A major reason is that school climate is often represented as the heart and soulof the school and the essence of the school that causes teachers and students to love the school and towant to be a part of it (Freiberg & Stein, 1999). Another reason is that climate is often seen to beassociated with school effectiveness. Furthermore, research has shown consistently that the principalof a school does not affect student achievement directly but does so indirectly by fostering a healthyclimate in the school (e.g., Leithwood and Jantzi, 1990; Sergiovanni, 2001; Pellicer, 2003; Witziers,Bosker, & Kruger, 2003; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Hoy, Tarter, & Hoy, 2006 ).Therefore, it is essential that school principals understand the nature of school climate and the climaticconditions that support student achievement.
... School policies represent school culture as the success of e-learning integration depends on the actions of the schools' stakeholders to obtain the schools' vision set out in the school policies [1]. Maslowski [77] defined a school culture as "the basic assumptions, norms and values, and cultural artifacts that are shared by school members." According to a qualitative case study of secondary schools in Singapore, the schools have established a culture that allows them to function as responsive learning organizations, particularly in the swift rise driven by the integration of technology into the curriculum [24]. ...
Radical changes across almost all areas, including education, due to the COVID-19 outbreak. One of the rapid transformations is digital learning, also known as e-learning. Digital learning transformation has been taking place for more than a decade. However, little comprehensive analysis of digital transformation in teaching in public schools. To the best of the authors' knowledge, no comprehensive analysis incorporates external and internal barriers and examines the prominent theories to study successful e-learning integration among teachers. The aim of this study was to provide a thematic and theoretical understanding of digital learning transformation among teachers in public schools. The data for the study was acquired from the Scopus databases. The study employed content and comparative analysis and advocated a grounded theory approach to inductively analyze and criticize the theme construction for answering two research questions. Based on a set of criteria to determine whether each derived study should be included or excluded, 42 articles were reviewed between 2010 and 2022. The analysis uncovered 10 themes of antecedents that were constructed as a framework based on the first-second-order barriers. Results also indicated that CHAT, TPACK, TAM, and UTAUT are the most prominent theories used to conduct digital transformation research. The findings offered significant implications for digital transformation and educational technology communities, especially for policymakers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers' performance in teaching.
... When further analysed the major facets of a favourable, effectiveness enhancing climate are a supportive style in teacher student interactions, achievement orientation, clear disciplinary rules, and good student-student interrelationships. Some of these facets relate to more overtly "managed", "institutionalized", and "planned" aspects of teaching, others are more interactionist and "emergent" and part of the school culture (Maslowski, 2001;Scheerens, 2016, pp. 90-94). ...
This chapter focuses on theories in the context of educational effectiveness research. Three levels of theory are distinguished: (1) The meta-theoretical level uses a multi-level framework of measurable facets of educational quality to provide a structure into studying teaching and its effects on student learning. (2) The general theory of teaching effectiveness focuses on major substantive dimensions of pro-active, interactive, and retro-active strategies as well as “structured independence”. (3) Partial theories are more specific in being closely tied to empirical outcomes, with “direct teaching” and tentative explanatory mechanisms in the realm of providing emotional support in classroom teaching being two examples. The three levels are considered to discuss the value of theories for research on teaching and its effects on student learning.
... Budaya sekolah merupakan kumpulan nilai, norma, kepercayaan yang melandasi perilaku, tradisi, kebiasaan keseharian yang diterapkan oleh warga sekolah. Menurut Maslowski (Maslowski, 2001). "The basic assumptions, norms and values, and introduction cultural artifacts that are shared by school members, wich influence their functioning at shool". ...
Karakter religius dan nasionalis sangat penting untuk dibentuk dan dikembangkan sedini mungkin, hal ini dilakukan agar karakter tersebut dapat melekat hingga mereka dewasa serta sebagai upaya membangun sumber daya manusia yang baik dan berkualitas. Namun, berbagai permasalahan yang mengkhawatirkan juga terjadi pada era sekarang.Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Dalam penelitian ini peneliti mendeskripsikan atau menggambarkan tentang budaya sekolah yang mendukung penguatan karakter Religius dan nasionalis di SD Negeri Dompu. Penanaman karakter religius dan nasionalis dapat dilakukan dilingkungan sekolah, keluarga dan masyarakat secara berkesinambungan. Sekolah sebagai lembaga pendidikan formal berperan penting dalam membentuk dan memperkuat karakter peserta didik. Dengan tujuan penelitian untuk dapat mengetahui Bagaimana penguatan karakter nasionalis dalam kegiatan intrakurikuler di SD Negeri Dompu. dapat dijadikan sebagai tolak ukur dan rujukan dalam melaksanakan penelitian yang cakupanya lebih luas dan mendalam tentang budaya sekolah dalam mendukung penguatan karakter nasionalis di sekolah umum dan keagamaan.
... Numerous studies have been conducted on factors affecting performance of individual students [4][5][6]. Various factors such as learning environment [7], school culture [8] and school resources [9] have been mentioned to affect performance of individual students in specific subjects. However, not enough attention has been paid on the overall performance in secondary schools, especially for Tanzania case. ...
