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W. K. Hoy © 2003, 2008, 2011 Chapter 5 Organizational Culture of Schools McGraw-Hill/Irwin © 2013 McGraw-Hill Companies. All Rights Reserved.
5-2 W. K. Hoy © 2003, 2008, 2011 Organizational Culture Definitions: Henry Mintzberg (1989) refers to culture as organization ideology, or the traditions and beliefs of an organization that distinguish it from other organizations and infuse a certain life into the skeleton of its structure. Stephen Robbins (1998) defines organization culture as a system of shared meaning held by members that distinguishes the organization from other organizations. Edgar Schein (1992), however, argues that the culture should be reserved for a deeper level of basic assumptions, values, and beliefs that become shared and taken for granted as the organization continues to be successful. Our general definition of organizational culture is a system of shared orientations that hold the unit together and give it a distinctive identity. Orientations are values, norms, and tacit assumptions.
5-3 Levels of Organizational Culture Deep Superficial Abstract Concrete Tacit Assumptions-- Abstract Premises about Nature of human nature Nature of human relationships Nature of truth and reality Relationships with the environment Values--conceptions of the desirable Openness Trust Cooperation Intimacy Teamwork Norms-- Support your colleagues Don t criticize your superiors Handle your own problems Be supportive of students Be available to get your students extra help W. K. Hoy © 2003, 2008, 2011
5-4 W. K. Hoy © 2003, 2008, 2011 Organizational Culture Culture as Norms Examples of Norms Never criticize colleagues in public Support your colleagues Handle your own discipline problems Be available for your students after school Support the principal Get to school early in the morning Be in the hall by your room as classes change
5-5 W. K. Hoy © 2003, 2008, 2011 Organizational Culture Culture as Shared Values Examples of Core Values Commitment to the the school Commitment to teaching Cooperation and teamwork Trust and group loyalty Egalitarianism Serve your students High academic achievement
5-6 W. K. Hoy © 2003, 2008, 2011 Organizational Culture Culture as Tacit Assumptions Examples of Tacit Assumptions Truth ultimately comes from teachers themselves. Teachers are capable of making decisions in the best interests of students. Truth is determined through debate, which often produces conflict and the testing of ideas in an open forum. Teachers are family; they accept, respect, and take care of each other.
5-7 W. K. Hoy © 2003, 2008, 2011 Functions of Culture Creates distinctions among organizations Provides the organization with a sense of identity Facilitates development of commitment to the group Enhances stability in the social system Social glue that binds the organization together Provides standards of behavior CAUTION: Strong cultures can promote or impede.
5-8 W. K. Hoy © 2003, 2008, 2011 Rites, Ceremonies, & Consequences Rites of Passage Consequences Student teaching Facilitate transitions to new roles; Lunch duty socialization Retirement Rites of Degradation Negative evaluationReaffirm appropriate behavior Public rebuke Rites of Enhancement Teacher of the yearReinforce appropriate behavior Debate team champions Football champions Rites of Integration Holiday partyEnhances cohesiveness Teacher s lounge Coffee group
5-9 W. K. Hoy © 2003, 2008, 2011 School Culture: Symbol Systems Symbols through which school culture is expressed: Stories--narratives that are based on true events, but often combine truth and fiction. Myths--stories that communicate an unquestioned belief that cannot be demonstrated by the facts. Legends--stories that are retold and elaborated with fictional details. Icons--physical artifacts that are used to communicate the culture (logos, mottoes, and trophies). Rituals--are the routine ceremonies and rites that signal what is important in the school.
5-10 W. K. Hoy © 2003, 2008, 2011 School Culture: Metaphors The Family The Machine The Circus The Factory The Jungle The Zoo The Fad Shop The Academy The Club
5-11 W. K. Hoy © 2003, 2008, 2011 School Culture Examples of Four School Cultures A Culture of Efficacy A Culture of Trust A Culture of Academic Optimism A Culture of Control
5-12 W. K. Hoy © 2003, 2008, 2011 A School Culture of Efficacy A Culture of Efficacy refers to shared perceptions of teachers in a specific school that the faculty as a whole can execute courses of action required to positively affect student achievement. (Goddard, Hoy, & Woolfolk Hoy, 2000) A Culture of Efficacy emphasizes academic performance and norms that influence actions, habits, decisions, & ultimately, the achievement of the school.
