A Culture of Success—Examining School Culture and Student Outcomes via a Performance Framework

Ohlson, Matthew; Swanson, Anne; Adams-Manning, Andrea; Byrd, Anna

doi:10.5539/jel.v5n1p114

Cited by 28 publications

(35 citation statements)

References 52 publications

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“…A positive school culture has a positive effect on school performance. Conversely, negative school culture will give a negative image to school achievement (Ohlson, Swanson, Adams-Manning, & Byrd, 2016). According to Gruenert and Whitaker (2015), although culture has an immense influence on leadership, it is leadership that makes the difference.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perception on the Relationships Between Transformational Leadership and School Culture in Primary Cluster Schools

Veeriah¹,

Piaw²,

Li³

et al. 2017

MOJEM

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Education is a key factor contributing to the success of a nation's human development to support the national vision and mission. The nation depends on schools to ensure the efficient and successful education process for human development. In fact, studies on educational progress have proven that leadership is important for school success and high performance. The vast literature has supported that transformational leadership of school principals is the proven leadership attribute in school success and achievement. Thus, this study aims at examining the relationships between principals' transformational leadership practices and school culture in primary cluster schools in the state of Selangor, Malaysia. A quantitative approach was used to achieve the aim. The study included 331 teachers in primary cluster schools in Selangor and data were analysed using SPSS v.22. The findings indicated that teachers in primary cluster schools in Selangor perceived their principals as having a high level of transformational leadership characteristics. Furthermore, a significantly positive and a strong correlation was found between principal transformational leadership practices and school culture. Multiple regression analysis showed that only four out of the eight dimensions of transformational leadership are statistically significant predictors of school culture. It is recommended that the education authorities and principals take note of the importance of transformational leadership in ensuring school success.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Perception on the Relationships Between Transformational Leadership and School Culture in Primary Cluster Schools

Veeriah¹,

Piaw²,

Li³

et al. 2017

MOJEM

View full text Add to dashboard Cite

show abstract

“…This observation coincides with the findings carried out by Stanford (2014); Bower and Parsons (2016); and Parwazalam, Syed Kamaruzaman, Aliza, Nor Afizah (2014) about the fact that the school culture will contribute to the employees, as well as the motivation of the contribution to the organization and that all these developments will contribute to the school culture in parallel with this increase in success. The conclusion that the school administrators play an important role in maintaining a healthy existence in terms of creating school culture is also observed in the result of the studies conducted by Küçükali (2011); Melesse and Molla (2018); and Ohlson, Swanson, Adams-Manning, Byrd (2016). According to the researchers, a good education administrator takes the opinions of the teacher into consideration.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 89%

Contribution of Project-Based Studies to School Culture According to Principals

Balıkçı

Kılıç

2019

Turkish Online Journal of Qualitative Inquiry

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Understanding the actions that affect and form the presence of the organizations is important in understanding the organization itself. The purpose of this research is to determine the place and importance of project-based studies in the formation of school culture from the perspective of principals. Qualitative research method and phenomenological design were conducted in the study. Eleven principals participated in the research. Criterion sampling and convenience sampling among the purposeful sampling strategies were used in order to determine the participants. The data were obtained through the interviews and observations. The data triangulation, comprehensive field survey, external audit, and direct citation strategies were utilized for the validity-reliability aspect of the study. As a result of the research, it was observed that four themes, twelve categories, and twenty-eight subcategories emerged. Based on the data, it is comprehended that four themes existed. These are: School culture, creation of school culture, project-based studies, and project-school culture relationship. As a result of the research, it is concluded that the school culture and projects are important in providing a suitable environment for educational activities in school and in implementing a certain organization. It is also understood that the project-based studies display a proximodistal characteristic. In addition, it is observed that there are various gains from the projects. Some recommendations are given in the last part of the research.

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“…On the other hand, some schools could also pursue a bad culture. Referring to Zamroni (2016), a negative school culture might be caused by a poor teacher cooperation which leads to the decrease of teachers' performance resulting in less professional service and unsatisfactory learning outcomes (Ohlson et al, 2016). Culture, as one of the aspects in LCBT (Leadership, Culture, Backing, and Transactional) model, is interesting to be studied deeper since it plays strategic role in developing positive habits of the school in order to achieve the desired goals.…”

Section: Resultsmentioning

confidence: 99%

Modeling of Cultural Effect on School Autonomy at Religion-Based School in Indonesia

Susilo

Kartowagiran

Vehachart

2018

JPII

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School culture may have an influence on the school community. Effective school culture leads to success in accordance with values, professionalism and building school autonomy. This research aimed to develop a model of school culture that has an impact on the school autonomy. The subjects were school foundation committees, principals, teachers, staff, and students. The study was conducted in four private junior high schools managed by the Muhammadiyah foundation in Indonesia. Data were collected through interviews, questionnaires, and documentation. School culture consists of formal, sociable-dynamic, and prosperity sub-components. The results showed that culture (Cul) influenced school autonomy (Kms) in 2 ways, direct and indirect effect. The direct effects scored 0.002 and 0.32 for the indirect effect. It meant that culture gave a small contribution (0.32%) to create school autonomy while the other 0.99% came from other factors. Schools culture provided a role play to create school autonomy. Those establishing the independence of Muhammadiyah schools are formal, sociable dynamic, and prosperity. School culture contributed to the effectiveness of school management and developed positive internal habits resulting in effective and efficient school goals.

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A Culture of Success—Examining School Culture and Student Outcomes via a Performance Framework

Cited by 28 publications

References 52 publications

Teachers’ Perception on the Relationships Between Transformational Leadership and School Culture in Primary Cluster Schools

Teachers’ Perception on the Relationships Between Transformational Leadership and School Culture in Primary Cluster Schools

Contribution of Project-Based Studies to School Culture According to Principals

Modeling of Cultural Effect on School Autonomy at Religion-Based School in Indonesia

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