Abstract
Purpose. The purpose of this study was to compare the perceptions of teachers and principals of high-performing, high-minority, high-poverty students regarding the pervasiveness, direction, and strength of school culture related to student achievement and influenced by teachers' orientation as proponents or opponents of change. This purpose was achieved through the use of two strategies. The first strategy of this study was to compare the extent to which teachers and principals perceive the importance of the six key elements of culture as they relate to student achievement, indicating the pervasiveness and direction of school culture. The second strategy of the study was to compare the perceptions of teachers evaluated as proponents or opponents of school change to those of principals in the prioritizing of three of the six key traits of culture as they relate to student achievement. This was intended as a measure of the direction and strength of school culture. Methodology. The sample population for this study was drawn from teachers and principals working in high-performing, high-minority, high-poverty comprehensive high schools in northern and central California as determined by SAT-9 test scores and demographic data obtained from the California State Department of Education. Data were collected from surveys distributed to principals and teachers. Quantitative analysis including the use of percentages and significant differences was used. Findings. Teachers and principals both identified shared vision as the most important cultural trait in support of student achievement, indicating a positive direction, pervasiveness and depth in the culture. Teachers rated collaboration as second priority, focusing on their need to draw from each other's strength and experience. Principals indicated a low number of teachers identified as opponents of change as contrasted with a high number of teachers identified as proponents of change on their individual campuses, a direct measure of the strength and direction of culture. However, it was possible to move in a positive direction regardless of the presence of teachers opposed to change. Conclusions. The variables of culture form a powerful interrelated profile that represents the shared assumptions of members of the culture. This profile can either support or resist change. For example, while teachers acknowledge the value of shared vision, their high need for collaboration must be addressed in order to continue with the principal's need to innovate. Teachers in these high-minority, high-poverty high schools are overwhelmingly change proponents, a key component of these positive cultures focused on student achievement. Recommendations. A case study which explores the interrelated state of the traits of culture at one of the identified sites to collect specific information for future reform work.