Introduction
The mission statement does not seem to be transparent to internal stakeholders. Students are disappointed and unwilling to study. More and more students do not want to acquire new knowledge, which thus leads to a gradual deterioration of academic performance in St. Martin de Porres High School. There is a decrease in the quality of educational results and the amount of information provided to students, since their academic performance is critically low (Potterton, 2020). Most likely, high school students do not realize that the main mission is not socialization in the form of communication with peers, but getting a quality education.
Moreover, the mission statement does not seem to be transparent to external stakeholders. Teachers set themselves an exclusively educational task, forgetting about the educational one. They blame students for poor results and poor academic performance. At the same time, one of the most important missions of a teacher is to form the skills and abilities of an educational and cognitive nature. It is necessary to motivate students to consciously and actively listen to the teacher’s explanations (Lewis et al., 2019). In each work program used by school teachers, the personal results of mastering the subject are fixed. Teachers do not fully understand their mission to achieve these results, such as teaching students to accept and master the social role of the student, the formation and development of socially significant motives for learning activities.
The mission statement is cogent as it convinces and invites all stakeholders of the educational process to follow certain standards. The mission statement is compiled in such a way that the written opinions and ideas concerning the educational process sound correct and deserve to be followed (Guinan et al., 2019). The structure of the series of arguments contains opinions, facts and data on the raised issues of education, and motivates both teachers and students to strive to acquire and transfer knowledge.
However, the mission statement does not seem to be meaningful enough. Its formulation should be characterized by simplicity and clarity for all participants in the educational process, including students. The concept of clarity suggests that these mission statements should be stylistically formulated in such a way that all participants can easily understand them (Guinan et al., 2019). However, the mission statement has the form of an official document overloaded with various clerical structures, complex syntactic constructions, special terms and repetitions. Therefore, it is very difficult for students unaccustomed to such a style to understand such texts. Hence, confusion and multiple interpretations arise, and therefore the mission statement is meaningful only for the administration.
It can also be noted that the mission statement is not customer-oriented. This is due to the fact that it does not address the problems that currently cause difficulties with the progress of customers. The learning process is also educational in nature, and in the learning process it is necessary not only to master new knowledge, but to form moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior in society, and to comply with the laws adopted in it (Day et al., 2020). However, the mission statement ignores such aspects of learning processes as personality needs, motives for social behavior, activities, values and value orientation and worldview. Since it is not based on an individual approach to each of the students and does not address the problem, the mission statement is not customer-oriented.
Culture
The strength of the culture consists in developing responsibility among students, since teachers believe that it is the student’s efforts that determine the result of their academic performance. The most essential thing for human intelligence is that it allows you to reflect the natural connections and relationships of objects and phenomena of the surrounding world, rebuilding the environment for oneself (Lewis et al., 2019). Therefore, the culture in St. Martin de Porres High School lies in the fact that professionally significant personality qualities are based not so much on the criteria of the volume and completeness of specific knowledge, as on the ability to independently replenish them, set and solve educational tasks.
The weaknesses of the culture consist in putting too much responsibility on students. Academic performance also depends on the teachers, however, according to the culture established in St. Martin de Porres High School, the student is solely responsible for their academic performance. At the same time, the option of an unproductive level of pedagogical activity is not considered (Zyl & Claeyé, 2019). For example, the distortion of the motives of professional activity of teachers can also lead to an unsatisfying result. However, in the accepted culture, it is customary to blame students for their poor academic performance.
The specific issues around team performance are the difficulties of educational cooperation in the teamwork of teachers with students with a single goal of obtaining a high-quality education for the latter. In a real team, people calmly admit their mistakes and weaknesses, talk about what bothers them, and not be afraid of condemnation or disapproval (Lewis et al., 2019). However, in St. Martin de Porres High School, teachers openly accuse students of poor academic performance. As a result, students have a lack of trust, which prevents productive teamwork of all stakeholders of the educational process.
This approach should lead to empowerment of students, but on the contrary, it makes them doubt their abilities. Uncertainty is a typical human trait of a student who had cold evaluating teachers. They always demand to be good, correct, be better than others, get good grades and win competitions. If the level of academic performance is high, the teacher is satisfied, but if the student makes a mistake, they see rejection, criticism, notation or punishment from the teacher (Lewis et al., 2019). Therefore, instead of empowerment, the student is afraid to make mistakes or finally loses faith in his strength, ceasing to make efforts during their studies.
At the same time, students are provided with excessive autonomy within the framework of an educational culture that aims to develop their independence. Teachers at St. Martin de Porres High School demonstrate parents’ indifference to the child’s personality. They are not interested in the spiritual development and inner world of students. Actively avoiding communication with them, and shifting all responsibility for low academic performance, teachers keep students at a distance from themselves (Lewis et al., 2019). This negatively affects students, making them unsure of their abilities, as a result of which they lose the desire to study. This attitude makes the subjects of the educational process, which should closely interact, autonomous.
