1.
Title & Authors
The Type of Culture at a High Performance School and Low Performance
School in the State of Kedah
Authors: Yaakob Daud, Arumugam Raman, Yahya Don, Mohd Sofian O.F.,
Fauzi Hussin.
Published in International Education Studies, Vol. 8, No. 2 (2015).
2. Purpose of the Study
The study aims to identify and compare the types of organizational culture
practiced in high performance schools (HPS) and low performance schools (LPS)
in Kedah, Malaysia. It investigates both the current culture and the culture
desired by teachers for the future.
3. Theoretical Framework
Based on the Competing Values Framework (CVF) by Quinn & Rohrbaugh
(1983).
Four cultural types: Clan, Adhocracy, Market, Hierarchy.
Instrument used: Organizational Culture Assessment Instrument (OCAI) by
Cameron & Quinn (2006).
4. Methodology
Design: Descriptive survey.
Sample: 227 teachers (from 2 HPS and 2 LPS in Kedah).
Instrument: Questionnaire based on OCAI dimensions (leadership,
management, bonding, strategic emphasis, success criteria).
5. Key Findings
Current dominant culture: Hierarchy in both HPS (M=36.76) and LPS
(M=30.63).
Market culture: Similar levels in both HPS and LPS.
Clan culture: More prominent in LPS (M=24.18) than in HPS (M=21.15).
Adhocracy culture: Least practiced in both schools.
Desired culture: Teachers from both HPS and LPS prefer Clan culture for
the future (M=34.89).
6. Strengths of the Article
Uses a well-established theoretical model (CVF).
Large enough sample (227 teachers) for comparative analysis.
Provides both current and expected cultural practices.
Useful implications for school leadership and management in Malaysia.
7. Weaknesses / Limitations
Focuses only on schools in Kedah; limited generalizability.
Data collection relies solely on self-reported questionnaires, which may
introduce bias.
Lacks qualitative insights (e.g., interviews or observations).
Discussion of findings is more descriptive than critical; limited exploration
of why certain cultures dominate.
8. Conclusion & Recommendations
Both HPS and LPS emphasize Hierarchy and Market cultures, but
teachers hope for more Clan culture in the future (emphasizing
teamwork, trust, and shared values).
Suggests balancing all four cultural types to improve school performance.
Recommends further studies with broader scope, mixed methods, and
exploration of leadership roles in shaping culture.
✅ Overall Evaluation:
The article makes a valuable contribution to understanding school culture in
Malaysian education, particularly the contrast between high and low performing
schools. However, it remains largely descriptive and would benefit from deeper
analysis and broader methodological approaches.
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Article Review
The Type of Culture at a High Performance School and Low Performance
School in the State of Kedah
By: Yaakob Daud, Arumugam Raman, Yahya Don, Mohd Sofian O. F., & Fauzi
Hussin (2015)
Introduction
The article under review, published in International Education Studies (2015),
investigates the organizational culture of high performance schools (HPS) and
low performance schools (LPS) in the state of Kedah, Malaysia. The authors aim
to explore how school culture influences performance and to determine the type
of culture that teachers desire for future development. This study is timely,
considering the emphasis placed by the Malaysian Ministry of Education on
school leadership, effective management, and creating learning environments
that support quality education.
Purpose of the Study
The study seeks to identify the dominant type of organizational culture in HPS
and LPS and to compare current cultural practices with the expectations of
teachers for the future. It specifically examines whether certain cultural
orientations, such as Clan, Adhocracy, Market, or Hierarchy, are more prevalent
in schools of different performance levels.
Theoretical Framework
The research is grounded in the Competing Values Framework (CVF) by
Quinn and Rohrbaugh (1983), which categorizes organizational cultures into four
types:
1. Clan – family-like, collaborative, teamwork, loyalty.
2. Adhocracy – dynamic, innovative, risk-taking.
3. Market – competitive, goal-focused, results-oriented.
4. Hierarchy – formal, structured, rule-based.
To measure these dimensions, the authors used the Organizational Culture
Assessment Instrument (OCAI) developed by Cameron and Quinn (1999,
2006).
Methodology
The study applied a descriptive survey design. A total of 227 teachers from
two HPS and two LPS in Kedah participated. Questionnaires were distributed to
gather data on current cultural practices and teachers’ expectations for the next
five years. Six cultural dimensions were examined: organizational leadership,
employee management, bonding, strategic emphasis, main features, and
success criteria.
Key Findings
The findings highlight significant similarities and differences between HPS and
LPS:
Dominant Current Culture: Both HPS and LPS are primarily
characterized by Hierarchy culture, emphasizing stability, formal rules,
and control.
Market Culture: Present in both school types at nearly equal levels,
reflecting a focus on achievement and results.
Clan Culture: More evident in LPS compared to HPS, suggesting that low
performance schools rely more on personal relationships, loyalty, and
collaboration.
Adhocracy Culture: The least practiced culture in both contexts,
indicating limited emphasis on innovation and risk-taking.
Future Expectations: Teachers from both HPS and LPS prefer a shift
towards Clan culture in the future, emphasizing teamwork, openness,
and trust.
These results show that while schools currently depend on rigid structures and
performance-driven cultures, there is a strong desire among teachers for a more
supportive and collaborative work environment.
Strengths of the Article
1. Clear Framework: The use of CVF and OCAI provides a structured and
reliable tool for measuring school culture.
2. Comparative Analysis: By examining both high and low performance
schools, the study offers useful insights for educational leaders.
3. Practical Implications: The findings highlight the need for schools to
balance hierarchy and market cultures with clan-oriented values.
Limitations
1. Limited Scope: The research only focused on schools in Kedah, which
may limit the generalizability of findings to other Malaysian states.
2. Quantitative Bias: Sole reliance on surveys restricts deeper
understanding of the lived experiences of teachers and leaders.
Qualitative methods such as interviews or observations could have
enriched the data.
3. Descriptive Approach: The discussion section is more descriptive than
analytical, lacking critical examination of why certain cultural patterns
exist.
Conclusion
The article makes an important contribution to understanding the role of
organizational culture in Malaysian schools. It reveals that both HPS and LPS
operate under hierarchical structures, yet teachers aspire towards more
collaborative and supportive clan-oriented cultures. The authors recommend that
schools adopt a balance of all four cultural types—Clan, Adhocracy, Market, and
Hierarchy—to create flexible, innovative, and effective learning environments.
Overall, the article provides a valuable starting point for exploring the
relationship between culture and school performance. However, future research
should broaden the scope, employ mixed methods, and investigate the role of
leadership practices in shaping school culture.
✅ Evaluation:
The study is useful and relevant, especially for educational leaders and
policymakers in Malaysia. While it lacks depth in analysis, it serves as a
foundation for further research on how culture can drive performance
improvements in schools.