The Contribution of a School Principal in fostering a School Culture in line to Effective Management and Academic Performance

Abstract

School culture is a pervasive element of schools, yet it is elusive and difficult to define. Understanding school culture is an essential factor in any school initiative. Any type of change introduced to schools is often met with resistance and is doomed to failure as a result of the reform being counter to this nebulous, yet all encompassing facet of school culture. Principals scoring high on this index frequently work with teachers to improve weaknesses and address pedagogical problems, and also to solve problems with teachers when there are challenges to learning in school. Also, they often inform teachers about possibilities to update their curricular knowledge and instructional skills, these principals report being vigilant about disruptive student behaviour in schools. In general, principals performing on this indicator spend significant amounts of their managerial time in attempting to improve school instruction methodology and foster co-curricular activities. School culture is not a static entity; it is constantly being constructed and shaped through interactions with others and through reflections on life and the world in general (Sarason, S.B. 2000). School culture develops as staff members interact with each other, the students and the community. It becomes the guide for behavior that is shared among members of the school community at large. Culture is shaped by the interactions of the personnel and the actions of the personnel become directed by culture. It is self-repeating cycle.