Exploring school culture experienced by science teacher in promoting scientific literacy in Central Java

Abstract

This studyaimed todescribe school cultures experienced by science teachers from three districts in Central Java, such as Kudus, Magelang and Brebes, from which some junior high schools are being promoted to be school models of scientific literacy, to explore symbolic nature of science teaching quality, and to identify possible barriers for its promotion. School culture was defined as science teacher's perceptions of shared beliefs, values, and moral of the extend to which teachers experienced three constructs like professional collaborations, collegial communications, and self-determinations during their service to schools. Self-assessment with 17 items, from the 2015-2016 Georgia Leadership Institute for School Improvement Inc., was used with some modifications. 50 science teachers from these Districts completed the questionnaire.Observation was implemented to describe physical school environments. Open interviews were conducted to school principals, science teachers and students. Data analysis was focussed on the extend to which school culture components were strong, weak, and the meaning of symbolic nature. Findings showed(i) science teachers experienced good collegial relationships and self-determinations, but weak professional collaborations,(ii) science teaching quality was not contextual and lack of connectedness to socio-scientific issues and students' creative portfolios, and (iii) school was lack of shared vision and mission that could be the most barrier for school improvement.