Approaches
The essential management is the administration’s assessment of students’ results. In accordance with the requirements of the new generation of the essential management standard, the control of learning outcomes is defined as the process of comparing the achieved learning outcomes with the set ones in order to ensure the quality of training of students (Holbeche, 2018). St. Martin de Porres High School focuses on administrative management. Work is being carried out on planning the work of the advisory administrative body and the management body of educational and methodological activities, as well as planning finance and economic activities. As a result of the administrative management at the school, the work plan of the educational institution for the year, inspection reports, as well as the distribution of functional responsibilities between the administration are developed and implemented. However, St. Martin de Porres High School pays little attention to such types of essential management as public-professional and public management.
Operational approaches consist in the implementation of operational management of the educational process from the perspective of planning and prognostic, control and adjustment and evaluation and performance functions. However, the administration of St. Martin de Porres High School does not apply an operational approach that controls the motivational-target, information-analytical and organizational-executive spheres. Some of the basic organizational assumptions around morale are that St. Martin de Porres High School makes a significant contribution to the student’s understanding of good and justice, evil and hatred, decency and responsibility. It depends on the educational system of the school, and the moral values that it lays down in working with the children’s collective (Holbeche, 2018). By teaching students to take full responsibility for their academic performance, organization puts this value first of all. The basic organizational assumptions around morale consist in the subjective obligation to be responsible for actions, actions, as well as their consequences. of St. Martin de Porres High School prioritizes teaching students a sense of responsibility as the most important moral values.
Some of the basic organizational assumptions around motivation at St. Martin de Porres High School are that students are already old enough and mature enough to rely on internal, not external motivation. From the point of view of the organization, motivation should arise among students, since they enjoy school classes and consider it as an opportunity to explore, learn and realize their potential (Passey et al., 2018). Students should find deep meaning in their educational activities. They should strive for perfection without the help of a teacher because of the importance they attach to their education. However, among the basic organizational assumptions around motivation at St. Martin de Porres High School, there is no mention of the critical need for external motivation.
Alignment of the Organizational Culture
The organizational culture misaligned to the mission statement by instead of forming students’ self-discipline neglecting them from an educational point of view. The student does not feel the atmosphere of support and security and does not feel comfortable from communicating with the teacher. In this regard, the student feels abandoned to the mercy of fate in the educational process (Matheus et al., 2020). If their academic success is low, the student acquires complexes, and their self-esteem tends to be low. Thus, instead of forming a self-confident personality and developing self-education skills, the organizational culture misaligned to the mission statement, exacerbating the gap between students and teachers.
Students are too strongly being held accountable to the mission statement: excessive demands are made on them. Such an installation requires serious efforts from students, constant tension. If a student is very worried about his failures, is upset because they cannot get close to the level of academic performance that the teacher indicated, they may develop an inferiority complex (Guinan et al., 2019). No matter how hard they try, they fail to reach the right level in studying the course of the school curriculum. Meanwhile, in at St. Martin de Porres High School students are fully responsible for their academic performance.
Teachers are not being held accountable to the mission statement. They are waiting for the educational and personal initiative of the children. The teacher practically does not use control methods and does not care about maintaining discipline. At first, the feeling of freedom probably pleased children and gave results, forming their self-education skills. However, over time, the results of the students became worse and worse, since an effective educational process requires a role model, a mentor who is responsible for themselves and the students (O’Donovan et al., 2018). At the same time, teachers at St. Martin de Porres High School are too actively trying to develop students’ independence, completely shifting responsibility for the outcome of the educational process to them, although they also influence it.
Similar to teachers, administrators are not being held accountable to the mission statement. They do not devote enough time to the accreditation of teachers, focusing on the level of student achievement as the only criterion for the effectiveness of the educational process (Day et al., 2020). The administration, during the visit to the lessons, assess their level, analyze on the basis of what they saw the professional competence, knowledge and skills of the teacher. At the same time, it is necessary to focus not only on the responses of students, but also on the nature of their interaction with the teacher and their reaction to student mistakes.
Toxic Culture
Signs of a toxic culture at SMdP are very pronounced. Teachers may make unreasonable claims against children about their clothes, communication style and behavior. For example, complaints about how the child walks or sits. Moreover, a sign of toxicity is that the teacher may not give an assessment for the knowledge of the educational material (Guinan et al., 2019). Teacher dissatisfaction often leads to the fact that they transfer it to grades, realizing their ambitions in a place where they have power over children. It is also a sign of toxicity that teachers openly criticize students for poor academic performance and hint to students that they are losers and that they will not succeed.
