The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions

1. SCHOOL CULTURE

2. The term school culture generally refers
to the beliefs, perceptions,
relationships, attitudes, and written
and unwritten rules that shape and
influence every aspect of how a school
functions

3. •also encompasses more concrete issues
such as the physical and emotional
safety of learners, the orderliness of
classrooms and public spaces, or the
degree to which a school embraces and
celebrates racial, ethnic, linguistic, or
cultural diversity

4. •broadly defined, positive school cultures
are conducive to professional
satisfaction, morale, and effectiveness,
as well as to learner learning, fulfillment,
and well-being.

5. The following list is a representative selection of a few
characteristics commonly associated with positive school
cultures:
• The individual successes of teachers and learners
are recognized and celebrated.
• Relationships and interactions are characterized
by openness, trust, respect, and appreciation.
• Staff relationships are collegial, collaborative, and
productive, and all staff members are held to high
professional standards.
• Learners and staff members feel emotionally and
physically safe, and the school’s policies and
facilities promote learner safety.

6. • School leaders, teachers, and staff members model
positive, healthy behaviors for learners
• Mistakes not punished as failures, but they are seen as
opportunities to learn and grow for both learners and
educators.
• Learners are consistently held to high academic
expectations, and a majority of learners meet or exceed
those expectations
• Important leadership decisions are made collaboratively
with input from staff members, learners, and parents

7. • Criticism, when voiced, is constructive and well-
intentioned, not antagonistic or self-serving.
• Educational resources and learning opportunities
are equitably distributed, and all learners,
including minorities and learners with
disabilities.
• All learners have access to the academic support
and services they may need to succeed.

8. The following describe a few representative examples of common ways
that schools may attempt to improve their culture
•Establishing professional learning
communities that encourages teachers to
communicate, share expertise, and work
together more collegially and productively.
•Providing presentations, seminars, and
learning experiences designed to educate
staff and learners about bullying and
reduce instances of bullying.

9. • Creating events and educational experiences that honor
and celebrate the racial, ethnic, and linguistic diversity
of the learner’s body, such as hosting cultural events
and festivals, exhibiting culturally relevant materials
throughout the school, inviting local cultural leaders to
present to learners or making explicit connections
between the diverse cultural backgrounds of learners
and what is being taught in history, social studies, and
literature courses.

10. • Establishing an advisory program that pairs groups of
learners with adult advisor to strengthen adult-learner
relationships and ensure that learners are well known
and supported by at least one adult in the school.
• Surveying learners, parents, and teachers about their
experiences in the school, and hosting community
forums that invite participants to share their opinions
about and recommendations for the school and its
programs.
• .

11. • Creating a leadership team comprising a
representative cross-section of school
administrators, teachers, learners, parents, and
community members that oversees and leads a
school-improvement initiative

12. School Culture Influences:
•Commitment- how they identify with the
school
•Motivation – how hard they work
•Productivity – degree to which they achieve
their goals
•Focus- what learners pay attention to

13. In School Culture:
• People are more important than that of the
programs
• People treat one another
• People value one another
• Consensus about what is right
• Shared experiences

14. Organizational Leadership
• Learning Outcomes: you should be able to:
explain what organizational leadership is;
distinguish between leadership and management (leader and
manager);
describe different organizational leadership; and
discuss how to sustain change in an organization

15. Organization is defined as
• A group of people who work together in an organized was for a
shared purpose (Cambridge English Dictionary)
• The act of putting things into a logical order or act of taking an
efficient and orderly approach to tasks.
• The structural framework of duties and responsibilities required of
personnel in performing various functions with a view to achieve the
goal/s.

16. Leadership is defined as:
• The ability of an individual or a group of individuals to influence and
guide followers or other members of an organization.
• The art of motivating a group of people to act toward achieving a
common goal of the organization.
• To influence, inspire and help others become best of themselves,
building their skills and achieving goals along the way.

17. Organizational Leadership
• Refers to the overarching field of person ( the leader) strategically
guiding and managing a group of people ( the organization) to meet a
common goal.
• Is a management approach in which leaders help set strategic goals
for the organization while motivating individuals within the group to
successfully carry out assignments/tasks in service to those goals (
Sofia Tokar).

18. Managers vs. Leaders
Managers Leaders
Administer
Their process is transactional, meet objectives and
delegate tasks
Innovate
Their process is transformational; develop a vision and
find a way forward
Work Focused
The goal is to get things done, They are skilled at
allocating work
People Focused
The goals include both people and results. They care
about you and want you to succeed
Have Subordinates
They create circle of power and lead by authority
Have Followers
They create circles of influence and lead by inspiring
Do Things Right
Managers enact the existing culture and maintain
status quo
Do the Right Thing
Leaders shape the culture and drive integrity

19. 3 Types of Skills Demanded of Leaders
• Technical skill denotes to any type of process or technique like
sending e-mail, preparing a power point presentation.
• Human skill is the ability to work effectively with people and to build
teamwork. This is also referred to as people skills or soft skills.
• Conceptual skill- is the ability to think in terms of models, frameworks
and broad relationships such as long range plans
Note: conceptual skill deals with ideas, human skill concerns
relationship with people and technical skill involves psychomotor skill
or thing. The ideal school leader possesses all three skills.

20. The Leadership Styles
• Autocratic Leaders- do decision making by themselves.
• Consultative leaders allow participation of the members of the
organization by consulting them but make the decision by
themselves.
• Democratic Leaders- allow the members of the organization to fully
participate in decision making. Decisions are arrived at by way of
consensus. This is genuine participation of the members of the
organization which is keeping with school empowerment.
• Laissez Faire- or free rein leaders- avoid responsibility and leave
members of the organization to establish their own work . This style
leads to kanya-kanya syndrome .

21. Situational Leadership Model
• Effective leaders adapt their leadership style to the situation of the
members of the organization i.e. to the readiness and willingness of
group members.

22. BEATTIDUES OF A LEADER

23. Blessed is the leader who has not sought the high places,
but who has been drafted into service because of his ability
and willingness to serve
Blessed is the leader who knows where he is going,
how he is going, and how to get there
Blessed is the leader who knows no discouragement,
who presents no alibi.
Blessed is the leader who knows how to lead without being
dictatorial; true leaders are humble

24. Blessed is the leader who seeks the best for those he serves.
Blessed is the leader who leads for the good of the most concerned
and not for the gratification of his own ideas.
Blessed is the leader who develops leaders while leading
Blessed is the leader who marches with the group
and interprets correctly the signs on the pathway
that leads to success.
Blessed is the leader who has his head in the clouds
but his feet on the ground
Blessed is the leader who considers leadership an important opportunity
for service
(Laymen’s Newsletter)