How School Achievements Interplay with School Culture and Principal Behaviors: A Comparative Study

Autor/inn/en	Tlusciak-Deliowska, Aleksandra; Dernowska, Urszula; Gruenert, Steve
Titel	How School Achievements Interplay with School Culture and Principal Behaviors: A Comparative Study
Quelle	In: International Journal of Psycho-Educational Sciences, 6 (2017) 1, S.10-22 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	School Culture; Academic Achievement; Principals; Behavior; Teacher Attitudes; Middle Schools; Middle School Teachers; Foreign Countries; Educational Environment; Competition; Cooperation; Leadership Styles; Teacher Collaboration; Participative Decision Making; Professional Development; Collegiality; Poland; Organizational Climate Description Questionnaire + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Schulleistung; Principal; Schulleiter; Lehrerverhalten; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Wettkampf; Co-operation; Kooperation; Führungsstil; Lehrerkooperation; Kollegialität; Polen
Abstract	The purpose of the study was to explore school culture in radically different schools due to school achievement. The particular objectives of this study were to investigate: (1) the teachers' perceptions of school culture (2) the teachers' perceptions of principal behaviors, and additionally (3) to determine the relationship between principals' behaviors and perception of school culture by teachers. This study employed a comparative-descriptive research design and took place in A - Middle School, representing a high-performing school, and B -Middle School, representing a low-performing school. These two middle schools were both located in capital city of Poland and were selected based on their position in Warsaw Middle Schools Ranking. The "School Culture Survey" (Gruenert & Valentine, 1998) was used to obtain data about school culture factors. To determine the teachers' perceptions of principal's behaviors, "The Organizational Climate Description Questionnaire - Middle Level" (OCDQ-ML, Hoy et al., 1996) was used. Statistical comparisons of collaborative school culture indicated that the compared schools differ significantly in four school culture dimensions. In school A there is a culture focused on individual achievements, the competition more than cooperation, unlike the situation in B-middle school, in which collaborative school culture is strong and visible. According to principal behaviors, significant differences between compared schools were also identified. Namely, more supportive principal behaviors were typical for school B (low school performing), while restrictive principal behaviors were more common in school A (high-performing). Results indicated that principal behaviors and collaborative school culture were associated with each other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01