Abstract
The study examined the relationship between cultural norms, performance and morale in schools and classified/certificated work groups. The purpose of this research was to determine whether cultural norms of high performing and high morale schools and work groups differed from cultural norms of low performing and low morale schools and work groups. The Kilmann-Saxton Culture-Gap Survey and California Assessment Program (CAP) relative rank scores comprised the data base. The survey was administered to 487 certificated and classified staff members from twenty-one K-8 Monterey county schools. Schools and staff members were divided into high and low morale and performance groups based on median responses to survey questions. Mean scores for task support, task innovation, social relationship, and personal freedom norms were analyzed for high and low groups using separate variance t tests. Significance was determined at the.05 level. Significant differences in supportive task support, task innovation, and social relationship norms were found for high performance and high morale schools and work groups. Significantly high task support, task innovation, and social relationship norms were found in higher performing and high morale certificated work groups. These norms encouraged cooperation, creativity, and social interaction. Significant differences in supportive task innovation (creativity) and social relationship (social interaction) norms were indicated for high performing classified work groups. Significantly higher task innovation norms (creativity) were found in higher morale classified work groups. Supportive task innovation norms (creativity) were most effective in increasing all school and work group morale and performance variables. Positive task support norms (cooperation) increased performance and morale of all high groups except classified performance. Supportive social relationship norms (staff interaction) increased performance and morale of all high groups except classified morale. It is recommended that educational leaders establish or maintain supportive task support, task innovation, and social relationship norms. These norms can be fostered in middle schools, high schools, continuation schools, or unified districts to help educational leaders conquer the morale and performance challenges of public education in the twenty-first century.