فرهنگ مدرسه                 

his newsletter gives

an account of a study

conducted by Claude

Deblois and Lise Corriveau at

CRIRES (Centre for

Research and Intervention

for Academic

Achievement). The

aim of this study is to

explore the relationship

between the

organizational culture

of secondary schools

and students’ progress,

that is success and failure and

dropout. Given that the

theoretical underpinnings

regarding this subject are

weak and that research on the

subject is still in its early stages,

it was necessary to define

the notion of organizational

culture and to establish

appropriate analytical

frameworks. Three secondary

schools were chosen for the

purpose of this study. The results

showed that the organizational

culture of

schools is a

useful concept

for understanding

schools as

a “living

environment”.

Moreover, the

three case

studies supported the initial

hypothesis that a strong

organizational culture is related

to better academic results and

lower failure and dropout rates.

Major findings of the study are

presented below, thanks to a

grant from the Québec Ministère

Centre de recherche et d’interveite scolaire

Faculté des sciences de l’éducation

resently, Québec, like other industrialized societies, faces two

major problems, that is, the restricted efficiency of its school

system and the high rate of failure and dropout. Several social,

family and economic factors can partly account for the academic

progress of students as it relates to success, as well as to failure or

dropout. Recent studies have focused on the influence of the school on

student performance. According to an American study, this factor was

cited by 51% of boys and 33% of girls who had dropped out of school as

the reason for having given up their studies. Family and economic reasons

ranked second and third.

Research on the contribution

of schools to the academic

performance of students has,

among other things, examined the

climate and effectiveness of schools.

It has been observed that students

perform best in schools with a

“participatory” climate at all levels

and where high but realistic

expectations for students are held.

This is also true for schools where

positive behaviour on the part of

students is encouraged, where the

administration shows strong

leadership, where basic subjects are

greatly stressed and where there is a

consensus on the objectives

pursued.

Other factors may also increase a

school’s effectiveness. Factors

identified include the following:

involvement of all staff in the

achievement of high and clearly

defined goals; encouragement from

the administration and school

board; and a climate characterized

by openness, respect and trust

between members of different staff

groups.

Studies have clearly demonstrated

that better student results are the

main indicator of the effectiveness

and excellence of schools. Il is seen

as desirable to establish in schools

considered to be “less good” the

particular conditions that are found

in good schools. However, it

appears that these particular

conditions derive from something

that is deep, fundamental and

related to group dynamics which

are present. These cannot be

replicated elsewhere overnight. It is

the product of a “group specific

culture”, a dynamic based on

values, beliefs, rituals and norms.

This is called organizational

culture.

Currently, educators are

interested in organizational culture

or the culture of schools. The focus

of this interest is to understand the

phenomenon in a school

environment and its relationship to

the performance of members of the

school.

The objective of this research is

to identify one or more models of

organizational culture. These

models specify and organize in a

coherent whole the factors

contributing to students’ success

and their commitment to their

studies. This applies to both

primary and secondary schools,

even though only secondary

schools were examined in this

study.

The notion of culture is familiar

to us, however that of

organizational culture is less so. It

refers to the experience of life in a

group, and to the feeling that is

born when a person is integrated

into a group for a long period of

time, within the framework of a

common project. This is how one

vaguely feels upon entering an

establishment such as a school.

Indeed, there exists a particular

group life which is obvious for

people who live in the school.

In attributing meaning and values

to the reality that surrounds them,

people and groups acquire a way of

seeing and understanding things,

thus giving themselves a way of

acting that they consider normal,

that is, which is in agreement with

the common vision or culture of

the group.

This culture has a history. It is the

result of members’ experience of

the organization and actions taken

in the past. All those who join an

organization should adapt to the

culture of the environment if they

are to integrate. This culture is

required to change since it is based

on the values and meaning that

members give to their organization,

a meaning that can be redefined as

needed.

An organizational culture is

usually made up of sub-cultures,

indeed even of counter-cultures,

that confront each other in order to

define reality. The more

homogeneous the vision shared by

the group and the greater the

consensus about certain values, the

stronger is the culture.

P

Organizational culture thus refers

to the parlicular dynamic that is

established in the group, to the

relationship between members, to

the common vision and language

that emerge naturally as soon as

members come together in pursuit

of common objectives.

Organizational culture also

includes the idea of common

values, ways of thinking shared by

the members, norms to which they

gradually adhere and which make

mutual understanding and daily life

easier. Finally, organizational

culture is based on a history that

contains important and decisive

moments for the group, where a

meaning for their commitment is

found. This animates and inspires

the functioning of the group and

gives life and meaning to the

organizational and administrative

processes.

