Contribution
In research literature the words most commonly used to describe the concept of school culture or ethos include - abstract, elusive and composite. These words reflect the complexity of the concept. The definition of school culture involves a number of factors, the connotations of which depend on the values we impose upon them. These values not only influence our understanding of the factors but also guide our school culture in specific ways. They determine 'how' we deal with the factors in the constant shaping and re-shaping processes of culture. Therefore, understanding such a complex pattern becomes an essential and challenging task for the entire school community, with additional responsibilities, for the school leaders. Against this backdrop, the following research question was used for the current study:School Culture: How does the school community's perception and understanding of the concept shape the learning environment?The study identified the constituent factors of school culture under three categories: historical, behavioural and organisational. Focusing on the second and the third category, a series of case studies were conducted. Using both quantitative and qualitative methods, the concept was further investigated in four primary schools in Scotland, with differing socio-economic backgrounds and sizes. Based within the constructivist paradigm, a 'grounded theory' approach was adopted to gathering data for these in-depth case studies. In particular, the following techniques were used: interviews - with the members of staff; focus group activities - for the pupils; observations - in the classrooms; researcher's log; and school documents. Thus the concept of school culture was de-constructed from various theoretical perspectives, gradually leading to a process of re-construction through the course of empirical data analysis. Data were analysed at two levels: 'context-specific' findings were derived from individual case study data, and a cross-case data analysis was conducted at a later stage.The significance of school culture in shaping various learning environments in primary schools was explored by establishing a link between school-culture, community and leadership. Unique cultural traits observed in the case study schools provided insights into the generic form of the concept:All schools have unique cultures, which produce different learning outcomes, but what makes them unique? Is it differing focus on various constituent factors or differing approaches to handling those, that make school cultures unique?How does our understanding of the concept influence its shaping process?The findings from the study also include a definition of an 'effective' school culture along with developed classifications of classroom cultures and overall school culture. The current paper discusses the classification of school culture, which provided a basis for further researchWhat is the relationship between 'power dynamics' and the process of 'knowledge creation' in a 'learning community'? In conclusion, with a focus on the 'power dynamics' involved, the study highlights the need for awareness of the culture-shaping process amongst the members of school community. Snapshots from four case studies are used in the course of discussion to illustrate different cultures and their influence on everyday school life.Das, S. (2006) School culture: the evolving design of a study. International Learning Journal, 12, 193-202. Das, S. (forthcoming, due to be published in 2007) What is School Culture? In T. Townsend and I. E. Bogotch (Eds.), Essential questions for leaders and the study of leadership. USA: Sense Publication. Das, S. (forthcoming, due to be published in 2007) Does awareness about the concept matter? In T. Townsend and I. E. Bogotch (Eds.). Essential questions for leaders and the study of leadership. USA: Sense Publication. Hargreaves, A. (1994) Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell. European or national journal (possibly EERJ or BERJ)
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