5-13 W. K. Hoy © 2003, 2008, 2011 A Culture of Efficacy Directly linked with other positive school qualities Parental involvement Orderliness Teacher innovation Lower drop-out, suspension rates A Culture of Efficacy strengthens the efficacy of an individual teacher, and influences behavior : Greater effort More perseverance More resilience
5-14 W. K. Hoy © 2003, 2008, 2011 A Culture of Efficacy Bandura s 4 sources of self-efficacy also apply to development of collective efficacy: 1.Mastery experience 2.Vicarious experience 3.Social persuasion 4.Emotional arousal
5-15 W. K. Hoy © 2003, 2008, 2011 A Culture of Efficacy Administrators can build a Culture of School Efficacy Support MASTERY EXPERIENCES. Give teachers time to plan and collaborate and celebrate their success. Provide teachers with positive models; conferences, workshops, and visits to outstanding school, that is, cultivate positive VICARIOUS EXPERIENCES. Foster professionalism and reflective teaching, and reward those who collaborate and share feedback to enhance SOCIAL PERSUASION. Attend to teachers AFFECTIVE STATE by providing encouragement during times of frustration. Frame performance as a function of acquired skill rather than inherent capability.
5-16 W. K. Hoy © 2003, 2008, 2011 Sources of Efficacy Mastery Experience Vicarious Experience Social Persuasion Affective State Analyses Attributions, and Interpretations Analysis of the Teaching Task Assessment of Teaching Competence Estimation of Collective Teacher Efficacy Performance Consequences of Collective Efficacy Effort Persistence Success A Model of Collective Efficacy
5-17 W. K. Hoy © 2003, 2008, 2011 A School Culture of Trust Another perspective on School Culture can be mapped in terms of the shared collective beliefs of the faculty about trust, which is a critical dimension of school life. A CULTURE OF TRUST in schools is one in which the teachers trust: their students their colleagues their parents the principal
5-18 W. K. Hoy © 2003, 2008, 2011 A Culture of Academic Optimism Another perspective on School Culture can be mapped in terms of the shared collective beliefs of the faculty about efficacy, trust, and academic emphasisschools which have all three have a Culture of Academic Optimism. Academic Emphasis Faculty Trust Collective in Parents Efficacy
5-19 W. K. Hoy © 2003, 2008, 2011 A School Culture of Control Another perspective on school culture can be mapped in terms of the shared and collective beliefs of the faculty about controlling students. A Custodial School Culture is characterized by a rigid control system over students. The school is autocratic with the flow of power and control downward from teachers to students. Students are perceived as irresponsible and undisciplined persons who must be controlled by punitive sanctions. Impersonality, cynicism, and mistrust pervade the school; the norms and values are custodial. A Humanistic School Culture is an educational community in which students learn through cooperative interaction and experience. Learning and behavior are viewed in psychological terms, and misbehavior is seen as deviate behavior that needs to be understood. Self-discipline is substituted for strict teacher control. The school is attempting to create an atmosphere to meet student needs; the norms and values are humanistic.
5-20 W. K. Hoy © 2003, 2008, 2011 PUPIL CONTROL IDEOLOGY: FORM PCI The custodialism of the school climate can be measured by the Pupil Control Ideology Form (PCI). See Sample items from the PCI DIRECTIONS: THE FOLLOWING ARE STATEMENTS ABOUT YOUR SCHOOL. PLEASE INDICATE THE EXTENT TO WHICH EACH STATEMENT CHARACTERIZES YOUR SCHOOL BY CIRCLING THE APPROPRIATE RESPONSE. SD=Strongly Disagree D=Disagree U=Undecided A=Agree SA=Strongly Agree 1. It is desirable to require pupils to sit in assigned seats during assembly SDD UA SD 2. Being friendly with pupils often leads them to become too familiar SDD UA SD 3. Pupils often misbehave to make the teacher look bad……………………… SDD UA SD 4. Directing sarcastic remarks toward a defiant pupil is a good disciplinary technique ………………………………………………. ……………………SDD UA SD 5. The best principals give unquestioning support to teachers in disciplining students……………………………………………………………………………………… SDD UA SD For the complete instrument and details for scoring, see Hoy & Tarter (1997b) or
5-21 W. K. Hoy © 2003, 2008, 2011 Summary of Key Elements of School Culture Core Values Salient Norms Rites of Passage Rites of Integration Collective Trust Collective Efficacy Collective Views on Pupil Control Academic Optimism
5-22 W. K. Hoy © 2003, 2008, 2011 Cultivate a culture of academic optimism: A sense of helplessness immobilizes participants whereas optimism empowers. Build rituals that reinforce positive norms: A positive and cohesive culture can enhance effectiveness. Design opportunities for teachers and parents to learn to cooperate and trust each other: Faculty trust in parents facilitates academic achievement. Imbue the school with a sense of the importance of individual needs: A humanistic perspective develops strong student self-concepts and reduces alienation. Use mistakes as learning opportunities: Be positive about learning in all situations crises are learning opportunities. Create a culture of openness and authenticity: Transparency and truth promote trust. Celebrate academic success in school: Realistic academic goals facilitate further success. Orchestrate harmony among students, teachers, administrators, and parents: Such cooperation is essential for the academic success of all students. Discover the basic informal norms of the school: Norms are a good gauge as to what you can and cannot change easily. Assess and improve the culture of your school: Use multiple frames to evaluate school culture. Practical Imperatives
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