This concept has enabled us to

better understand organizations

from the point of view of human

subjectivity. This subjectivity can

create value systems and give

meaning and dynamism to these

organizations. This concept has also

allowed us to better define the

essential nature of high

performance institutions.

The current interest in

organizational culture originates

from Japan, where firms are

concerned with maintaining a high

level of performance. Theoretically,

the relationship between culture

and performance is conceptualized

as follows: if culture creates strong

ties and leads to a common vision

shared by all members of an

organization, if it brings about

greater support for objectives, high

performance can be expected.

Few studies have explored the

link between culture and

performance in institutions with an

educational mission. There is little

literature on this subject and the

conclusions thus far are

preliminary.

Any stable group acquires its own

specific culture after a while.

Schools possess an organizational

culture which determines ways of

being and acting. However, the

dynamism of this culture varies

from one school to another.

According to some authors, a

strong organizational culture is

especially characterized by the

dynamism, coherence and

articulation of its various

components. It gives rise to a

greater degree of support for

common values and greater

commitment to pursuing group

objectives.

A strong organizational culture is

made up of characteristics such as

shared cultural symbols in the

organization, the ability of the

cultural model to influence the

organization’s members and a

coherent value system to which the

group adheres.

It is the principals’ role to promote

and develop the school’s culture in

a given direction. Their influence is

exercised through actions and deeds

that express the vision of the school

as well as through their

management style and the values

and symbols put forward.

Few studies have dealt with the

relationship between organizational

culture and the academic progress

of students. This relationship can

be understood at a theoretical level.

ln reality, if the culture creates

strong links and a common vision,

if it fosters greater support by

members for academic goals, better

academic results can be expected.

To our knowledge, few studies have

explored the link between culture

and performance on a large scale.

Authors who are interested in the

culture of schools rely on the

observation, which is often made

after the fact, that so-called

“effective” schools have common

cultural characteristics: high

expectations; a strong, clear

educational project; strong

leadership from the administration,

etc. The literature dealing with

organizational culture is still too

recent and not sufficiently

developed to draw out definitive

conclusions. The present study

attempts to increase our

understanding of this issue.

In the light of the results of this

research, it would appear that the

presence of a strong organizational

culture in a school, rather than the

different models of culture that

may exist, account for academic

success.

One of our first realizations was

of this omnipresent reality in

schools. This is a vibrant, cultural

reality, which is both revealing and

historically rich. The administrators

and staff are not always aware of

this global cultural reality. The

notion of organizational culture

can become an important

leadership tool within a school

environment. While it is a source

of stability for the group, it can also

underlie resistance to change,

especially for those who are

questioning not only the way

things are done, but also the beliefs

and values adhered to by the group.

Any attempt to innovate that does

not take the culture of the school

into account risks being resisted or

simply ignored.

It was found that values and

cultural symbols are most shared by

the staff in School A. It is in this

school that the greatest sense of

pride and belonging was evident.

It was found that Schools B and

C present interesting aspects in

their culture, however support for

common values and a strong sense

of belonging were not as clearly

evident.

Certain practices can work

against the development of a school

culture: automatic transfer of

administrators, limiting the

possibility of acquiring a common

vision; the policy of locking doors,

limiting the participation in sports

and other activities; the presence of

security guards, projecting an

image of police control; the absence

of a gathering place, which would

encourage meetings and discussions

between members of different staff

groups.

In the light of the results of this

research, it is possible to establish a

link between the academic progress

of students and the presence of a

strong and dynamic organizational

culture, such as the one defined in

this study. However, given the

paucity of studies carried out in

this area, our conclusions should

therefore be interpreted cautiously.

It appears that a strong

organizational culture including a

sharing of values and goals,

dynamism, commitment and

participation, contributes to the

achievement of students.

This approach îs not intended to

be a stopgap measure or a lastminute

solution to the problems

that schools are currently

experiencing. Rather its aim is to

revive the school’s educational

mission. This approach offers the

possibility for renewing, if not

improving the life and climate of

schools.

Schein, H.E. (1985).

California : Jossey-Bass publication.

Steinhoff, C.R. & Owens, R.G.

Educational administration, 27 (3),

pp. 17-23.

and intervention on academic success (Centre de Christian Payeur Denny Bernard

scolaire, CRIRES) Faculty of Education, Claude Deblois, Lise Corriveau, Gérard Beaudry

Université Laval Ste-Foy G1K 7P4 Louise Savard et Élizabeth Côté 10 000 prints

Fax : (418) 656-7770 Chau Nguyen and Maureen Magee

Pririted on recycled paper

The school is located in a small village in the heart of a rural region.