Ethical Concerns
There are ethical issues facing administration that relate to interaction with teachers. Due to a shortage of staff, treating teachers too strictly and reprimanding them is an unprofitable strategy. Due to the conflict, the teacher may quit, and it will be hard to find a new employee in their place. At the same time, it is impossible to ignore the inconsistency of the teacher’s strategy with the standards of efficiency, as this negatively affects the students (Zyl & Claeyé, 2019). However, due to insufficient funding, even if the teacher is directed to the problem, it will not be possible to help in correcting it with the help of additional education at the expense of the school.
There are ethical issues facing teachers and their style of working with students. With more control, students can become unequal partners of the educational process, and objects of influence. The teacher will be separated from the children’s collective as a whole, and from each child. Using a large number of prompts during the learning process can develop into excessive control (Holbeche, 2018). This will negatively affect the vital skills of students, for example, self-discipline. Therefore, the teacher is faced with the question of what level of control over students is the most ethical.
Ethical issues facing students concern their reaction to criticism from the teacher. On the one hand, it is the teacher’s responsibility to evaluate the student’s progress and comment on their actions. On the other hand, a teacher may show pedagogical violence, neglecting the needs of students, violating their personal boundaries, using psychological violence against students (Day et al., 2020). In this case, students at SMdP need to decide whether to contact the administration or not. This can both resolve a negative situation and aggravate it, causing offense to the teacher.
Proposal
Objectives
The major objectives of the remediation plan should be the correction of the misalignment of the organizational culture to the mission statement. This should be done by changing the liberal-permissive and toxic teaching style to a democratic one. It is necessary to teach teachers to treat students with respect and kindness, to instill in them the desire to build equal relations (Potterton, 2020). The major objectives of the remediation plan should consist in training teachers’ patience and tolerance, creating a calm, cozy and at the same time businesslike atmosphere in the classroom.
Tactics
The specific tactics employed to create an appropriate and effective organizational culture may consist in revisiting the mission statement of the organization. If earlier the mission was to form students’ independence, in order to solve the problem that has arisen, it is necessary to give priority to the educational function (Matheus et al., 2020). The mission should be to build a competent pedagogical interaction between teachers and students. It is necessary not to abstract from the students, but to organize the joint activity of the teacher and students in the classroom and outside it, which is based on such forms of her relationships as cooperation, dialogue, and partnership.
Artifacts of Culture
Artifacts of organizational culture that would promote the actualization of the mission statement are teaching style, values and business etiquette. Business etiquette consists in a mutually respectful attitude between all participants of the educational process. Value orientations regulate the behavior of students, and how relationships with them and teachers with the administration are built (O’Donovan et al., 2018). The values of the school are the opinion that the best for this school is a high degree of independence of each student, which forms the inner core of organizational culture. Teaching styles – authoritarian or democratic – influence the development of students’ leadership and independence through high delegation of authority, lack of singleness and dictate during the discussion of opinions.
Change Management
Challenges
The potential challenges of implementing the solutions lie in the already formed mindsets of the stakeholders. Students are used to not trust teachers, and teachers are used to behave in a certain way with students. Teachers stand in an alienated position from the class and individual students. Emotional coldness has already deprived students of intimacy, trust and causes a psychological state of abandonment, insecurity and anxiety in children. This mindset separates children, as everyone experiences tension and self-doubt (Potterton, 2020). Students are used to not realizing their responsibilities and rights as a student, and they do not have a developed motivation for purposeful management of their behavior.
These trust issues will be addressed through both individual and collective work with a school psychologist. On the one hand, the task within the framework of the support process should be solved by a psychologist from an informational, developmental and educational point of view. On the other hand, a psychologist should help establish a unique interpersonal contact between a teacher and a student, which in itself has a powerful developmental, psychotherapeutic potential (Day et al., 2020). Under the guidance of a psychologist, students and teachers will be able to adjust and change their mindset. Working with a specialist will give them the opportunity to better understand each other and learn how to build their interactions without returning to the old ineffective behavioral pattern.
Communication and Training
The communication plan for effectively supporting administration should consist in reviewing the criteria for evaluating the success of the educational process by the administration (Howard et al., 2017). The administration needs to conduct training on the analysis of the results of training and education of students (Matheus et al., 2020). Its purpose should be training to identify the positive sides and disadvantages during these processes, compare the results achieved with the intended goals and objectives, and compare the work of colleagues.
