Three Components of a Positive School Culture (Coursework Sample)

According to Abbot (Ed.) (2014), some of the characteristics associated with a positive school culture include: the achievements of teachers and learners are recognized and celebrated; an environment of respect, trust and respect; learners and teachers feel physically and emotionally secure; staff observe professionalism and mistakes are not viewed as failure but as opportunities for growth. Also, criticism is constructive and learners have access to all services and help they need to succeed.
The above are evident in my school in varied degrees. As a principal, my role in fostering the components of a positive school culture include offering leadership to staff under me to observe professionalism and concern for learners, modeling a good example for both teachers and learners so that they feel comfortable in approaching me for any assistance they might need as well as overseeing the implementation of policy that creates a conducive teacher-learner environment in the school. The said elements have benefits that cut across different stakeholders in the school. Collectively, they are aimed at maximizing the benefits teachers, learners, parents and other stakeholders derive from the school. For instance, when learners are assured that there is respect and trust between them, they are more likely to seek assistance from their teachers without the fear that information of a confidential nature is not going to be used against them. When they are emotionally secure, they are likely to perform better in their class work.
Some of the components that my school needs attention in include not seeing mistakes as failures but as opportunities for growth. In some cases, teachers are incl