SCHOOL AS CULTURAL INSTITUTION Every school craft their mission and vision

statements to draw the directions of the

Culture is a complex whole which includes institution. The mission and vision mirror what
knowledge, belief, arts, morals, law, custom, and the school wishes and hopes to eventually
any other capabilities and habits acquired by man become and accomplish (Peterson & Deal, 2009).
as a member of society.
Even though these are called statements, they are
SCHOOL CULTURE embodied by all of the values, beliefs, norms, and
 characterized by deeply rooted traditions, assumptions that school holds (Confeld, 2016).
values, and beliefs, some of which are
common across schools and some of The Department of Education created their
which are unique and embedded school's vision and mission that every public school
history and location. should values. reinforce. Below are DepEd's
 informs the ways in which "things get vision, mission, and core
done around here" and, just as
important, frames how change efforts are
perceived. Based in accumulated
experiences.
 Schein (1985) defined school culture as
complex webs of traditions and rituals
that have built up over time students, as
teachers, parents, and administrators
work together and deal with crises and
accomplishments.

OTHER CULTURES
1. INDIVIDUALISM
- Wants to be a lone Discuss DepEd's core values (Maka Diyos, Maka-
- refers to classrooms as "egg crates" or tao, Makakalikasan, Makabansa). Present how
'"castles" Autonomy, isolation and this value is reflected in the mission and vision
insulation prevail, and blame and support and why it's important
are avoided
2. CONTRIVED COLLEGIALLY In addition to the mission and vision statements,
- refers to the teacher's collaborative a school has values, beliefs, assumptions, and
working relationships which are norms that guides and controls the behavior of
compulsorily imposed, with fixed times the individuals involved. Values expressed as the
and places set for collaboration, for way the school communicates what it represents
example planning meetings during and ushers decision-making and priorities.
preparation time Moreover, according to Ott (1989), values are the
3. COLLABORATION core of what the school considers important.
- refers to the teachers who choose,
spontaneously and voluntarily to work Values are the standards set for what is good,
together, without external control what quality means, what defines excellence - in
agenda. other words, what is valued.
4. BALKANIZATION
- refers to a middle ground of
collaboration among teachers. They are
not working completely alone (in
 isolation). 10. Celebration and humor-"we feel good about
ourselves"
- Acknowledging achievements and enjoying
Beliefs are understandings about the world work.
around us They are consciously held, cognitive
views about truth and reality (Ott, 1989). SCHOOL RITUALS, TRADITION AND CEREMONIES

assumptions are a set of beliefs perceptions, and

Rituals and ceremonies enrich life, offering
values that guide behavior. reflection, connection, and meaning (Peterson &
Deal, 2009). In schools, they foster uniqueness,
Norms are unspoken expectations and rules that unity, and vitality while reinforcing the school's
staff and students are supposed to follow based vision, mission, values, and goals (Confeld,
on the beliefs, values, and assumptions of the 2016).
school(Peterson &Deai, 2009)
SCHOOL HISTORY AND STORIES
Definition: Unspoken rules shaping acceptable
behavior in schools (Stoll, 1998). Peterson and Deal (2009) emphasize that
learning from past mistakes and successes is key
Influence: Norms guide reactions to changes or to building a positive school culture. Retelling
improvements (Sarason, 1996). stories can revive traditions, inspire initiatives,
and let go of outdated practices. Shared stories
Importance: Successful improvement depends on reconnect staff to the school’s values, fostering
alignment between proposed changes and school teamwork and a sense of purpose. Each story,
culture. Stoll and Fink (1996) regardless of length, serves a unique role.

CULTURAL NORMS SCHOOL ARTIFACTS, ARCHITECTURE AND

1. Shared goals- "we know where we're SYMBOLS
going
- Common purpose. Finally, these three-school artifacts, architecture,
2. . Responsibility for success – "we must and symbols are the key to create and sustain a
succeed" positive school culture.
- Accountability for actions
3. Collegiality- "we're working on this Tangible objects (e.g., logos, mascots, trophies)
together" represent a school's intangible values and beliefs
- Collaborative work. (Peterson & Deal, 2009). Administrators can also
4. Continuous improvement - "we can get embody these symbols through their words,
better" actions, and behavior.
- Ongoing growth focus.
5. Lifelong learning - "learning is for How do schools deal with "toxicity" in their
everyone culture? Deal and Peterson (1999) suggest
- Emphasis on learning. several things educators can do. These include:
6. Risk taking - "we learn by trying - Confront negativity and hostility head-on
something new and work to redirect negative energies.
- Encouraging innovation. - Protect emergent sources of positive
7. Support "there's always someone there focus and effort.
to help" - Actively recruit more positive and
- Mutual assistance. constructive staff.
8. Mutual respect - "everyone has - Vigorously celebrate the positive and the
 something to offer. improving sides of the school.
9. Openness - "we can discuss our
differences CREATING A POSITIVE SCHOOL CULTURE
- Ensure that improvement efforts and Goal: Strong cultures: effective leadership +
plans are successful by supporting with exceptional student performance (Jones, 2009).
time, energy, and resources. Focus: Organizational transformation through:
- Reconnect staff to the mission of schools:  Clear role definitions (principal, teacher,
To help all children learn and grow. community).
 Effective communication mechanisms.
Levels of school culture  Sharing successes.
 Aligning school-wide and classroom goals
with district objectives.