Its grounds have been well laid out, including a football field, a

track and green spaces. The rooms are clean and well-lit and there

is a large hall where students can gather. The teaching staff can use

a variety of rooms to meet with each other. However, there is no

common staff room, each teacher having an assigned classroom

where he or she teaches and carries out various school-related tasks.

Supervision during the arrival and departure of students is carried

out by the teaching staff. There is no formal control over the comings

and goings of visitors. The doors are open from 7:30 a.m. until

11:00 p.m.

There are three administrators and 70 teachers. The majority of

them have been at the school for many years (the principal has

been in his position for 23 years).

Secondary levels 1 to 5 courses are offered, leading to either a

Secondary School General Diploma or a Secondary School

Vocational Diploma. A program of continuous individualized paths

for learning is also offered.

The population is socio-economically disadvantaged. Half of this

population is made up of farmers. The presence of small and

medium-size businesses creates seasonal unemployment. The

environment can be characterized as traditional even though there

are increasing numbers of single-parent families.

The development of the school has been strongly influenced by its

first principal and founder. The current principal succeeded him in

1970 and has devoted himself to maintaining respect and a spirit

of mutual help, while softening the operating rules. There have

been no major incidents at the school.

The prevailing values are generally supported by the staff. These

values are characterized by mutual respect and trust, as well as by

an openness towards each other. This trust is demonstrated through

great flexibility in the assignment of tasks. For example, the various

extracurricular activities of the school are entrusted to those who

are interested in them. Students and teachers maintain warm and

open relationships. The students are generally calm and polite.

Education involves encouraging students to use their potential fully;

co-operation rather than competition is encouraged even though

administrators’ and teachers’ expectations about academic

achievement are high. Each year an awards ceremony is held in

order to give recognition to students who have distinguished

themselves as much by their academic performance as by their effort

and improvement.

The importance given to the values of mutual help and co-operation

encourages team spirit and a sense of belonging. As soon as conflict

arises, the administration intervenes immediately to sort out the

problem. « We talk about it. » These are relationships beyond those

of a professional nature which exist among staff members.

The school has a varied cultural life. A great number of social, artistic,

cultural and sports activities and various workshops for students

are offered at different times of the day. These are well attended.

The social club for the school staff plays an important role in

maintaining group spirit. A high level of participation shows how

important the club is for the school.

Remarks by teachers and students reflect great pride in belonging

to the school and pleasure in being there. For many of them, the

school is a pleasant place to meet and work.

Relationships between staff members are warm, and those between

teachers and administrators are friendly and harmonious. They are

calm and cordial between students.

In general, teachers, administrators and students are aware of the

quality of life within the school and its environment. The warmth

of the environment and the quality of life convey a picture of an

harmonious family.

Leadership is based on trust and mutual respect, In the eyes of the

teaching staff, the administration is a flexible team which allows a

great deal of autonomy and is in touch with employees. However,

the staff would like to have more support. Although some staff

members are critical of the leadership, there do not appear to be

any serious challenges to it.

harmonious and friendly relations among teachers, administrators

and students. Social activities are popular and the school tries to

guarantee a quality of life that is conducive to motivation and

success.

Academic achievement is relatively high in this school. It is attributed

to a fairly stable family environment, steady work by the students,

the approach used by teachers, the quality of teaching and the

school’s particular characteristics. The teachers invest considerable

effort in maintaining good relations with the students and do not

hesitate to give them extra time. It is explained that failures and

dropouts are due, among other things, to difficulty in motivating

some students who live only for the present without concern for

the future.

Students are proud to belong to this school. There is a good social

life and good relations with the teachers. The students think of the

teachers as « good and available ». School life is characterized by

many social activities that are greatly appreciated. There is a certain

ambivalence towards rules: there are either too many or not enough.

In general, the students appreciate their relationship with the

teachers and the prevailing climate of harmony and trust within

the school.

Average marks scored by students are higher than the provincial

either the same or slightly lower. Pass rates are higher than the

provincial rates in all subjects. The graduation rate is at the 72nd

percentile.

This school is situated along a boulevard and is part of a small

municipality. The school yard is covered by grass and fenced in,

and no other facilities have been added. The school is swallowed

up in an anonymous sea of buildings which make up its immediate

surroundings. The exterior of the school is similar to that of the

hospital next door. There are very few rooms that can be used for

gatherings. There are three rooms where the teaching staff can work

and meet. Comings and goings in the school are controlled at all

times of the day and the premises are supervised by a security guard

during school hours. The school is open from 7:30 a.m. until 5:00

p.m.

