Browsing by Author "Tan, Anniina"

Target: This study examines school culture and its change in technology-intensive schools through principals' experiences. The aim of the study was to gain deeper understanding on three related themes: 1) How the principals have experienced the change in school culture and which factors they have perceived (2) to facilitate or (3) to hinder the change. Furthermore, the goal was to understand which factors related to technology-intensive schools' functions and leadership have improved the change processes and what kind of challenges the school and the management have experienced along the way. The theoretical framework of this study is based on the theories of organization culture and more specifically on school culture and related concepts. Method: The research data for this study was gathered from 13 schools across the Helsinki capital area and it consisted of semi-structured interview material from the principals of the targeted schools. The data was analyzed by qualitative content analysis. I grouped and thematized the interview data, coded and categorized meanings related to the themes identified, and, finally, analyzed the interdependencies between the categories and meanings. Findings and conclusions: The findings of this study indicated that the collaboration culture in schools has evolved. The principals reported that the teachers use more collaborative working methods and share knowledge more actively with others than before. The findings also revealed that the learning environments are more versatile than before and the working methods appear to be more innovative. The principals also de-scribed that the gap between the school and students as well as the gap between school and the society have narrowed. The most important factors supporting the cultural change were perceived to be leadership and the increasing collaboration between teachers. In addition, external support in its different forms as well as resources allocated to schools appeared important. Particular emphasis was given to the guidelines indicated by the newest national curriculum. On practical level, modern learning environments and learning tools were highlighted to be a pre-requisite for the development of digital school culture. The cultural transformation is hindered, according to the principals, by the resistance to change among teachers. Renewing old working methods and altering the professional identity is arduous and may generate negative attitudes towards change. Also, some external factors seemed to complicate the change process. Especially the limited working hours of teachers and principals seemed to decelerate the development. Furthermore, some principals experienced the negative public discussion concerning the digitalization of schools frustrating. The principals described that the role of technology in school culture change is to serve as an enabler for widening and renewing the ways of working and the environments for learning. The results of this study indicated that some change in school culture has occurred but the systemic change is still in process. The results together with former theory constituted a model of innovative and collaborative school culture. The model can be used for improving the school culture to better correspond to the challenges of the constantly changing world and knowledge society.