Organizational Culture of a School Where Student Achievement is Low

Organizational Culture of a School Where Student Achievement is Low

An organizational culture is the appropriate way to behave in an organization. These cultures can be beliefs and values developed by leaders and then supported and communicated via diverse approaches, ultimately shaping employees’ behavior, understanding, and perception. Bhaduri (2019) states that culture greatly influences achievements; therefore, the school culture seemingly was weak, resulting in low student achievement. Some of the elements of culture that might have contributed to these challenges are motivation and leadership. Do you need help with your assignment ? Contact us at eminencepapers.com.

School leaders, particularly principals, have a major role to play in creating a positive school culture and setting direction. They also have to set a proactive school mindset as well as enhance and support staff commitment and motivation required to promote and improve success for schools with low achievement (Paais & Pattiruhu, 2020). Therefore, the school experienced low achievement because there was poor leadership. The leader needed to cultivate a healthier and strong culture that set the pace and direction for learning within the school. As a result, teachers became reluctant, affecting the learner’s performance.

The other element contributing to the challenge of low achievement was the lack of motivation among the teachers and students. Motivation means the desires, needs, drives, and wants within the people (Paais & Pattiruhu, 2020). It is also the practice of motivating individuals to action to accomplish the desired objectives. Seemingly, the school administration failed to motivate the employees. This also resulted in unmotivated students and learning, eventually leading to low achievement. Paais & Pattiruhu (2020) affirm that if learners are not inspired, it is impossible or challenging to improve their educational accomplishments no matter how excellent the educator, school, or program is.

Nonetheless, learners’ motivation also depends on the teacher; a teacher has to be motivated to execute their work in order to bring quality and improvement in the educational aspects. Teachers’ demotivation directly affects their work output, decreases working with learners, and causes low educational achievement. Some factors that can demotivate teachers are a lack of rewards for their hard work, unfavorable learning and teaching environment, and weak teacher management.

There are several research-based strategies that the school can use for the challenges. The first strategy is for the principal to hold staff meetings that focus on student learning and employees’ productivity. The school’s leadership should plan staff meetings to discuss the issues affecting the students and teachers, resulting in low achievement in school. During such staff meetings, the administration should allow teachers to highlight and discuss the challenges and give possible solutions to help the school improve. Similarly, the teachers will get a chance to give opinions on how the school can support the teachers to enhance learners’ achievement (Hajiali et al., 2022). In addition, during this meeting, the school principal can set the direction of the working environment by giving new rules and regulations that will guide the school employees and learning. This way, the employees and the students will feel that the school culture of failure is gone and that productivity and success are the only priority of the school. Such rules would make teachers and students more accountable, thus improving school achievement.

The other recommendation is for the school principal to enhance a culture of reinforcing effort and providing recognition to both the students and teachers. This will enhance the positive relationship between the teacher and the students (Leung et al., 2021). Therefore, the school principal should start by motivating the teachers by giving remedial tokens, increasing salaries slightly, or gifting the best teacher and class. Such rewards would show teachers that they are valued and respected, motivating them to work diligently and hard to improve learners’ achievement so they can get a reward. This will promote a positive relationship between teachers and students, hence improving student achievement. Teachers can do this by using positive reinforcement strategies to motivate the students by giving praises and rewards and recognizing good behavior in class. These strategies can help improve students’ performance, encouraging a positive attitude toward learning.

Finally, the teachers and the administration could consider reviewing their instructional strategies and curriculum. This will help students better understand taught concepts, eventually improving their achievement at school. For example, teachers can consider using non-linguistic representations like symbols and models to represent information (Ali, 2019). Teachers can also use advance organizers, questions, and cues and use student-centered learning strategies like cooperative learning, improving learners’ understanding of concepts and eventually improving achievement.

References

Ali, S. S. (2019). Problem-based learning: A student-centered approach. English language teaching, 12(5), 73-78.

Bhaduri, R. M. (2019). Leveraging culture and leadership in crisis management. European Journal of Training and Development.

Hajiali, I., Kessi, A. M. F., Budiandriani, B., Prihatin, E., & Sufri, M. M. (2022). Determination of Work Motivation, Leadership Style, Employee Competence on Job Satisfaction, and Employee Performance. Golden Ratio of Human Resource Management, 2(1), 57-69.

Leung, C., Leung, J. T., Kwok, S. Y., Hui, A., Lo, H., Tam, H. L., & Lai, S. (2021). Predictors to happiness in primary students: Positive relationships or academic achievement. Applied Research in Quality of Life, 1-15.

Paais, M., & Pattiruhu, J. R. (2020). Effect of motivation, leadership, and organizational culture on satisfaction and employee performance. The Journal of Asian Finance, Economics, and Business, 7(8), 577-588.

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You are serving as a principal at a school where student achievement is low. Drawing on the discussion of organizational culture, identify elements of culture that may be contributing to this challenge. Propose research-based strategies to form a learning organization to address the challenges.