This document discusses organizational culture and climate in schools. It defines organizational culture as the shared values, beliefs, and behaviors within a school. School culture is shaped by symbols, traditions, and shared understandings among its members. There are three levels of culture - visible artifacts, espoused values, and underlying assumptions. The document also examines how culture is created, maintained, and changed. It then defines organizational climate as employees' perceptions of the work environment. An open school climate is characterized by cooperation, respect, and openness among teachers and between teachers and principals. Changing school culture and climate requires long-term, systemic efforts like clinical strategies, growth-centered approaches, and normative procedures.

1. CHAPTER 3:
ORGANIZATIONAL CULTURE
Melisa R. Sumbilon
Central Mindanao University
EDUC 355 – Advance Educational Administration

2. -Organizational culture is a
social knowledge
-Values, norms, beliefs are
present in the organization
Organizational culture aids in
shaping employees’ behaviors
ORGANIZATIONAL
CULTURE

3. Characteristics of
Organizational Culture
 Innovation and risk-taking
 Meticulousness
 Result orientation
 People orientation
 Team orientation
 Competitiveness
 Stability

4. Levels of Organizational Culture
Edgar Schein the three
levels of
organizational culture
(The Onion Model):

6. Functions of Culture
 Communication
 Perception
 Identity
 Value systems
 Motivation
 Stratification
 Production and consumption

7. COMMON
ELEMENTS
OF CULTURE
Communication
a.Professional
development
& growth
opportunities
a.Holistic
and
inclusive
well-being
a.Employ
ee
empower
ment
a.Purpose
and
values
a.Leadershi
p

8. School Culture

9. School Culture
School culture is defined
• As the common values and beliefs, the signs and symbols,
and the understanding shared among the members of a
school (Karadag & Oztekin-Bayir, 2018).
• Grunert, (2005) describes school culture as the guiding
beliefs, assumptions and expectations that are apparent from
how a school function.
• The shared norms, values, beliefs, and traditions form the
personality of a school that influences the behaviours of
school leaders, teachers, and students (Karadag, Kilicoglu &
Yilmas, 2014).

10. School Culture
School culture is defined
• It reflects the deep patterns of values, beliefs and traditions
accumulated over time. Although schools have similar
structures, every school is unique, having its own symbols,
artefacts, traditions, and customs that shape the values,
norms, and beliefs of those who belong to that school (Horton,
2018).
• Accordingly, every school has its own distinctive culture. In
order to understand an organization, it is necessary to focus
on the unique culture of each organization (Kalman &
Balkar, 2018).

11. School Culture

12. School Culture

13. School Culture

14. School Culture

15. School Culture

16. School Culture

17. School Culture

18. School Culture

19. Creating a Culture
There are three (3) ways by which organizational culture is
created (Robbins & Judge, 2018):
1. Recruitment of likeminded employees
2.Indoctrination of employees
3.Embodiment of beliefs and practices

21. Maintaining a Culture
Attraction-Selection-Attrition (ASA). This framework holds
three (3) concepts:
1. Attraction
2. Selection
3. Attrition

22. Culture Change
Colquitt et al. (2017) presented two (2) common methods on
changing organizational culture:
1. Changes in Leadership
2. Mergers and Acquisitions

23. Effects of Organizational Culture
Views of Excellence
Thomas Peters and Robert Waterman (2006)

24. Effects of Organizational Culture
Theory Z
William Ouchi
(1993)

27. Organizational Climate
 Refers to an employee’s long-lasting perception of the
working environment and culture of the business they work
for. You can think of climate as similar to personality: every
person has a unique personality, and every organization has
a unique climate. This is reflected as a set of characteristics
and features perceived by employees. These influence
employees’ behavior at work across various dimensions such
as relationships, autonomy, and organizational structure.

28. A Climate of Organizational Openness
• Halpin and Croft (1962) began mapping the domain of
organizational climate of schools because the concept of
morale did not provide an adequate explanation for schools
differing markedly in their feel.
• Developed the Organizational Climate Description
Questionnaire (OCDQ) to measure important aspects of
teacher-teacher and teacher-principal interactions
• There are now three contemporary versions of OCDQ– one
for elementary, one for middle schools, and one for high
schools.

29. Open Climate
 OCDQs provide valid and reliable means to map
openness behaviors of teachers and administrators in
schools.
 The open climate is marked by cooperation and
respect within the faculty and between the faculty and
principal.
 Behavior of both principal and faculty is both open
and authentic

30. Open Climate
 Listens and is open to teacher
suggestions
 Gives genuine and frequent
praise
 Respects professional
competency of faculty
 Gives teachers freedom to
perform without close scrutiny
 Provides leadership behavior
 Supports open and
professional interactions
among faculty (high
collegial relations)
 Teachers know each other
well and are close personal
friends (high intimacy)
 Cooperate and are
committed to their work
Principal Teacher

31. Closed Climate
 Virtually the antithesis of the open climate
 Principal and teachers simply appear to go through
the motions
 These misguided tactics are accompanied by
frustration and apathy, but also by a general suspicion
and lack of respect of teachers for each other as either
friends or professionals

32. Closed Climate
 Principal stresses routine
trivia and unnecessary
busywork (high restrictiveness)
 Ineffective leadership seen as
controlling and rigid (high
directiveness), also
unsympathetic, unconcerned,
and unresponsive
 Non-supportive, inflexible, and
hindering (low supportiveness)
 Faculty responds
minimally, exhibits little
commitment (high
disengagement)
 Faculty that is divisive,
intolerant, and apathetic
 Low intimacy and no
collegial relations
Principal Teacher

33. OCDQ Research Findings
Studies demonstrated that schools with openness:
• have less sense of student alienation toward the school and its
personnel
• Have stronger principals who are more confident, self-secure,
cheerful, sociable, and resourceful
• Teachers who express greater confidence in their own and the
school’s effectiveness (are more loyal and satisfied)
• Generates more organizational commitment to the school
• Positively related to teacher participation in decision making
• Positively related to ratings of school effectiveness
• Positively related to student achievement in mathematics,
reading, and writing in middle schools

37. Changing the Culture and Climate of
Schools
 Long term systemic effort is more likely to produce
change than short-term fads.
 Three general strategies for change:
Clinical Strategy
Growth-centered
Normative Procedure

41. References:
Colquitt, J.A., Lepine, J.A., & Wesson, M.J. (2017). Organizational behavior: Improving
performance and commitment in the workplace (6th ed.). New York: McGraw-Hill Education.
Neck, C.P., Houghton, J.D., & Murray, E.L. (2017). Organizational behavior: A critical-
thinking approach. London: SAGE Publications, Inc.
Robbins, S.P., & Judge, T.A. (2018). Essentials of organizational behavior (Global edition).
London: Pearson.
Presentation by:
Melisa R. Sumbilon
EDUC 355 – Advanced Educational Administration
S.Y. 2022-2023