The administration team is made up of two people. The principal,

who has been in her position since 1988, was vice-principal from

1984 to 1988. Twenty of the school’s 39 teachers are new and more

than one-quarter are on probation.

The school offers Secondary levels 1 to 5 general program courses.

It also offers individualized paths for learning to 1st and 2nd year

students and a special education program.

The population is considered to be socio-economically

disadvantaged. Approximately 50% of the parents are unemployed.

The proportion of single-parent families is also about 50%. Parttime

work is widespread among students.

It would appear that the history of the school does not seem to

have been marked by any individuals in particular. However, there

have been both a high turnover of principals, and numerous labour

disputes. In the years following the period of labour disputes, the

school acquired a reputation as a « graveyard for principals ».

There is an effort to promote certain values in the educational

project. Notions of respect, achievement and pride are discussed.

Teachers are concerned with supporting these values and sharing

them with the students. However, based on the behaviour of

students, it would appear that even though the message is clear,

these values are not expressed spontaneously. Efforts to integrate

them into the daily life of the students are ongoing.

The first principle of the educational project is to encourage

achievement beyond learning. However, even though this principle

is supported unanimously, in reality it is applied with differing

degrees of success. Competition is not a value that is upheld by the

school other than in sports activities, which appear to be very popular

with students. The value placed on sports activities is not considered

by the administration to be a concern of the educational project.

An awards ceremony is held at the end of the year giving recognition

to attendance, effort and improvement of one’s average.

Relations are good overall, but some cliques do exist. Dissatisfaction

and constant criticism on the part of a small group of teachers must

be contended with. Its effect on other teachers and students could

be negative. The individualism which has existed for some years

and is associated with the arrival of teachers with irregular

employment status is also a factor.

The school offers students guidance and supervision in a variety of

sports, cultural and social activities. The low level of participation

in all but the sports activities is lamented by everyone. Students’

lack of interest and the fact that a great number of them work parttime

can account for the low participation rates. Furthermore, the

lack of meeting places and the faulty heating system, which manifests

itself during certain periods of the year, discourage attendance at

these activities.

It is difficult to detect a sense of belonging in this school. Despite

obvious differences of opinion among members of the teaching

staff about teaching, co-operation is good. For students, any sense

of belonging relates mainly to good times and having fun.

There is evidence of solidarity among teachers, however there appear

to be few personal contacts. The administration is viewed as

competent and open, but is challenged by some. Relations among

students are strained, and the relationship between the staff and

students is fragile, but is marked with a degree of mutual respect.

The images used by students and teachers to describe their school

are contradictory. They range from that of a family, a daycare, a

public place and a shopping centre. These perceptions range from

a sense of belonging to one of disillusionment.

Despite a degree of individualism and limited commitment among

some members of the teaching staff, a spirit of co-operation does

exist between the administration and the staff. The principal’s high

level of involvement in the educational project and the emphasis

put on pedagogy and the quality of French mother tongue partly

explain why the staff feels valued and supported. The administration

has gradually made its presence known and the teaching staff see

them as the only support on which they can count.

One of the achievements of the new administration and its teaching

staff has been to introduce an educational project. The educational

project recommends activities focused on communication, academic

achievement and respect. Respect remains the major concern of

Academic achievement is attributed to sound discipline, guidance

and supervision provided to students. Even if it is thought that the

dropout and failure rate is not higher than elsewhere, the teaching

staff are aware of the difficulties experienced by youth. According

to the staff, several external factors, including the environment and

the lack of motivation to study, can affect achievement. Another

factor is the importance given to sports and part-time work by young

people. They deplore the fact that parents participate very little in

school projects.

The administration appears to be well accepted by students, but

the teaching staff are not approved of unanimously. Students are

critical of the way teaching is organized: they complain that there

is very little team work. There emerges a feeling of indifference to

the school, in general and, in particular, to the need to identify

themselves with their own school. The fact that the school has as

poor reputation on the outside appears to influence their judgment.

Beyond the usual complaints of students, there is a certain

resignation to the school situation by the students.

Average marks scored by students at the school are lower than the

provincial results, with the exception of writing in French mother

The pass rate for French writing, which is 26 % higher than the

provincial results, is the only pass rate above the provincial average.

The graduation rate is at the 6th percentile.

