Building a Positive School Culture: A Case Study of a Chinese Private School in Cebu City, Philippines

Abstract

Purpose: The aim of this paper is to explore the school culture of a Chinese private school in Cebu City

Method: This case study approach involved individual interviews with ten (10) participants who were two supervisors, two teachers, two alumni, two parents, and two senior high school students. Also, there were two sets of focus group discussions (FGD), one set with two teachers and one staff, and another set with four Junior High School students. The focus group discussions were interviewed to serve as data triangulation. There were a total of ten (10) participants and seven (7) key informants in this qualitative research.

Findings: The analysis of transcripts revealed seven (7) major themes that best described the experiences of the participants in this study. These are student-centered learning; teacher’s professional practices; values inculcation; parental involvement; leadership roles; technological influences; and cultural diversity.

Significance: This study aimed to offer valuable insights for researchers and educators in promoting a positive school culture where healthy values, effective teaching, and conducive learning environments in this institution are highly fostered.

Conclusion: Building a positive school culture is essential in creating a safe and healthy school environment that leads to student success and teacher’s work satisfaction. This can be achieved with the combined efforts among the stakeholders that embraces values inculcation, teachers‘ professionalism, leadership roles, and cultural diversity to have a conducive learning environment.