According to the available literature, schools with a positive organisational culture are more
effective and will probably achieve better results. This study investigates the way in which a
positive school culture is formed. It focuses on the role of the leadership of the principal in
developing an organisational culture of an independent school. This qualitative study scrutinises one specific school in a group of several independent
schools in South Africa and compares the school culture of the original school (between
1971 and 1974) to the current school culture as manifested in the last four years (2009-
2012). Data was gathered through interviews with the founder of the school, interviews
with current teachers and the current principal, document research of artefacts as well as
observations made by visitors to the school in a professional capacity.
The data recorded was analysed in terms of a "levels of culture" model proposed by Edgar Schein (1985) by looking at what “the school” said about itself, what “the school” and the
principal did, and what things look like. Furthermore, a study was made of what is seen as
acceptable behaviour and unacceptable behaviour followed by what is regarded as
important and not important in the school. The answers to these questions were used to
determine the assumptions that members of the school community hold about the nature
of the school.
The analysis of the school’s culture aimed to determine how this school’s past is living in the
present and what role the leadership of the principal played in shaping the school’s culture.
All of this was done to determine how school culture is formed, so that other schools can
also use the methods identified in this study to identify their own school’s culture and find
ways of changing it.
The researcher concludes that the formation of a school culture can be controlled and
manipulated towards a positive outcome and ways of doing this are identified. It is also
found that the culture of the specific school in this study seems to have been well-defined
and positive throughout its history and that the leadership of the principal plays a significant
role in the success of the school.
Mabunda, Moises Eugenio(University of Pretoria, 2006-09-12)
This study analyses the practice implemented by the government of Mozambique immediately after independence, from 1975 to 1985, of placing secondary school teachers around the country. Such practice consisted of putting ...
This study focuses on how school management teams manage the school-based continuous
professional development of the teachers at their schools. The assumption is that continuous
professional development - if school-based ...
Jansen, Jonathan D.(Perspectives in Education, 2004-12)
This article offers critical reflections on the first ten years of democracy in post-apartheid South Africa. Moving between schools and universities, I offer structured reflections from the vantage point of several identities ...