The NASSP School Climate Survey collects and

measures data about perceptions on the following

subscales:

• Teacher student relationships

• Security and maintenance
• Administration
• Student academic orientation
• Student behavioral values
• Guidance
• Students peer relationships
• Instructionsional management
• Students activities
An interactive Model of the school Environment
Source: James W. Keefe and Eugene R. Howard
Pupil Control Ideology

• Pupil control remains a key concern of teachers,

administrations, and citizens (Alex, 1968-2008).
• Pupil control would be a major concern.
• Evidence to support the prominence of pupil control in
school is provided by a field study of a junior high school in
which the researchers indicated the pupil control was the
"integrative theme" that pervaded the culture of the school
(Donald Willpower and Ronald Jones). This study eventually
led to the development of the construct of pupil control
ideology as a school climate descriptor.
Characteristics to Measure School Quality.
Adapted from Fred C. Lunenburg.

• High expectations for all

• Responsive to student diversity
• Emphasis on active learning
• Essential curriculum
• Diverse pedagogy
• Time as a learning resource
• Authentic assessment
• Heterogeneous grouping
• Cooperative learning
• Technology as a tool
The Humanistic School

• The model for humanistic control orientation is an

educational community in which students learn
through cooperative interaction and experience.
• The humanistic orientation leads teacher to desire
a democratic atmosphere with attendant flexibility
in status and rules, sensitivity to others, open
communication and increased student self
determination. Both teacher and pupils are willing
to act on their own volition and to accept
responsibility for their actions.
The Custodial School

• The Custodial School The prototype of custodial control

orientation is the traditional school that often provides a
rigid and highly controlled setting concerned with the
maintenance of order. Students are generally stereotyped in
terms of their appear te ance, their behavior, and their
parents' social status.
• Teachers who have a custodial orientation tend to onceive
of the school as an autocratic organization. with a well-
defined pupil-teacher status hierarchy.
• To operationalize pupil control ideology along a humanistic-
custodial continuum, the Pupil Control Ideology form (PCI)
was developed and field tested. The scoring range is 20 to
100; the higher the score, the more custodial the ideology
of the respondent.
Pupil Control Ideology: A School Climate Descriptor

• Each school appears to have a prevailing. pupil control

ideology that influences its members. For instance, pupil
control ideology is a school characteristic that affects the
values of new teachers coming into school. They are heavily
influenced by the prevailing climate. Studies show how
student teachers and neophyte teachers gradually shift from
very humanistic values proselytized by teacher education
staffs to more prevalent values held by teachers in the
schools.

• One study found that pupil control ideology was a fruitful

measure of the climate of the school; humanism in school
pupil control ideology was associated with openness in
organizational climate.
• Another study tested further the utility of the humanistic-
custodial con- struct as a predictor of school climate.
• That is, custodial schools as compared to humanistic schools
appear to have :
• (1) teachers wh have low morale, reflecting low job satisfaction
wit respect to both task achievement and social needs
satisfaction.
• (2) principals who are ineffective in directing the activities of
teachers through personal example.
• (3) teachers who do not work well together, resulting minimal
group achievement.
• Summary
• 1. Organizational culture is the pattern of beliefs and assumptions
shared by organizational members Some important characteristics of
organizational culture include observed behavioral regularities, norms,
dominant values, philosophy, rules, and feelings
• 2. Shared values, organizational heroes, rites and rituals, and
communication networks play key roles in creating organizational
cultures.
• 3. In maintaining a culture, institutions carry out several steps including
careful selection of staff orientation, job mastery, implementation of
reward and control systems, careful adherence to values reinforcing
folklore, and the consistent use of role models
• 4. Changing organizational culture involves the following steps: external
enabling conditions; internal permitting conditions; precipitating
pressures; triggering events; cultural visioning; culture-change strategy;
culture-change action plans; implementation of interventions; and
reformulation of the culture.
• 5. Organizational culture has effects on administrativ processes (e.g.,
motivation, leadership, decision mak- ing, communication, and change)
and organizational structures (e.g., the selection process, evaluation
system, control system, and reward system)
• 6. Certain types of cultures characterize excellent enterprises. Peters
and Waterman offer a generalized concept of excellence. Ouchi
postulates Theory Z as an approach to excellence, with specific
application to schools.
• 7. Organizational climate is the total environmental quality within an
organization. Four climate constructs were discussed: the open and
closed climates, healthy and sick schools, CASE, and pupil control
ideology.
THANK YOU