Gender, Professional Orientation, and Student Achievement:Elements of School Culture

This study explored the relationships between professional orientation (defined as how the principal sees his or her role in the organization) and school culture, the influence of gender on professional orientation, and the relationship between school culture and the academic achievement of students. One hundred principals were surveyed. Two instruments, the Professional Orientation and the School Culture Survey were completed. The results were analyzed using linear regression statistics to determine (a) gender and professional orientation effect on the factors of school culture, and (b) if factors of school culture had an effect on student success in the elementary school. Findings of this study suggested that the professional orientation of the principal does appear to have a significant effect on school culture. In addition, professional orientation choices do vary in ways that can be connected to gender. Of the six school culture factors, only learning partnership appears to have any significant effect on student achievement. Introduction to the Study School culture is a widely differentiated, intricate, and enigmatic phenomenon. According to Dalin, RolfT, and Kleekamp (1993), the ethos of one school can be substantially different from that of another school, even though on the surface both have the same professional purpose. Culture is an amazingly complex entity with facets influencing what people do, say and even feel. Chrispeels (1992) suggested that culture is more than just a component of the school, it is the school. Chrispeels also suggested "the elements of culture are aspects that in large measure can be shaped by the principal" (p. 13). Blase and Kirby (1992) contended that the principal performs a strategic role in school culture, one that can transform essentially all facets of school life. Indeed Peterson (1997) purported that the principal is the most powerful determinant of school culture. In investigating the Journal of Women in Educational Leadership. Vol. I, No. 4--October 2003 ISSN: 1541-6224 ©2003 Pro> Active Publications 51 52 Teresa White, Barbara N. Martin, & Judy A. Johnson