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1. It is demonstrated by teachers in my division/school that formal, ongoing study and professional development is of the utmost value and importance. 1(0) 2(3) 3(7) 4(27) 5(10)
 * Faculty Culture Profile (GAC Senior High - September 2007)**

2. It is demonstrated by teachers in my division/school that setting the highest attainable academic (and other) standards for students is essential, and that this constitutes one of our faculty’s most basic values. 1(1) 2(2) 3(4) 4(21) 5(20)

3. It is demonstrated by teachers in my division/school that being “on the students’ side” and wishing for them “conspicuous, daily success”: form two of our faculty’s most prevalent characteristics. 1(0) 2(2) 3(12) 4(18) 5(14)

4. It is demonstrated by teachers in my division/school that “disciplinary steps” and/or confrontations with students must be conducted in ways that leave students’ dignity intact. 1(0) 2(2) 3(7) 4(22) 5(16)

5. It is demonstrated by teachers in my division/school that rendering (formal or informal) assistance to one’s faculty colleagues is of crucial importance. 1(0) 2(2) 3(7) 4(22) 5(15)

6. In my division/school, casual conversations among faculty members tend to be constructive, upbeat, and professional. 1(1) 2(1) 3(14) 4(24) 5(7)

7. In my division/school, meetings tend to be worthwhile events. 1(1) 2(8) 3(13) 4(22) 5(2)

8. I have complete trust in my division/school colleagues. 1(0) 2(2) 3(5) 4(22) 5(17)

9. I have great respect for my division/school administrators. 1(2) 2(3) 3(3) 4(16) 5(23)

10. My division/school administration is highly supportive of the division/school faculty. 1(1) 2(3) 3(2) 4(17) 5(22)

11. My division/school administration is highly supportive of the division/school’s students. 1(1) 2(1) 3(1) 4(20) 5(21)

12. My division/school administration is highly supportive of the division/school’s parents. 1(1) 2(1) 3(4) 4(19) 5(20)

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