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Dr. Rommel Maglaya
For many years, the terms “climate” and “culture” were often used interchangeably when defining the terms. The concept of organizational climate is by far the most ancient. Everything that occurs in a school, particularly student success, is influenced by the school’s culture.
According to Wagner (2006), school culture refers to the shared experiences both in and outside of school that foster a feeling of belonging to a community, family, or group. The people who work in a healthy organization must agree on how things should be done and what is worth accomplishing. The school is characterized by staff longevity and a shared set of objectives. Time has been set aside to recognize all school stakeholders on a schoolwide level. Consensus is achieved in developing curriculum and instructional components and the establishment of order and discipline. Open and honest communication is fostered, and there is a lot of positivity and trust in the atmosphere. There is also concrete help from school and district administrators.
According to the narratives of various public school principals in the Philippines, school climate specifically relates to the interpersonal, physiological, educational, and organizational situations that educators and students perceive or encounter. On the other hand, teachers’ effectiveness was measured in their leadership, classroom management, and delivery of their educational plan. For Cardenas & Cardenas (2016), the dissatisfaction of Filipinos with the quality of public-school education is undeniable. The most often mentioned factors are the competency of teachers and the quality of the learning environment, both of which are important to students’ daily learning. It is possible that students’ learning may be negatively impacted if schools do not have enough buildings, instructors, and other learning resources.
Stakeholders believe that establishing a decent school climate will make a significant impact in increasing the quality of educational opportunities. In response to the call for regionalization and globalization, efforts are being made to meet international standards so Filipino learners and teachers can compete on an equal footing with their counterparts worldwide.
Bridwell-Mitchell (2018) believes that once everyone interacts, beliefs, values, and behaviors will spread the farthest and be most closely reinforced. Strong school culture is characterized by leaders interacting directly with teachers, administrators, counselors, and families.
A line of evidence supports the premise that a healthy school climate and culture have several advantages for educational systems. Regardless of the fact that improving school climate and culture is not a straightforward process, it is an important component of school reform and has the potential to have significant benefits on student satisfaction and overall educational success.
Reference:
Bridwell-Mitchell, E. (2018). What makes a good school culture? Harvard Graduate School of
Education. https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture
Cardenas, J., & Cardenas, H. (2016). School climate, teachers’ efficiency and learning outcomes
in Koronadal city schools division, Philippines. Journal of Modern Education Review, 6(1), 19–
25. https://doi.org/10.15341/JMER(2155-7993)/01.06.2016/003
Wagner, C. (2006). The school leader’s tool. Kentucky Association of School Administrators.
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