A study of factors that promote school ethos

Abstract

This study is meant to give a complete definition of ethos, with special emphasis on school ethos. It demonstrates that the ethos of a person, group or community is manifested in one's vision and beliefs and in those common attributes and understandings that hold a group together and that are meant to appeal to and attract outsiders. Within the school context, factors like leadership, discipline, the learning situation, relationships, parents and school evaluation all contribute to a positive and productive school ethos. It is this strong positive ethos itself, that permeates the school's structures and processes and that manifests itself in the school's daily patterns and practices, that stimulates all those involved in the educational network into action together with reflection within a culture of improvement and change. Therefore, the study concludes that school ethos is a vital aspect of a cyclical process of development and growth that involves various stakeholders, both inside and outside the school. As schools do not operate in a vacuum but function within the local community, students need to link their learning to the challenges posed by the outside community. Education plays a vital role when students are initiated in society, therefore ample training and skills acquisition are needed. The ethos and climate of the school contribute towards effective learning of these skills. Through a values-based approach to teaching and learning students are educated to become reflective learners. An inclusive and supportive ethos, as advocated by the National Minimum Curriculum, helps to eradicate social barriers and prepares our students to live in a pluralistic society. This study concludes that since schools are powerful agents of social and educational change, the National Minimum Curriculum strives to foster a holistic development of the students rendering them lifelong learners. This enables students to function as responsible and committed citizens not only within their local context but also as global citizens.