SCHOOL CULTURE AND LEADERSHIP

School Culture and Leadership

Table of Contents

INQUIRY3

HYPOTHESIS3

EVIDENCE FROM LITERATURE REVIEW4

CRITICAL AANALYSIS6

CONCLUSION7

REFLECTION8

APPLICATION9

REFERENCES11

APPENDICES13

School Culture and Leadership

Inquiry

Since its beginning in the late 1700s, public schools in America have experienced countless changes. Thomas Jefferson was a great statesman. He was a great dreamer, dreamed great dreams for his country, United States of America. He had also a great vision for the education system of United States of American; his aim of state-supported educational systems is at the present a authenticity which extends beyond a essential elementary school in each community to suggest secondary schooling to all Americans (Barefoot, 2002, p. 78).

Kouzes and Posner also discussed in detail, their Five Practices of Exemplary school culture and leadership for America. This practice will be applied and compared with the practices that are portrayed within the school leadership style of principals within the systems of schools (Kouzes & Posner, 2002, pp.45-46).

Education improvement and reconstructing movements trace back as early as the 1820s when changes in the financial system spurred by westward expansion, immigration and urbanization called upon schools to generate a nationalist spirit and facilitate to socialize new Americans into the society and culture (Tozer, Violas, & Senese, 2002, p. 63).

The United States of America has been progressively shifting forward with education reorganization, principals' job descriptions have racked up additional responsibilities. Yesterday's principal was often a desk-bound, authoritarian building manager who was more concerned with the buses running on schedule than academic results. Today's principal must involve herself with not only discipline, safety, and building management within the schools system, but also must act as an instructional leader who knows how to use research and testing statistics to enhance teaching technique, student success, and classroom management. Today's principal is a visionary leader who spends significant time working with faculty and interacting with students and rarely sees her desk. Today's cultural principal coordinates staff development and community engagement. Today's cultural values wear far too many hats. School boards, communities, state legislators, governors, Congress, and the federal government need to take notice and provide greater support to today's school leaders. Change continues to be a part of American education.

Lewin's (1946, pp. 34-46) change theory and system's thinking and learning are two change theories discussed in current literature.



Hypothesis

School culture does have an impact on the behavior, achievement and effectiveness of elementary as well as secondary school students.

School culture does not fall from the sky; it is formed, develop and reshaped with the passage of time and as a result can be manipulated by communities and leaders within the school.

School culture is unique; whatever the universal qualities and activities are, none of the schools will be exactly alike-nor should they be.

Though it is focus on its valuable natural characteristics, school culture can be counter-dynamic and an obstruction to educational success, culture can also be repressive and discriminatory for different subgroups inside the school.

Lasting fundamental change and impact on leadership requires understanding as well as altering the school culture.

Evidence from Literature Review

The purpose of this literature review ...