• Building effective communication within the school especially between teachers and students, among colleagues and between teachers and rectors.
• Catering for individual needs - teachers should cater for the needs of all of his students, though we cant do it  totally, we can work in a way where everyone is at ease and able to understand the lesson.
• Creating a health promoting physical environment - encouraging students to get involve in physical activities and sports to keep themselves busy and far from negative thinking.
• Fostering respect for diversity - a sense of respect between teachers and students where it should be both ways.
• Fostering inclusive and respectful language - both students and teachers should avoid using abusive languages.
• Developing appropriate communication between home and school - good communication between school and parents to keep track of students' progress.
• Developing a school approach to assessment and evaluation of students academically and at an individual level.

• Are sometimes part of negative subcultures that are hostile and critical of change.
• Believe they are doing the best they can and don't search out new ideas.
• Frequently share stories and historical perspectives on the school that are often negative, discouraging, and demoralizing.
• Complain, criticize, and distrust any new ideas, approaches, or suggestions for improvement raised by planning committees.
• Rarely share ideas, materials, or solutions to classroom problems.
• Have few ceremonies or school traditions that celebrate what is good and hopeful about their place of work.

• View students as the problem rather than as their valued clients.
• Are sometimes part of negative subcultures that are hostile and critical of change.
• Believe they are doing the best they can and don't search out new ideas.
• Frequently share stories and historical perspectives on the school that are often negative, discouraging, and demoralizing.
• Complain, criticize, and distrust any new ideas, approaches, or suggestions for improvement raised by planning committees.
• Rarely share ideas, materials, or solutions to classroom problems.

• Educators suggestions are discarded. They are afraid to give honest feedback.
• Micromanaging -Little to no autonomy is given to teachers  in performing their jobs.
• Blaming others everytime and punishment from management is the norm.
• Excessive absenteeism, illness by educators.
• Little or strained interaction between employees and management.
• Gossiping and/or social cliques.
• Favoritism and politics interference.

• Article available at https://www.linkedin.com/pulse/toxic-work-environments-make-best-employees-quit-brigette-hyacinth

1. An organisation is centrally administered by authority from above moving down through a hierarchical structure.
2. An institution is not centrally administered. It is governed by values of an organization that are widely accepted and honored by individuals, such as a festival like Christmas.
3. An organisation has rules that are enforced; an institution has customs that are honored.
4. Organisation occupies the fourth place and institution the fifth place in the chain of social development that begins with an individual act and matures into social consciousness.Act - Activities - System - Organisation - Institution - Culture - Custom - Usage - Consciousness
5. Over the centuries an organisation matures into an institution.
6. An organisation is to be controlled; an institution is self-sustaining.
7. An organisation is partial; an institution is universal.
8. An organisation is physical; an institution is subtle.

How To Create A Positive Workplace Culture

1. An organisation is centrally administered by authority from above moving down through a hierarchical structure. 
2. An institution is not centrally administered. It is governed by values of an organization that are widely accepted and honored by individuals, such as a festival like Christmas. 
3. An organisation has rules that are enforced; an institution has customs that are honored. 
4. Organisation occupies the fourth place and institution the fifth place in the chain of social development that begins with an individual act and matures into social consciousness. A school is an organisation; education is a national institution.  

1. View students as the problem rather than as their valued clients. 
2. Are sometimes part of negative subcultures that are hostile and critical of change.
3. Believe they are doing the best they can and don't search out new ideas.
4. Frequently share stories and historical perspectives on the school that are often negative, discouraging, and demoralizing. 
5. Complain, criticize, and distrust any new ideas, approaches, or suggestions for improvement raised by planning committees.
6. Rarely share ideas, materials, or solutions to classroom problems.
7. Have few ceremonies or school traditions that celebrate what is good and hopeful about their place of work. 

• In these cultures, staff are afraid to offer suggestions or new ideas for fear of being attacked or criticized. 
• Planning sessions lead by the school improvement council or committee are often half-hearted due to the negativity and sense of hopelessness fostered by hostile staff who refuse to see that improvement is possible. 
• New staff who bring hope and a sense of possibility are quickly squelched and resocialized into negative ways of thinking. 
• Programs that are planned are poorly implemented because the motivation and commitment to change is weak or nonexistent. 
• Plans fail for lack of will. 
• No one wants to work in these kinds of schools. But, it takes leadership, time, and focus to rebuild these festering institutions. Fortunately, most schools are not this negative, though many have some of these cultural patterns that make change problematic.

• Confront negativity and hostility head-on and work to redirect negative energies.
• Protect emergent sources of positive focus and effort.
• Actively recruit more positive and constructive staff. 
• Vigorously celebrate the positive and the improving sides of the school.
• Ensure that improvement efforts and plans are successful by supporting with time, energy, and resources. 
• Reconnect staff to the mission of schools: To help all children learn and grow.