The training plan for effectively empowering teachers should consist in working on their diagnostic, orientation, prognostic and organizational skills. It is necessary to assist teachers in the strategy of studying the characteristics of the physical and mental development of each student, the level of their mental and moral education, the conditions of family education, abilities and interests, the nature of the student’s activities outside school (Guinan et al., 2019). Teachers should also be provided with tools to determine the directions of educational activities with the classroom staff, setting specific goals and objectives at each stage of educational work, and forecasting its results.
The communication plan for effectively supporting students should consist in providing students with meaningful, logically coherent, rich in vivid facts information at each stage of the transition. Students’ possession of the latest scientific ideas as a result of their intelligible presentation will allow students to gradually acquire the skills necessary for changes (Zyl & Claeyé, 2019). At the same time, they will be aware of what is happening and will perceive changes positively, as they will be confident in their benefits. Thus, they will meet the teacher halfway and make attempts not to perceive negatively the process of building relationships in a new way.
Ethics
One can ensure that the solutions are implemented in an ethical manner through constant anonymous questioning of all participants in the educational process. The biggest advantage of an anonymous survey is that it will be possible to create conditions for everyone to express their opinion (Day et al., 2020). Anonymity allows participants in the educational process to feel psychologically safe, so it will be more comfortable for them to talk about what really bothers them. They will worry less about the consequences and speak more freely about the course of changes and their impact.
Measurement
Internal key factors that could be used to determine whether the solutions are effective may consist in feedback from the participants of the educational process themselves. It is fundamentally important for the management of communication processes that feedback is: a controlling feedback effect. This impact is caused by the transfer of information, it has as its ultimate goal to increase the organization of the system (O’Donovan et al., 2018). Changes can be considered full-fledged only in the case of active reflection, in some way, by the recipient of the received effect. In this way, the reflection is the feedback of the recipient of the changes. In its presence, communication becomes a two-way process, allowing both sides to adjust their goals and behavior towards each other.
External key factors that could be used to determine whether the solutions are effective should consist in assessing student performance. It will be necessary to correlate the level of academic performance with the dynamics of academic success (Matheus et al., 2020). The correlation of these concepts is expressed in the fact that success is a deeper, integral, personal manifestation of educational activity. Whereas academic performance is a quantitative manifestation of academic success expressed in points. An increase in the average score of the certificate will demonstrate the success of academic performance.
The organization’s performance against the objects will be measured and verified by assessing the totality of the psychological climate and academic performance. This can be done by calculating the ratio of productive and reproductive technologies and methods in training (Zyl & Claeyé, 2019). A modern successful school focuses on productive methods — children’s project and research work, independent search for information, creation of new information. This criterion is quite specific, but it will be of high importance in this situation, given the values of SMdP.
Conclusion
Thus, the problems of student performance at Martin de Porres High School are caused by the negative nature of the relationship between students and teachers. To solve the problem, teachers should be trained in ways to involve students in the designed educational work, taking into account their abilities and interests, and stimulating their activity. This will provide conditions for the successful development of the student’s personality, and form respect for the teacher.
References
Day, R. M., Demski, R. J., & Winner, L. (2018). Operating management system for high reliability: Leadership, accountability, learning and innovation in healthcare. Journal of Patient Safety and Risk Management, 23(4), 20–29. Web.
Guinan, P. J., Parise, S., & Langowitz, N. (2019). Creating an innovative digital project team: Levers to enable digital transformation. Business Horizons, 62(6), 717–727. Web.
Holbeche, L. S. (2018). Organisational effectiveness and agility. Journal of Organizational Effectiveness: People and Performance, 5(4), 302–313. Web.
Howard, H., Berger, G., & Waikar, S. (2017). Creating a culture of empowerment and accountability at St. Martin de Porres High School. Kellogg School of Management Cases.
Lewis, R. L., Brown, D. A., & Sutton, N. C. (2019). Control and empowerment as an organising paradox: Implications for management control systems. Accounting, Auditing & Accountability Journal, 32(3), 483–507. Web.
Matheus, R., Janssen, M., & Maheshwari, D. (2020). Data science empowering the public: Data-driven dashboards for transparent and accountable decision-making in smart cities. Government Information Quarterly, 37(3), 394–404. Web.
O’Donovan, R., Ward, M., Brún, A. D., & McAuliffe, E. (2018). Safety culture in health care teams: A narrative review of the literature. Journal of Nursing Management, 27(5), 871–883. Web.
Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., & Smits, A. (2018). Digital agency: Empowering equity in and through education. Technology, Knowledge and Learning, 23(7), 425–439. Web.
Potterton, A. U. (2020). Parental accountability, school choice, and the invisible hand of the market. Educational Policy, 34(1), 166–192. Web.
Zyl, H. V., & Claeyé, F. (2019). Up and down, and inside out: Where do we stand on ngo accountability?The European Journal of Development Research, 31(122), 604–619. Web.