The influence of educator attitudes on whole school development

M.Ed.The central focus of this inquiry hinges on the notion that, within the context of school improvement initiatives, the nature of the organizational culture of the school cannot be overlooked as it has profound consequences for both stability and change (Finnan & Levin in Altrichter & Elliot, 2000: 93). This inquiry further proposes that if educational psychology is to succeed in establishing a more progressive identity, greater emphasis needs to be placed on its contribution to the management and psychology of schooling (Sharrat, 1995: 212). This study was borne out of my personal experience as an educator where it seemed increasingly apparent that the attitudes of my colleagues did not succeed in contributing positively to the improvement of the school as an organizational whole. This was evident in their reactive, often inconsistent approach towards discipline; poor motivation; late arrivals; regular absenteeism; lack of commitment; feelings of frustration as well as a sense of inevitability about the status quo. These factors seemed to playa critical role in the general ethos and cultural identity of the school. In light of the aforementioned, I chose to conduct an ethnographic inquiry at the school where I became submerged in the culture of the school for a period of approximately four years (February 1998 to December 2001). In keeping with the principles of ethnographic research, the overarching purpose of this study has been defined by its underlying concern with cultural interpretation (Wolcott, 1999: 67 -68). It has embodied an educational-autobiographical dimension and has taken the combined form of a realist-confessional tale. The data collection techniques utilised have included fieldwork; participant observation; semi-structured group interviews; incomplete sentences questionnaires; graphic representations of the school emblem and representation of the field by means of photographs. The participants comprised 27 secondary school educators. The findings indicate that a link exists between the attitudes of educators and a school's capacity for improvement. Moreover one crucial observation was made, namely that where the organisational culture of a school is anomic or entropic in nature the school's capacity for improvement is limited. This appears to be exacerbated by a negative identity, a poor culture of teaching and learning, and a lack of effectual executive leadership. These factors evidently give rise to an absence of a culture of collaboration, disciplinary difficulties and a poor quality of working life within the organisational whole of the school. The findings further suggest additional notable issues for consideration in -relation to the role the educational psychologist should play in the planning of whole school intervention strategies