Organizational culturas that shape and impede school improvement processess

Abstract

In this paper the organizational cultures of three schools are described and the role that these cultures play to sustain educational innovation processes over time is analyzed. The cases were selected from a wider inquiry which general and specific results are exposed in this special issue as well. Two of the schools showed relatively cohesive cultures, fuelled by integrative social dynamics that were perceived as satisfactory by the school community, a widely distributed leadership exerted by the principal team, and values emphasizing the importance of team work, collaboration and the professional commitment of teachers. The third case showed,  however, much of the opposite characteristics. These findings let us to point out some cultural traits that facilitate and interfere the school’s improvement in some circumstances and, specially, it sustainability.