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Extra info for Are Schools Really Like This?: Factors Affecting Teacher Attitude toward School Improvement
These people own most of the land and believe in good, but basic, education. They support slow change. They want their children to have the basic skills necessary to enter the work force, attend vocational college, or enter a university. Members of the other group are considered newcomers by the established population. Most have moved to Skyland in the last 10 years; they are professional people, including high-level government employees, professors, and business executives who commute to the city.
What seemed to happen is formal leaders align themselves with the powerful informal leadership and work through or with them to block changes that they believe threaten both of their visions of a good school. RESULTS The external and internal cultures react to results, both real and perceived, produced by the school's organization. The reaction is caused by a culture's perception of whether the results threaten or enhance its vision of the school. Individuals and cultures are sensitive to how they are perceived by others.
This brought the system to a more balanced state, but left the king with less power and gave more rights to the people (Fig. 3). 3 simply suggests that when major changes occur there may be a shift in how internal or external cultures perceive the result of change. 3. Imbalance----external culture happy. The bus accidents can be analyzed in a similar manner. " They reacted to an accident, forcing the school (Internal Culture) into action (Fig. 2). If the parents' action justifiably removed the driver and/or called the superintendent and transportation to account, Fig.