IMPLEMENTING CONTINUOUS SCHOOL IMPROVEMENT: HOW DO SIX DIMENSIONS OF SCHOOL CULTURE PLAY A ROLE?

Abstract

School culture plays a pivotal role in the school’s improvement in ensuring its effectiveness, continuity, and impact. Understanding school culture is an essential factor in any reform initiative that can facilitate the continuous cycle of school improvement. This study generally focuses on the relationship between school culture (SC) and continuous school improvement (CSI). It examines the various subscales of SC to determine the subscales that best predict CSI.  Quantitative data for the study was collected using a survey through a structured adapted questionnaire. The cross-sectional survey method was applied in the quantitative data collection process involving 394 respondents selected from secondary schools in Kedah, Malaysia, using a systematic random sampling method. The instrument consisted of three sections: respondent demographic information, School Culture Survey, and AEL Continuous School Improvement Questionnaire. The data were then analyzed using descriptive and inferential statistics to test the research hypotheses. Findings indicate that the practice level of all six dimensions (collaborative leadership, teacher collaboration, professional development, collegial support, unity of purpose and learning partnership) in school culture is high. Results showed a significant difference in SC based on demographic factors (gender and teaching experience). Results also indicated significant positive correlations between SC and CSI and SC explained as high as 73% of the variance in CSI. The study revealed that collaborative leadership, teacher collaboration, professional development, unity of purpose and learning partnership were statistically significant factors determining continuous school improvement practices through multiple regression analysis. The research adds to the growing body of CSI research by affirming continuous school improvement roles in changes to create a good and positive school culture. The findings also can serve as guidelines for school leaders on how to implement continuous school improvement that can maintain a good school culture.