School culture

Published: 4 October 2021| Version 1 | DOI: 10.17632/w9342z6jr2.1
Ludvik Eger


The aim of the conducted research was to find out what factors of school culture affect the expected results of teaching and learning process in basic schools. The present research explored relations between selected dimensions, namely between the dimension focused on shared objectives, trust in school leadership, and on managerial approach and the important dimension focused on the innovation process and the expected results of the teaching and learning process. School leaders using the School Culture Inventory evaluated current and desired school culture in their basic schools to identify cultural gaps. The sample consists of 262 school leaders of basic schools from different regions in the Czech Republic who voluntarily attended a course focused on school strategy innovation which was run by the National pedagogical institute of the Czech Republic. The findings provided evidence of the current cultural gaps from the point of view of participating school leaders. The results also discovered a positive association between higher positive evaluations in the leadership and management dimension and the important dimension of expected results of the teaching and learning process. The findings brought by the research should help those who organize lifelong learning for school leaders in this topic, and will also help school leaders when they plan to shape the culture and to innovate the strategy of the schools they manage.


Steps to reproduce

In this research data was collected by distributing a closed questionnaire to a selected sample of school leaders of basic schools in the Czech Republic (ISCED 1 and 2). The respondents were school heads (170) or their deputies (92). The sample consists of two types of basic schools. The first one is basic schools with their own kindergarten (n = 91) and the second is basic schools without a kindergarten (n = 171).


Leadership of Schools