TYPOLOGY OF SCHOOL CULTURE DEVELOPMENT

 

TYPOLOGY OF SCHOOL CULTURE DEVELOPMENT

By: Mohammad Thoyib*

 

               The development of science and technology, especially learning technology, directly or indirectly influences the pattern of development of the world of education in Indonesia, including materials, methods and curriculum, including culture in the broadest sense. This education must be designed in such a way that it is popular and can respond to the challenges and dynamics of society. Mastery of the cultural diversity of an educational institution as a result of the heavy influence of technology produces various school characters. In other words, each school will have different types. The changes that occur cannot possibly be avoided, therefore, whether they are able or not, every educational implementer responds by continuing to try to keep up with the changes that occur.

Why change?

First, the development of information communication technology, human civilization and the development of social culture are changing very quickly. This shows that the world is changing rapidly.

 

Second . Along with general developments in all elements of life, society's demands will also change

 

Thirdly, human desires, interests, and the desire to pursue something they need in life are increasing. The term that is developing is the competing demands of human resource capabilities

 

Fourthly, based on the three reasons above, it is certain that education hopes to be able to continuously and sustainably improve the quality of education.

How should school culture be conditioned?

o Continuous quality improvement

o Successful school leaders understand the school environment holistically,

o This holistic view is the concept of school culture

o Through understanding school culture, leaders will have the provisions to form the values, beliefs and attitudes needed to build a continuous learning school

What must change?

o Way of thinking

o Action

o Habits

o Appearance

o Success

o Values ​​and Beliefs

o Norms

o Interaction & communication

 

School according to school culture

1. Type I school

n Understand the school culture

n There is a development team

n Delegation of duties and authority

n Interaction between school residents

n Commitment of the school community

n Socialization of improvement programs

n Improvement programs are designed from the ground up

2 Type II schools

o Interaction between school members is not good

o Centralized policy determination

o Expectations are very low

o Blame external factors

o Not much can be done given the existing situation

o Waiting

3 Type III schools

Satisfied with what was achieved

Move slow

Waiting for another

Interaction between residents is not good

Lack of commitment

Typology of school culture

1. Formal – traditional school with an emphasis on discipline.

2. Prosperous schools – happy, student-centered

3. Hot school – expectations are high.

4. School of struggle – emphasis on basic control, low expectations, low morale

 

Improving school quality

o Structural dimensions:

Training, rearrangement of various components, arrangements, regulations, curricular orientation, etc.

o Cultural dimensions:

Change comes from within the institution

Real behavior change in action

School culture

Deal & Peterson (1990):

Patterns of values, beliefs, and traditions formed through the school's history

Stolp & Smith (1994):

Patterns of meaning transmitted historically which include norms, values, beliefs, ceremonies, rituals, traditions and myths in varying degrees by the school community

Some understanding

Norms               : behavior accepted by a group of people

Value                 : Something that has merit or belief in merit

Belief                : something that is considered right and wrong

Ceremonial       : ceremonies that are always held on the basis of certain beliefs

The role of culture

Improve school performance

Build the commitment of the school community

Create a family atmosphere, collaboration, resilience in learning, enthusiasm for moving forward, encouragement to work hard, not easily complaining

School culture

o Positive:

Reward success

Emphasize achievement and collaboration

Make a commitment to staff and students to always learn

o Negative:

Blaming students for their achievements

Avoid collaboration

There is always conflict between residents

Changing school culture

The school principal must understand the existing culture

Changing culture changes the variety of relationships between school members

Change is carried out through dialogue, slowly with patience, and commitment

Change starts from the top with examples of action

Good culture product

Improved individual and group performance

improving the performance of schools or institutions

A synergistic relationship is established between the three levels above.

Tasks are carried out with pleasure

An academic climate arises

Competition with collaboration

Fun interactions

Building a school of learning (Senge, 1990)

o Personal mastery: trying to improve yourself

Mental models: Unwritten norms that govern school operations

Learning team: stakeholder capacity to reflect on the learning function of the school

        Systems thinking: looking at the relationship between citizen roles

Main culture

Likes reading

Be honest

Clean

disciplined and efficient

collaboration

Mutual trust

Achievement

Rewards and reprimands

Headmaster

Socialize the school's vision and plans to achieve the vision

Explain expectations for teachers and students

Always visible at school

Trusted by teachers and students

Helps develop teacher abilities

Empowering teachers and parents

Give praise and warnings to teachers and students

Have a sense of humor

As a model for teachers and students

 

* Mohammad Thoyib

Headmaster,  State Middle School 2 Slahung, Ponorogo, Indonesia

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