Principals in schools with a positive school culture (original) (raw)
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The role of principals in cultivating a positive school culture
2021
The study investigated the role of four principals in creating a positive school culture in their respective schools. The study adopted a qualitative case study approach, with data from document analysis, observations and semi-structured interviews. The study is situated in a primary school context of the Department of Education of the Western Cape. The participants were purposely selected based on a set of criteria to ensure actively participating principals who could contribute to providing a rich description of the research question. The study was premised on the assumption that principals played a crucial role in the creation of a positive culture at schools. The participants' creation of a positive school culture was investigated through four policy expectations on school principals namely, time management, resource management, financial management, and curriculum management. This study used Schein's notion of three levels of culture, namely observable artifacts, espoused values, and basic underlying assumptions to address the study's main research question, which is: What is the role of principals in cultivating a positive school culture? The study was approached from an interpretive phenomenological perspective. This approach is distinguished by its emphasis on the research of participants' lived experiences. As a result, it was selected as most appropriate to understanding the nuanced educational roles of the participants in establishing a positive school culture. The data was finally processed using Schein's model of institutional culture as a lens, which brought an interesting dynamic to the study in framing the analysis and findings. The most important findings of this study are that the participant principals were resilient despite the restrictive cultural influences around them and made time available to engage with colleagues on non-academic issues. They also managed resources effectively and created skills development opportunities This grounded their ability to use their roles to recognise and utilise Stellenbosch University https://scholar.sun.ac.za iii the opportunities for creating a positive school environment inside the school. Although the study was limited to four principals, the insights generated can inform and motivate the next generation of principals who will serve in our schools and communities.
Principal Leadership in Developing School Culture
Proceedings of Social Sciences, Humanities and Economics Conference (SoSHEC 2017), 2018
The Principal's leadership plays an important role in cultivating a school culture. The aim of this study was to analyze the principal's leadership in an attempt to develop a positive school culture and its impact on school achievement. A qualitative approach with case study was used. The study was conducted in a Primary School. The data were obtained from interview, observation and documentation. The results of this study showed that the application of participative leadership style at school was good to support the creation of a positive school culture. The principal also made several efforts through the development of harmonious relationships, school security and school environment that conducive for learning process. Positive developed school culture impacted on school achievements. This study found a significant role of the principal in developing the school culture through leadership styles and several efforts. The important point for further research is concerning with development of leadership and school culture to improve school quality.
The principal's role in shaping school culture
Washington, DC: United States …, 1990
Designed to explain how principals can shape school culture, this book first discusses current pressures for school reform and the different perspectives on school operations reflected in these reforms. Competing reform strategies are described, specifically, the human resources approach and the structural, political, free market, and school culture models. Aiming to link reform success to school culture and symbolic leadership concepts, the book describes organizational cultures or subcultures within the greater society and presents evidence connecting organizational culture to productivity in business and schools. Next, a description is given of how the principal shapes a school culture by fulfilling five roles: those of symbol, potter, poet, actor, and healer. Following this, the book presents five case studies of school leadership in school settings that varied according to principal incumbency, school characteristics, student abilities, and organizational history. Finally, commonalities in the leaders' tactics are summarized and discussed. Each of the principals described identified what was important, selected compatible teachers, dealt successfully with conflict, set a consistent example, told illustrative stories, and used ceremonies, tradition, ricuals, and symbols to display the school's common values. The book concludes with some action guidelines, with the caveat that these will prove inadequate unless accompanied by an unquenchable desire and commitment to build cultures that support and create excellence. Included are 51 references and a classified, annotated bibliography of 25 books and articles. (MLH)
Review and Analysis of the Role of the Principal in Shaping a School Culture
International Journal of Innovation and Research in Educational Sciences , 2017
Everyday thousands of principals are arriving to their primary work place and run schools with certain expectations. Schools need special leadership and school leaders must have distinct qualifications such as the role of management engineer, human engineer, and the ones who design. In order to understand in today's public schools, this article examines approaches and offers a strategic plan for the future regarding purpose of the school and priorities of the school in the previous literature. While shaping school culture, the central question we need to shed light on "what are the variety of factors, success and job expectations based on their school's dynamic". This article seeks to answer the question "How will you answer that question and why have you chosen the answers that you have related to skills, abilities, and knowledge necessary for a principal today?". Finally, this paper points out that six categories: Vision and Learning,
School Principals' effectiv eness and leadership Quality In Educational
repo.uum.edu.my
PurposeThis research is attempt to examine school principals' organizational effort to create an innovative and creative environment to govern efficient and effective high quality educational Institutions. The culture and climate of certain educational institutions ...
Successful School Principals : Factors That Impact on Their Success
2008
This paper explores the concept of school leadership with particular reference to six case studies of New Zealand primary and secondary school principals. Preliminary findings suggest that factors behind their success may lie in the areas of their understanding and application of contingent leadership, authentic leadership, and their resilient capabilities.
Advances in Social Science, Education and Humanities Research, 2021
This study employed quantitative research that is descriptive-analytic, quantitative in the sense that this study conducted statistical tests to measure how much the relationship or strength of the relationship between the variables studied. The results of the study are as follows: 1). Relationship between Principal Competence and Teacher Performance Improvement, where the t value of 2.224 with Sig. (p = 0.033) <0.05. 2). The relationship between school culture and teacher performance improvement, where t value is 2.642 with Sig. (p = 0.014) <0.05. 3). The Sig also shows it. F (p = 0,000) or p <0.05. Based on these results, it is concluded that there is a positive relationship between principal competence and school culture and teacher performance improvement.
The purpose of the study was to explore school culture in radically different schools due to school achievement. The particular objectives of this study were to investigate: (1) the teachers’ perceptions of school culture (2) the teachers’ perceptions of principal behaviors and additionally (3) to determine the relationship between principals’ behaviors and perception of school culture by teachers. This study employed a comparative-descriptive research design and took place in A - Middle School, representing a high-performing school, and B -Middle School, representing a low-performing school. These two middle schools were both located in capital city of Poland and were selected based on their position in Warsaw Middle Schools Ranking. The “School Culture Survey” (Gruenert & Valentine, 1998) was used to obtain data about school culture factors. To determine the teachers’ perceptions of principal’s behaviors, “The Organizational Climate Description Questionnaire - Middle Level” (OCDQ-ML, Hoy et al., 1996) was used. Statistical comparisons of collaborative school culture indicated that the compared schools differ significantly in four school culture dimensions. In school A there is a culture focused on individual achievements, the competition more than cooperation, unlike the situation in B-middle school, in which collaborative school culture is strong and visible. According to principal behaviors, significant differences between compared schools were also identified. Namely, more supportive principal behaviors were typical for school B (low school performing), while restrictive principal behaviors were more common in school A (high-performing). Results indicated that principal behaviors and collaborative school culture were associated with each other.