C.

Changing School Culture

According to Schein (2004) points out that it is critical that leaders recognize that
changing culture doesn’t occur overnight. It is a process, and he offers a number of
specific suggestions about how this process can be systematically implemented.
Most of the people-teachers, students and parents who collectively determine what
the school’s culture is like have limited incentive to listen to you. Managing school’s
culture is not dependent on the authority that has based on your position but can
only be affected by increasing your influence over behaviors, beliefs, relationships
and other complex dynamics present in the school that are often unpredictable.
What leaders can do.
 Recognize the need to use an inclusive process for planning any change
 Provide opportunity for teachers to talk about the change and discuss the
implications for their works
 Be intentional in how you talk with people and how you interact: use each
encounter as an opportunity to model the behaviors you desire
 Commit to opportunities for continued discussion of the reform once it
is implemented
Steps to Changing Culture
 Create a crisis of faith to look with new eyes at the world around you and
generate some tentative theories.
 Compare these lessons to those implicit in both your aspirations for the
school and in your current behaviors and activities.
 Create a consensus in terms of aspirations that not only addresses the gaps
but also builds on current strengths.
 Analyze the modes through which culture is communicated – formal and
informal, conscious and unconscious– and adapt them to your new direction.
Create cultural capacity– a particular way of working in school which balances the
need to create a strong shared identity with the need to constantly adapt and grow.
Transforming School Culture
Six key strategies to develop collaborative school cultures:
1.Strengthen the school's culture
2.Stimulate and reinforce Cultural Change through Structured Collaboration
3.Foster staff development
4.Encourage direct and frequent communication about cultural norms, values,
beliefs, resulting in shared vision.
5.Develop Leaders at all levels
6.Empower staff, give autonomy.
1. “According to Schein (2004), it is critical that leaders recognize that
changing culture doesn’t occur overnight.”
Explanation:
Edgar Schein, a prominent organizational culture expert, emphasizes that cultural
change in a school (or any organization) is a slow and gradual process. It cannot
be achieved quickly. Leaders must have patience and long-term commitment.
Example:
If a school wants to shift from a culture of strict discipline to one that focuses more
on student well-being and mental health, it will take months or even years.
Teachers will need training, new policies will have to be created, and students must
slowly adjust to the new expectations.

2. “It is a process, and he offers a number of specific suggestions about

how this process can be systematically implemented.”
Explanation:
Culture change involves multiple steps, and Schein provides a structured
approach to make it happen effectively. It’s not random or based on just giving
orders; it must be planned and strategic.
Example:
A principal may follow a step-by-step plan like:
1. Assess the current culture through surveys and discussions.
2. Set a vision for the new culture.
3. Train staff in new practices.
4. Create support systems.
5. Continuously review and improve the implementation.

3. “Most of the people—teachers, students and parents—who collectively

determine what the school’s culture is like have limited incentive to listen
to you.”
Explanation:
Even though you may be a school leader or administrator, the real school culture
is shaped by everyone in the community—not just those in authority. These
people may not automatically follow your lead unless they see a good reason.
Example:
If a school head says, “From now on, we will be a school that values creativity over
test scores,” some teachers might resist if they feel their job performance is still
judged by test results. Students and parents might also not believe in the change
unless they see real action and benefits.

4. “Managing school’s culture is not dependent on the authority that has

based on your position but can only be affected by increasing your
influence over behaviors, beliefs, relationships and other complex
dynamics present in the school that are often unpredictable.”
Explanation:
Just having a title or position (like Principal or Department Head) doesn’t
guarantee you can change school culture. Instead, you must influence people—
help them change their mindsets, values, and behaviors—and work with the
often messy and unpredictable human side of a school.
Example:
To change a culture of teacher burnout, you can’t just say, “Everyone, take care of
yourselves.” Instead, you might influence change by modeling good work-life
balance, organizing mental wellness programs, listening to teachers’ concerns, and
building trusting relationships. Over time, your example can inspire others to
shift their habits too.

"What leaders can do" to help with school culture change:

1. “Recognize the need to use an inclusive process for planning any

change.”
Explanation:
Leaders should not make decisions on their own. When planning for change, it’s
important to involve everyone who will be affected, such as teachers, staff,
students, and sometimes even parents. This helps ensure that people feel heard,
respected, and more willing to support the change.
Example:
Before implementing a new grading system, the school principal forms a committee
of teachers from different grade levels and subjects, a few student representatives,
and some parents to discuss the pros and cons of the new system. Their feedback is
used to shape the final decision.

2. “Provide opportunity for teachers to talk about the change and discuss
the implications for their work.”
Explanation:
Change can be confusing or stressful. Teachers need safe spaces to express
concerns, ask questions, and understand how the change will impact their day-to-
day responsibilities. This builds trust and helps them adapt more smoothly.
Example:
If a school is shifting to project-based learning, the administration schedules regular
focus group meetings or open forums where teachers can discuss how it might
affect lesson planning, grading, and classroom management. The school may even
adjust the plan based on teacher feedback.

3. “Be intentional in how you talk with people and how you interact: use
each encounter as an opportunity to model the behaviors you desire.”
Explanation:
Leaders should practice what they preach. Every conversation or action is a
chance to demonstrate the values and behaviors they want others to adopt.
This creates a powerful influence through example, not just words.
Example:
If a school leader wants to promote a culture of respect and collaboration, they
should avoid shouting or dismissing ideas in meetings. Instead, they listen carefully,
acknowledge others' opinions, and speak respectfully—even during disagreements.

4. “Commit to opportunities for continued discussion of the reform once it

is implemented.”
Explanation:
Change doesn’t stop once it begins. Leaders should follow up regularly, check in
with people, and create ongoing dialogue to improve the reform and make sure
it's really working. This also shows people that the change is meaningful and not
just a trend that will be forgotten.
Example:
After implementing a digital learning platform, school leaders schedule monthly
reflection sessions with teachers to ask: “What’s working? What’s not? What
support do you need?” Based on the feedback, they provide more training or adjust
the plan as needed.

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