Abstract

Promoting education for sustainability (EfS) within schools requires adopting a whole-school approach for organizational change. In this study, we adopted Schein’s (1985 Schein, E. H. 1985. Organizational Culture and Leadership Jossey-Bass. San Francisco. [Google Scholar]) organizational culture model in school context, which includes three levels: artifacts, espoused values and basic underlying assumptions. Since sense of community is an important component in school culture, we explored the relationships between EfS, school culture and sense of community. Our findings indicated that the elementary-school staff felt committed to EfS and to their school community at all levels of school culture and every level served as a stable platform for the development of the next level. Furthermore, interconnections between artifacts, teachers’ values and underlying assumptions indicated a deep connection between EfS and school culture, which is not common in schools. The study concludes that schools’ investment in their staff’s sense of community is necessary for creating teachers’ commitment to promoting EfS as part of a whole-school approach.

摘要

在学校内促进可持续性教育 (EfS) 需要采用全校方法进行组织变革。在这项研究中，我们采用了 Schein's ( 1985 沙因，EH 1985。组织文化和领导力 Jossey-Bass。旧金山。 [谷歌学术]) 学校背景下的组织文化模型，包括三个层次：人工制品、信奉的价值观和基本的潜在假设。由于社区意识是学校文化的重要组成部分，我们探讨了 EfS、学校文化和社区意识之间的关系。我们的调查结果表明，小学教职员工对 EfS 及其学校社区的各级学校文化感到投入，每个级别都为下一级别的发展提供了稳定的平台。此外，人工制品、教师价值观和潜在假设之间的相互联系表明 EfS 与学校文化之间存在深刻联系，这在学校中并不常见。