每一所學校都有自己的文化。文化存在於一所學校的深層基本要素之中，它涵蓋不成文而有效力的規則與假定、儀式與傳統的統合、一系列的象徵和典型產物、教職員與學生所使用的特殊語言和片語、以及充滿校園的改革與學習的期望。這些基本的象徵性要素也就形塑、構成與模造學校的每一方面，構建了有力的網絡，影響學校生活每一層面，促使其成員專注於專業、認同於學校的理想與目標、奉獻於學校的工作、以及竭盡心智與採取行動完成學校的教育目標。
正向的學校文化並非偶然出現，乃由投入與參與學校的教職員與學生，以及正式與非正式的領導者經過長時間的營造而形成，其有力的要素需要聯結、合作、賞識、自我反思、聯合、領導等。一所組織良善的學校與教室則要精心規劃與制定限制場域、專業與行政支援系統、刺激系統、鼓勵系統、與經營教室結構。正向的、專業的、與組織良善的學校文化可促進學校的效能與績效。

Every school has a culture of its own. It exist in the deeper elements of a school: the unwritten rules and assumptions, the combination of rituals and traditions, the array of symbols and artifacts, the special language and phrasing that teachers and students use, the expectations for innovation and learning that saturate the school's world.
The school culture influences and shapes the ways teacher's, student's and administrater's think, feel, and act. The school culture influences what people pay attention to(focus), how they identify with the school(commitment), how hard they work(motivation), and the degree to which they achieve their goals(productivity).
The positive school cultures do not just happen. They are built over time by those who work in and attend the school and by the fomal and informal leaders. The powerful components are connection, collaboration, appreciation, self-reflection, union, leadership.