Located in an urban environment, the school was built along a

noisy main road in the city centre. There is no school yard nor

outside facilities. When students arrive and during recess, they gather

on the sidewalk since the area behind the building is reserved for

parking. The cafeteria is the only place that is large enough to

accommodate all the students. Teachers use staff rooms located

throughout the two floors, which, like the lounge, are no more

than functional. When the school is open, supervision is carried

out by the teaching staff and a security guard. There appears to be

no strict control over comings and goings. The doors are open from

7:30 a.m. until 5:00 p.m.

The administration team is made up of two people, one of whom

is the principal who has been in this position for two years. There

are 40 teachers, of whom 24 are not permanent and 14 are on

probation.

The school offers Secondary levels 1 to 5 general program courses

and temporary individualized paths for learning in years 1 and 2. A

section of the school accommodates approximately twenty

adolescent girls with learning difficulties in years 4 and 5.

The socio-economic level is average and 53% of the families are

headed by single parents. Part-time work is not widespread among

the students. The school is characterized by a multi-ethnic

population and its proximity to private schools.

The history of the school, which was founded in 1961, has not

been influenced by any one individual in particular, although some

have left their mark. Of note are a principal and teacher who

imparted on the school an orientation which still remains today.

They are given credit for the current dynamism of the school.

Administrators have changed at regular intervals and have not

encountered any major problems.

The school is characterized by cultural diversity and an openness

to the arts (approximately 15 nationalities are represented there). It

appears that this racial mix and the socio-economic differences that

exist among students do not pose problems at the school. The school

does not experience any vandalism or racial conflicts. Given this

cultural diversity, the school has emphasized tolerance and self and

mutual respect. The school copes with both the advantages and

inconveniences of this heterogeneity.

Academic achievement and autonomy are values lauded by the

school. The combination of co-operation and competition which

prevails in the school produces good results. Giftedness has been

rejected as a value that gives rise to individualism and elitism. The

school has developed a policy of recognition which is revised

annually. The awards ceremony, which seeks to encourage and

reward students as much for their academic performance as for

their general conduct, is in line with this philosophy.

Presently, the school is going through a period of transition

associated with changes in personnel due to retirements. The

irregular employment status of many teachers reduces their

commitment to the school. This type of situation has a negative

impact on continuity and on the enhancement of a sense of

belonging. On the other hand, through the parents’ committee,

parents exert pressure on the school to ensure that all activities have

an educational value. Although there is no open conflict, this

situation creates a tense atmosphere.

Several sports, cultural and enrichement activities are offered to

students. However, the participation level is low. On the other hand,

some festive events are very popular and enjoy great success. In

general, teachers participate in activities prepared for and by students

and do not hesitate to help out with preparations. However, few

social activities are organized by the different staff groups at the

school.

The poor reputation that the school has acquired over the years,

the absence of a gathering place, and the constant comparison of

the school with the private sector are all factors that have worked

against the development of a sense of belonging among both

students and teachers. Moreover, teachers are rarely present at the

school once work is finished.

Relationships are open between people in the same department,

but otherwise they are either non-existent or superficial. The words

« trust » and « satisfaction » are used to describe relations with the

administration. There is good communication between teachers

and students. Relations among students are cordial.

The active and dynamic aspect of the urban environment is noted,

as well as the heterogeneous nature of the school, given the presence

of numerous ethnic groups.

The leadership style is discreet and low-profile. Both accessibility

and availability take precedence over visibility. The establishment

of participatory management is important for the principal. In

general, the teachers feel that they are listened to and supported by

the administration. The students do not feel they have strong ties

to the administration because of the latter’s low-profile approach.

The general aim of the educational project is expressed as follows:

being aware of the diversity and differences that exist in the school.

The educational project appears to work best with respect to the

right to be different and to have that difference respected.

The school’s administration and orientation committee emphasize

the importance of family support for academic achievement.

According to them, the family holds the key to the students success,

and, by this very fact, is the reason for failure and dropout. According

to the teachers, besides the family, the little support given students

by the school environment can also account in part for academic

failure and dropout. Pedagogical approaches of a cooperative nature

as well as the policy in favour of valorization of school could

encourage achievement.

The students’ comments about their school are generally positive.

Relations with the administration tend to be distant and cold,

however, there is general satisfaction with the teaching staff. The

school’s regulations are not really challenged and are even considered

normal part of their educational path. In general, they value the

absence of racism, the small size of the school and the fact that cooperation

rather than competition is encouraged.

Marks scored by students are comparable to the provincial averages,

although in some cases they are slightly lower. The graduation rate

is at the 25th percentile.