Mapping a strong school culture and linking it to sustainable school improvement

Lee, Moosung; Louis, Karen Seashore

doi:10.1016/j.tate.2019.02.001

Cited by 95 publications

(68 citation statements)

References 61 publications

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“…This research also illuminates the key elements of school culture (cf. Lee & Louis, 2019;Maslowski, 2006;Peterson & Deal, 1998) that have been linked with sustainable school improvement.…”

Section: Discussionmentioning

confidence: 99%

The Relation Between School Culture Sub-Categories and Expected Results of Learning Process

Eger

Prášilová

2020

PEC

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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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“…This research also illuminates the key elements of school culture (cf. Lee & Louis, 2019;Maslowski, 2006;Peterson & Deal, 1998) that have been linked with sustainable school improvement.…”

Section: Discussionmentioning

confidence: 99%

The Relation Between School Culture Sub-Categories and Expected Results of Learning Process

Eger

Prášilová

2020

PEC

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“…Therefore, regarding the main task of school administrators to create and form a strong school culture in educational institutions, school administrators should increase the commitment of the employees to the institution to meet individual expectations and to create a positive school culture (Lee & Louis, 2019). One of the main issues emphasized in the research on school culture is the strong and weak school culture.…”

Section: School Culturementioning

confidence: 99%

The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image

Kalkan¹,

Aksal²,

Gazi³

et al. 2020

SAGE Open

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In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for analyzing data in addition to descriptive statistics. It was found that school principals manifest transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organizational image by the teachers is medium. It was also found that there are significant relationships between leadership styles, the school culture, and organizational image, along with the leadership style of school principals, which significantly predicted school culture, and school culture, which significantly predicted organizational image. School culture has a mediator effect on both leadership styles and the organizational image. This is due to the realization of the leadership styles that have an important role in developing an organizational image, through school culture. This research offers the presumptions that leadership manifested by the principal creates a positive effect on the members of the organization and contributes to the formation of strong school culture, in addition to leadership and school culture making a positive contribution to the organizational image of the educational institution.

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“…School climate which is sometimes referred to as school culture has consistently been identified to contribute significantly in sustaining school improvement, teachers' well-being and students' learning outcomes. A conducive and inclusive school climate that is free of hostility and bullying enhances teachers' job satisfaction, boosts selfefficacy, improves teacher-student relationship, reduces attrition and burnout (Lee & Louis, 2019;Van Beurden, Van Veldhoven, Nijendijk, & Van De Voorde, 2017). School climate is equally beneficial not only to the teachers but also to students' behaviour, approaches to learning, total well-being and improved achievement (Zakariya et al, 2019).…”

Section: School Climatementioning

confidence: 99%

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

Zakariya

2020

IJ STEM Ed

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Background: Identification and retention of effective teachers in STEM education play cardinal roles in teacher recruitment exercises worldwide. Studies on factors that characterize effective teachers have therefore gained popularity in recent times. Teacher self-efficacy, job satisfaction and school climate are among other factors that have attracted global attention. Thus, proper understanding of the relations between these factors is equally important. The purpose of this study is to validate and cross-validate a model of direct/indirect effects of school climate and teacher self-efficacy on job satisfaction. Results:The data used for the current study are extracted from a publicly available data of Teaching and Learning International Survey (TALIS) 2018 survey. Structural equation modeling approach was used in the analyses coupled with robust maximum likelihood to ensure accurate estimations in the models. The results of the validated models show a strong direct impact of school climate on job satisfaction, a direct impact of teacher self-efficacy on job satisfaction and a mediating effect of teacher self-efficacy between school climate and job satisfaction. This model exhibits structural invariance in factor loadings, intercepts and regression weights across two independent samples from a population of 3951 lower secondary school teachers in Norway. Conclusion: The findings of this study do provide empirical evidence for the relations between teacher selfefficacy, job satisfaction and school climate among Norwegian lower secondary school teachers. The crossvalidation of these relations was also established using an independent sample to enhance generalization of the findings. Two methodological observations concerning recoding of some items as well as an addition of item cross-loading in the measurement model of the job satisfaction scales are raised and addressed. It is therefore recommended that researchers who will be using TALIS 2018 data should take note of these observations.

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Mapping a strong school culture and linking it to sustainable school improvement

Cited by 95 publications

References 61 publications

The Relation Between School Culture Sub-Categories and Expected Results of Learning Process

The Relation Between School Culture Sub-Categories and Expected Results of Learning Process

The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image

Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

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