Skills in establishing a culture of teaching and learning

McEvoy and Welker (2000:130) state that school climate refers to the attitudes, beliefs, values and norms that underlie the instructional practices and the operation of a school. Some of the features of a poor culture of learning and teaching at schools are poor school attendance, educators who do not have the desire to teach, tensions between various elements of the school community, vandalism, gangsterism, rape, alcohol and drug abuse, high dropout rate, poor school results, weak leadership, management and administration, general feelings of hopelessness, demotivation and low morale, disrupted authority, and the poor state of buildings, facilities and resources (Chisholm & Vally 1996:1).

To cultivate a positive school climate conducive to teaching and learning, principals should create a climate and culture for success in schools by ensuring that there is room for self-expression, creativity, communication and motivation in all structures (Mathibe, 2007:532).

It is imperative that all stakeholders in the school community take pride in and ownership of the school. Once ownership of the school is established and stakeholders call the school “our/my” school, they will start to look after it. A school should also have a proper set of goals, a purpose that drives the school into a certain direction. According to Steyn (2005:259) a lack of purpose and discipline in schools amounts to a lack of a culture of teaching and learning. In this instance, the principal should involve all stakeholders (teachers, parents

and learners) in the school to formulate a common vision/mission for the school. Once a school has set objectives, the work at the school becomes focussed and purposeful.

Steyn (2005:266) states that a good instructional culture is promoted when a principal creates a positive school climate conducive to teaching and learning.

Learning becomes exciting and easy when teachers and learners are supported and when they share a sense of purpose. Disciplinary problems should be dealt with promptly and decisively.

The child is ultimately the main (and only) customer of the school. Once a child has a purpose and direction, he becomes motivated to work. The principal should therefore guide learners and make them aware of opportunities that exist when they leave school. Secondly, it is the task of the principal to make certain that the educators play their role in realizing the potential of the learners through their instruction. Masitsa (2005:196) found that teachers‟ motivation and morale are low, resulting in a lack of motivation to teach effectively. The principal is consequently challenged to break the culture of ineffective teaching by motivating educators. Educators should share the common vision of the school and strive towards it in all their actions. Only a strong and skillful educational leader will be able to effect a mind-shift of this magnitude in their schools.

The disciplinary climate at a school is also a determinant of the culture of teaching and learning which exists in that school. Teachers are not equipped with skills to cope with disciplinary problems in class. According to Masitsa et al (2004:234) disciplinary problems in class may include truancy, absenteeism, late-coming, dodging, insubordination, failure to complete assignments, vandalism, and disruption of learning. Some learners are uncontrollable in class, deliberately ignore instructions, leave class during the lesson, come to school late, and disappear before noon. In schools where proper disciplinary procedures are in place, role players know exactly what to expect.

Parents, teachers and students are involved in resolving serious disciplinary problems. The establishment of a climate conducive to learning, similar to that which exists in achieving schools, could markedly limit their disciplinary problems. The establishment of such a climate requires co-operation and commitment. It is therefore vital that learners at a school know that action is equal to reaction, and that all transgressions will be dealt with. The principal, being the highest authority in the school, should take charge of the implementation and management of disciplinary procedure in a school.

Badenhorst, Steyn and Beukes (2007:306) remark that the inability of educators to manage learner behaviour is a cause for concern. All stakeholders agree that since the abolishment of corporal punishment and the emancipation of the child under our new constitution, discipline in the classroom has deteriorated. Principals and educators are not empowered by the Department of Education with alternative methods to manage discipline which leaves many educators feeling helpless in class. This state of affairs leads to stress and a decline in the quality of education.

Legotlo, Maaga and Sebogo as well as Van der Westhuizen, Mosoge, Nieuwoudt and Steyn, (2002:117) remark that the establishment of a good school community relationship is key to success in securing mutual participation of parents in decision-making, school activities, problem-solving, provision of assistance and offering services to a school. Badenhorst et al (2007:309) also emphasise the positive relationship between parental involvement in the school and school discipline.

Niemann and Kotzé (2006:622) recommend that principals should have the following skills in order to enhance organizational climate:

 Knowing when to reward staff members for initiatives and work well done, and providing them with the necessary authority and confidence to execute their tasks effectively.

 Leading by example by acting in accordance with the values, traditions and beliefs of the school, and by planning small wins that will promote consistent progress and build commitment; and

 Providing the necessary support to the staff. The school should become a learning organisation in which staff is assisted to persevere and eventually succeed.

A school needs the full cooperation of the parent community to attain its full potential. To involve parents is difficult because many are indifferent towards the schooling of their children. Masitsa et al (2004:237) state that parental apathy is one of the major hindrances in school-parent relations. All schools should have a policy to enhance parental involvement to maximize the role of parents in schools.