【文章內(nèi)容簡(jiǎn)介】 that bind the group together teacher’ s lounge School culture ? Core values: ? Schools are for the students. ? Experiment with your teachers( try sth in order to gain experience). ? Strive for academic excellence. ? Demand high, but realistic performance. ? Be open in behavior and munication ? Be professional ? If these beliefs are strongly shared and widely enacted, then these sloganlike themes can define a strong school culture More Research Findings about school culture ? Two views of school culture include: ? A culture of trust: ? A culture of control ? A culture of trust: Another view of school culture can be mapped in terms of faculty trust. ? Trust: it means making oneself vulnerable to others with confidence that the others will not act in ways detrimental to you. ? faculty trust: the teachers’ willingness to be vulnerable( 易受影響的，易于屈服的） to another party based on the confidence that the latter party is benevolent, reliable, petent, honest, and open. ? Five mon facets of trust: benevolence, reliability, petence, honesty and openess. A culture of trust ? A prototype for a culture of trust in schools is one in which faculty trust is high on all 3 referents: ? 1. faculty trusts the principal. ? The faculty members trust each . ? The faculty as a whole trusts both students and parents. ? All groups work together cooperatively. ? Evidence shows that trusting relations among teachers, parents, ad students promote students achievement and improvement. A culture of control ? Both empirical and conceptual considerations lead to the same conclusion: pupil control is a central aspect of school life. ? Researchers postulated a pupilcontrol continuum from custodial to humanistic. ? Custodial culture: （ the traditional school) a rigid and highly controlled setting in which maintenance of order is primary。 Students are stereotyped in terms of their appearance, behavior, and parents’ social status。 the school is an autocratic (despotic) anization with a rigid pupilteacher status hierarchy。 the flow of power and munication is unilateral and downward。 misbehavior of students is seen as a personal affront(公開(kāi)侮辱） 。 impersonality, cynicism, and watchful mistrust pervade the atmosphere of the custodial school. pupil control some research findings ? Schools with a custodial pupilcontrol orientation had significantly greater teacher disengagement, lower levels of morale, and more close supervision by the principal than those with a humanistic, pupilcontrol orientation. ? Custodial Schools have more alienated students than humanistic ones. wherereas humanistic schools provide healthy social climate that lead to the development of more mature selfimages of the students. ? The more custodial the climate of the school , the greater the student vandalism(惡意破壞的行為 ） , the more violent incidents, the more suspensions, and the more hindering the school structure tends to be. A culture of control ? “ Humanistic” culture: the term is used in the sociopsychological sense ? an educational munity in which students learn through cooperative interaction and experience。 ? It substitutes selfdiscipline for strict teacher control。 ? A democratic atmosphere with twoway munication b/w pupils and teachers and increased selfdetermination. ? It stresses both the importance of the individual and the creation of an atmosphere that meets student needs. Some interesting metaphors to describe school culture ? The academy: the school is a place where learning is dominated and the principal is a master teacher and learner. ? The prison: the school is a custodial institution for students in need of control and discipline and the principal is the warden(監(jiān)獄長(zhǎng)） ? The club: the school is a nurturing environment where people learn from and support each other and the principal is the munity leader. ? The faculty: the school is an assembly line producing finelytuned studentmachines and the principal is the foreman. Theory into practice ? Describe the rites of passage and rites of integration for new teachers. ? Evaluate the school culture in terms of strengths and weaknesses. ? How functional is the school culture in terms of students achievement and development? 2. Organizational climate ? Definition: a relatively enduring quality of the school environment that is experienced by participants, affects their behavior and is based on their collective perceptions of behavior in schools. ? Specifically, refers to teacher’ s perceptions of the general work environment of the school, the formal anization, informal anization, personalities of participants, and anizational leadership influencing it. ? Indeed, the climate of a school may roughly be conceived as the personality of a school. 2. Organizational climate ? Because the atmosphere of a school has a major impact on the anizational behavior, and because administrators can have a significant, positive influence on the development of the “ personality” of the school. It is important to describe and analyze school climates. 2. Organizational clima