Possible characteristics for cultural improvement
in schools:
1. Collegiality - Collaboration
2. Efficacy - Effectiveness
3. High Expectations - Ambition
4. Experimentation and Entrepreneurship -
Innovation
5. Trust and Confidence - Reliability
6. Tangible Support - Resources
7. Appreciation and Recognition
Improvement - Acknowledgment
8. Humor -
9. Shared Decision-Making - Participation
10. Protect What is Important - Prioritization
11. Traditions - Heritage
TOXIC SCHOOL CULTURE 12. Open and Honest Communication -
Transparency
Toxic school cultures lack a mission and vision, 13. Metaphors and Stories - Narrative
value laziness and a pathy, appreciate
separateness and exclusivity, and have negative CHAPTER 4
peer relationships (Peterson, 2002) The Teacher as a Leader in Educational Reforms

According to Gruenert and Whitaker (2015), The Teacher as a Leader of Educational Reforms
these cultures focus on failures and use these as
an excuse to remain stagnant. Also, they added  Teachers are in close coordination with
that toxic school cultures encourage individualsto the students.
see failures as the inevitable results of  Since teachers are the ones who
circumstances outside of their control rather than implement the reforms in the classroom,
as opportunities for improvement. they are aware of how these new
initiatives directly influence or affect the
According to Peterson (2002), schools with way they teach.
negative or toxic culture have:  Teachers are in direct communication
1. Lack a clear sense of purpose with various stakeholders.
2. Have norms that reinforce inertia  (Berry,2016; Pankake and Abrego, 2017).
3. Blame students for lack of progress
4. Discourage collaboration
5. Often have actively hostile relations among
staff. Attributes of Teacher Leaders in the Philippines
Teacher Leadership and School Improvement Oracion, 2014
1. Self-motivated: Teacher leaders in the
Definition of Teacher Leadership Philippines are driven by an internal
desire to excel and improve, ensuring
1. Teacher- Leadership involves they consistently inspire others through
Administrative Function their passion and initiative.
- According to Tony Bush (2007), leaders 2. Possess Positive Outlook: They maintain
inspire change while managers work on an optimistic attitude, helping them
making sure that school operations navigate challenges and foster hope and
continue to function efficiently and resilience among their peers and
effectively. Although, these are distinct students.
concepts, teacher leaders who assume 3. Service-oriented: They prioritize the
administrative roles should take on both needs of others, demonstrating a
functions. commitment to serving their school
community and contributing to its
2. Teacher Leadership involves growth.
collaboration 4. Have High Expectations: They set
- When teachers collaborate, they bring ambitious standards for themselves and
with them a vast wealth of knowledge others, motivating everyone to strive for
and classroom experience in which they excellence.
could use as bases of decisions. Through 5. Humble: Despite their achievements,
collaborating with others, teachers are they remain modest and open to
able to come up with common decisions learning, valuing collaboration and the
that are not only beneficial to their contributions of others.
practice but at the same time to their 6. Responsible and Dedicated: They exhibit
students as well. unwavering commitment to their duties,
ensuring they fulfill their responsibilities
3. Teacher Leadership involves taking with reliability and persistence.
action 7. Trustworthy: Their integrity and
- Teacher leaders are experienced, dependability earn them the confidence
respected, innovative, and passionate and respect of colleagues, students, and
educators who share their knowledge and stakeholders.
skills to enhance student learning and Challenges of Teacher Leaders
support the professional growth of their 1. Autonomy: Teacher leaders may face
peers (Lumpkin, Clayton, & Wilson, 2014). resistance when exercising independence
in decision-making, as traditional
4. Teacher- Leadership includes Role hierarchies can limit their authority.
Modeling 2. Egalitarianism: The expectation of
- Teachers can serve as role models by treating all colleagues equally can make it
sharing resources, mentoring, leading, challenging for teacher leaders to address
coaching with data, and fostering change varying levels of performance and
(Harrison & Killon, 2007). For instance, accountability.
experienced teachers sharing 3. Deference to Seniority: prioritize
instructional materials and references can seniority over competence can hinder
help new teachers adapt more easily to teacher leaders from implementing
their roles. changes or initiatives, particularly when
senior colleagues oppose them.