Linking School Culture to Successful Curriculum Reform
This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers' perceived success of the current process of implem...
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| Format: | Book |
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MDPI AG,
2024-05-01T00:00:00Z.
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| Summary: | This study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers' perceived success of the current process of implementing the "Media and Information Literacy" curriculum. We found that the school culture type <i>Clan</i> is the most dominant across the schools and found a negative connection between the school culture type <i>Hierarchy</i> and teachers' perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: <i>Collegial Associates</i> and <i>Competitive Organisations</i>. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers' points of view. |
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| Item Description: | 10.3390/educsci14060558 2227-7102 |