Documente Academic
Documente Profesional
Documente Cultură
Shirley Johnson
Steve Busch
Sam Houston State University
ABSTRACT
Through recent years, much has been written about the impact of
culture and climate on the instructional delivery system at the campus
level. Most administrators understand that the premise of the research
findings are directly relevant to the quality of relationships; yet, many
principals are still experiencing difficulty implementing strategies to
improve campus culture and climate. Since relationships are tangled in
one’s personal behavior, it becomes imperative to exam those
behaviors and honestly explore how they impact the school.
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41 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
Theoretical Constructs
Most available information from one research project or
another is summarized into “how to” books that outline either step-by-
step climate improvement strategies or general discussions of ways
that administrators can positively impact the culture and climate. This
information is marvelous and very helpful; missing, however, is the
opportunity to examine the one variable that Bosker, Witziers, and
Krueger (2003), Leithwood (1992) and Hallinger and Heck (1998)
suggested must be understood if administrators are to make progress in
further understanding how to improve the culture and climate of a
school. That variable is the principals’ personal behaviors and their
impact on a school’s culture and climate. Examining the principal’s
relationship with the school climate is the center of our work and the
results are beginning to open a window to the heart of principals’
personal behavior as it relates to campus leadership, building and
maintaining the school’s climate, and improving student achievement.
43 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
Findings
Conclusions
smoothly most of the time, but there are ‘times.’” In most cases this
principal was very consistent with her use of structure because she not
only had a high usual score, but also a high need score, meaning that
she personally needed for the building and her personal life to be
highly structure and predictable.
The same story was evident with another principal in the study
when teachers spoke of her stress behavior during the focus groups.
Without exception, teachers in every focus group spoke of the
principal as being a micromanager and constantly “telling us what to
do.” This particular principal registered a low usual authority score but
a high score for authority need. The low usual authority score
indicated that the principal suggested to the teachers as to how she
wanted things done and expected teachers to get them done with little
Shirley Johnson and Steve Busch 50
Recommendations
To be sure, these are only a few of the concerns that emerged from
these two components, but the impact of the behaviors of just these
examples bring to the fore front how terribly important it is to
understand personal motives and behaviors. A principal can avow that
he/she values teacher discretion, but frequent appearances in the
Shirley Johnson and Steve Busch 52
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