A school is a complex organization. It is not just a building with people inside. To improve schools it is necessary to consider the effects of improvement on all the parts of the organization. Each part is dependent upon the other parts and all parts react to changes in any other part. In addition, as Sarason (1990) notes, a school is part of a larger "system," and there are boundaries of varying strength and permeability, although fuzzy ones at best, between these parts. " Trying to change any part of the system requires knowledge and understanding of how parts are interrelated". It is essential to recognize that large-scale organizational improvement does not occur in a vacuum or sterile environment. It occurs in human systems, organizations, which already have beliefs, assumptions, expectations, norms, and values, both idiosyncratic to individual members of those organizations and shared. As this article attempts to explore, these shared cultural traits and individual perceptions of it can greatly affect, and be affected by, the school improvement process.
|Keywords:||Organizational Culture, Improvement, School|
Professor, Educational Administration, Marvdasht Islamic Azad University, Shiraz, Fars, Iran (Islamic Republic of)
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