Over the last decade, secondary schools in Tanzania have failed to produceenough graduates who are able to join higher level of schooling (Advanced level). Only less than 35% of students were able to score between division one and three.Theaimofthisstudywastodevelopafactormodelwithfactorsaffectingtheoverallperformance in secondary schools in certificate of secondary national examinations inTanzania. Data was collected from 26 secondary schools in Dar es salaam and Arushausing self-administered questionnaire. The questionnaires had 16 Likert type questions in five-point scalerangingfromstronglydisagreetostronglyagree.Thefindingsfromfactoranalysis indicatedthatthreefactorsnamely“schoolculture”,“supportivelearningenvironment “and “teacher satisfaction with the school” explained 74.8 percent of total variation inoverall performance in certificate of secondary education examination. Multiple Linearregressionrevealedthatsupportivelearningenvironmenthadasignificanteffectonoverall performance in terms of school Grade Point Average. It is concluded that in orderto improve overall performance, schools and the government should create supportivelearning environment by employing more teachers, ensuring availabilityof books aretimely and adequately available and the availability of library and laboratories. Furtherstudies should add the qualitative part so as to gather more information about schoolsand otherfactorswhichwerenot considered underthisstudy.
... School culture and ICT implementation. Author of [27] citing [28] states that «School culture encompasses the vision, plans, norms and values that are shared by school members». The effectiveness of ICT implementation is more dependent on the perception(s) of school leaders than the skills of teachers responsible for ICT [29]. ...
Information and Communications Technology (ICT) is crucial to teaching and learning as it has effect on such exercises in schools. However, ICT is limited in rural based compared to urban schools. In this study, the effect of the incorporation of ICT on the academic performance of rural secondary school students was investigated. Quantitative method was adopted for the study. The sample of the study comprised 34 matric learners and 14 tea chers from three selected secondary schools in the rural Cofimvaba District of the Eastern Cape Province), South Africa. Questionnaire was used as the instrument for data collection. Excel was the software used to analyze the results. The findings showed that ICT use can indeed have a positive impact on learners' academic perfor mance. Some teachers, however, suggested that certain measures be put in place through using ICT to encourage positive behaviour. The study recommends that all rural and urban secondary schools should have access to the relevant ICT and ICT device, as these aid teaching and learning.
Empirical research revealed that Kenya is experiencing poor performance in the Kenya Certificate for Secondary Education (KCSE) within the context of subsidized secondary education adopted in 2008. School culture has been considered a central concept that changes how schools operate, improve educational results and is heavily influenced by its institutional norms and history which could be an obstacle to over all performances. The purpose of the study therefore was to determine school culture and its influence on KCSE attainment in Nandi Central Sub County Kenya. The study was guided by the following objectives: To establish form(s) of culture(s) that is/are practiced. To determine the relationship between school motto, vision, mission statement, to determine the relationship between school rules, regulations and the attainment of KCSE in public secondary schools in Kenya and to establish the relationship between Internal assessment exams and attainment of KCSE in public secondary schools in Kenya. This study adopted convergent triangulation mixed method research design; Pragmatic philosophical paradigm was employed. This study was guided by dual factor theory by Fredrick Herzberg 1957. The study was conducted in Nandi Central Sub-County, Nandi County involving 20 secondary schools. There were 352 respondents comprising of 20 principals, 81 form four class teachers and 251 form four students selected using simple random, stratified sampling and purposive technique.. The data from the study was collected using questionnaires, interview, document analysis and direct observation. Data generated from this study was both quantitative and qualitative. Analysis of quantitative data involved, use of inferential statistical analysis where data was coded and entered into a Statistical Package for Social Sciences (SPSS) version 26. In qualitative approach, data was analyzed thematically by organizing themes corresponding to the study objectives. The study revealed that, there was a statistically significant relationship between forms of cultures practiced and attainment of KCSE in Kenya (p=0.019<0.05). School motto, vision and mission statement is statistically significantly associated with attainment of KCSE in Kenya (X2=93.572, p=0.000<0.05). School rules, regulations, policies are statistically significantly associated with attainment of KCSE in Kenya (X2=16.083, p=0.003<0.05). Regular internal assessment exams are statistically significantly associated with attainment of KCSE in Kenya (X2=14.821, p=0.005<0.05). The study concluded that forms of culture practiced in schools include; equal distribution of educational resources and learning opportunities, made students and staff feel emotionally and physically safe, high concern for staff/students combined with strong performance expectations and being centered on performance with little regard for staff and students. School motto, vision, mission statement should spell out the purpose of the school, create a new and deeper relationship among students and staff and consist of a new-defined ideology of the school, for example fundamental values and beliefs. Set rules and regulations direct student’s social and academic discipline that translates into performance by guiding student’s behaviors. The study recommends that schools should ensure that their school motto, vision, mission statement spell out the purpose of the school and this would create a new and deeper relationship among students and staff.
Information Communication Technology (ICT) integration is embraced in education to improve the quality of learning and performance globally. In 1996, the Ministry of Education in Kenya directed secondary schools to introduce computer studies into their curriculum. In 2006 (with studies having demonstrated a positive correlation between ICT integration and performance), under its national ICT policy, the ministry encouraged ICT integration in education using even basic infrastructure, including mobile phones and the Internet. It jumpstarted the program with grants for ICT equipment to 5 schools in every constituency in the republic. Chemistry is expected to benefit more because the versatile ICT tools concretize concepts and enhance the learning of its abstract content. This study aimed to assess stakeholders' perceptions of ICT integration on Kenya Certificate of Secondary Education (KCSE) Chemistry performance. The study was anchored on the 'stimulus and response' theory involving Teacher Quality, Instructional Quality, and Student Outcome. A descriptive survey and a sequential exploratory design were used. Quantitative analysis of data was done using descriptive statistics that included frequency counts, percentages, means, and standard deviations, while qualitative data was analyzed thematically. Findings indicated that stakeholders had positive perceptions that ICT integration improves performance, but teachers seldom used it in instruction. The study concluded that all schools should have instructional websites and go digital with all their pedagogical activities.
