Revisiting School Culture In The Context Of Higher Education

Authors

  • Tang Chenlong

Abstract

The constant changes in educational institutions in response to pedagogical innovations necessarily advance the need to reassess and redefine the cultural fabric within academic settings. Thus, this study explored on school culture and its dimensions employing descriptive research that assessed on administrators’, teachers’, students’, and alumni’s assessment on collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnerships. Results show that all dimensions are assessed as high with collegial support having the highest category mean, followed by unity of purpose and learning partnerships. Professional development, teacher collaboration, and collaborative leadership are also assessed as high, but with slightly lower mean scores. The findings generally imply a strong and positive school culture that promotes collaboration, professional growth, and a shared sense of purpose among all stakeholders. The high ratings in collegial support indicate that there is a strong sense of support and camaraderie among staff members, which can contribute to a positive working environment and improved student outcomes. The emphasis on unity of purpose and learning partnerships suggests that there is a shared vision and a focus on continuous learning and improvement within the school community. The slightly lower mean scores for professional development, teacher collaboration, and collaborative leadership implies that these dimensions remain important aspects of school culture, but they may need some improvement or further attention to optimize their contribution for a stronger school culture.

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Published

2024-02-17

How to Cite

Chenlong, T. . (2024). Revisiting School Culture In The Context Of Higher Education. Migration Letters, 21(S6), 907–921. Retrieved from https://migrationletters.com/index.php/ml/article/view/8064

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Articles