2.2 Conceptualisation: school organisational culture
2.2.4 Aspects of organisational culture
2.2.4.2 Tangible aspects of organisational culture
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Masuku (2011:64) indicates that there is a difference between behaviour and character, where behaviour is a way people conduct themselves on a day-to-day basis and character is expressed by what people say and how they dress. In this regard, both the behaviour and character of the teachers and learners of the school will influence the culture of the school. However, the school’s organisational culture may create an organisational ethos, where staff members identify with the organisation’s vision and mission (Xaba & Janson, 2013: 131).
2.2.4.1.8 Norms and values
According to Peterson and Deal (2009:5), norms are unspoken expectations, which involve and rules that staff and learners have to follow as grounded the school’s beliefs, values, and assumptions. They involve what should or ought to be done as well as what should not be done in the school (Masuku, 2011:64).
Values are defined as the accepted standards that determine individuals’ behaviours the organisation (Xaba & Janson, 2013:131). This means, schools as organisations have standards that govern the behaviour of teachers and learners within the school.
Furthermore, a strong organisational identify, collective commitment, stable social system and a reduction of the need of the need for bureaucratic controls can be provided by shared values (Lunenburg, 2011).
The norms and values of the school’s organisational culture are important aspects as they influence and shape the rules and regulations of the school (Carpenter, 2015:685). Xaba (in print) posits that in an organisational setting, norms and values be shared expectations of appropriate behaviour in a specific context, which means that norms and values in a school will have an influence on the schools’
organisational culture.
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Xaba and Janson (2013:132) state that tangible aspects of organisational culture are conveyed in three categories; verbal, behavioural, and visual manifestations.
2.2.4.2.1 Verbal manifestations
According to Xaba and Janson (2013:132), written communication or words are verbal manifestations through which the organisation’s culture is portrayed and transferred. Xaba and Janson (2013:132) further add that language, heroes and heroines, storytelling, the curriculum, rules and regulations of the organisation are also verbal manifestations.
Carpenter (2015:685) affirms that traditions that have shrivelled away can be revived by relating stories about the past and assists the staff in letting go of old memories that are obsolete. Peterson and Deal, 2009:93) assert that no matter how big or small, every story told has a different purpose. To this end, Carpenter (2015:686) points out that inviting veteran teachers to present staff development training can be an influential way of ensuring that staff understand the history of the school. Confeld (2016:9) adds in this regard that reconnecting teachers and administrators to the importance of teaching and the school’s values can be meaningful and influential by recalling stories. The stories known by former members of the school can also be shared with new members of the school, to motivate or get lessons of good practise to improve the teaching and learning process.
2.2.4.2.2 Behavioural manifestations
According to Xaba and Janson (2013: 134), manifestations of behaviour relate to behavioural interactions of people as well as with the symbolic behavioural meanings displayed by members of the organisation. Ideally, in the school environment, behavioural manifestations are represented by aspects that include ceremonies, traditions, rituals, discipline management and leadership.
Confeld (2016:8) states that visible elements of a school’s culture include rituals, traditions, and ceremonies. Traditions and ceremonies, according to Peterson and Deal (2009:41), are “significant events that have a special history and meaning and occur every year in the school”. Therefore, all tangible aspects of organisational culture are linked to one another. Lunenburg (2011:8) emphasises that procedures or routines infused with deeper significance give expression to rituals. To support
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this assertion, Confeld (2016:9) states that such manifestations of behaviour express continuous meaning to the school’s life and to its values.
A school’s culture is clearly reflected in its vision, mission, rituals, values, ceremonies and traditions. Confeld (2016:8) indicates that in upholding these elements, provides adequate space for gathering and reinforcing elements such as the mission, vision, and purpose of the school. These ceremonies are elaborate and are events that provide a welcome spiritual boost as they are sanctioned culturally (Lunenburg, 2011:9). Such ceremonies can also occur in the memories of tragedies and can be used to focus on the school’s values (Confeld, 2016:9).
2.2.4.2.3 Visual manifestations
Visual manifestations of the organisation are the aspects that are visible and easily understood by members of the organisation and people outside the organisation (Lunenburg, 2011:10). These manifestations primarily represent physical attributes of the culture of the organisation as they include facilities or buildings, symbols, and uniforms (Xaba & Janson, 2013:136).
Visual manifestations stand in how they create meaning and the impression about the school they convey (Xaba & Janson, 2013:136). This is because through school logos, mascots, banners, awards, mission statement, trophies, and past achievements, the culture of the school can be expressed and observed (Peterson &
Deal, 2009:43). These artefacts and symbols are tangible objects representing the school’s tangible values and beliefs (Carpenter, 2015:688). In this regard, Confeld (2016:12) contends that the school building and the surrounding area’s physical environment essentially influence how individuals think and feel about what is valued. This means that the school environment plays a major role of presenting the school’s values through the visual manifestations of the school (Carpenter, 2015:685). Not only does the school help in accomplishing the three life tasks and developing social interest within a learner, but the school must also construct an environment that will help learners feel connected, capable, as if they count and must foster a sense of courage (Confeld, 2016:29).
The manifestation of organisational culture is both tangible and intangible as already mentioned. The former manifestations can be seen and felt, and in essence, express the latter manifestations, which consist of deeply embedded, unconscious, basic
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assumptions that define the essence of an organisational culture (Xaba & Janson, 2013:137). Having explained Schein’s (2012:18) three levels of organisational culture and grouping them into intangible and tangible aspects, it becomes necessary to contextualise this understanding of organisational culture into school organisational culture.