9 February 2017

Publications

THE ROLE OF TRANSFORMATIONAL SCHOOL LEADERS IN BUILDING A HEALTHY SCHOOL CULTURE

Maria Salvacion R. Tunaya

School culture serves as the foundation for long-term continual school change (Kelley,

Thornton, & Daugherty, 2005). Therefore, school personnel should identify the school culture as

the transformation process evolves. In consideration of schools that are now multicultural and are

led by principals, the broad analytic category of school culture emerges as central to

transformational leadership.

There are several definitions of school culture available in the academic literature. For

example, school culture is the deep patterns of values, beliefs, and traditions that have been formed

over the course of the school’s history (Deal & Peterson, 1990). Schein (1992) defined culture as

a pattern of collective assumptions that a group or organization has learned over the course of time

through shared experiences. Similarly, Peterson (2002) suggested that culture builds in a school

over time as teachers, school leaders, parents, and students work together. School culture

influences the staff development and professional growth that takes place in a school (Spillane,

2005). Therefore, successful change begins with understanding the culture of the school (Andrews

& Crowther, 2002). Burns (1978) affirmed at the inception of transformational-leadership theory

that transformational leaders can enable mutual growth and collaboration in organizations;

therefore, it is clear they can develop favorable school cultures.

To lead change and bring about lasting school improvement, school principals should

encourage collaboration, empower teachers and students, and motivate in a manner that convinces

others to embrace the school’s culture (Mitchell & Sackney, 2002). Many researchers discussed

the significance of school leaders in facilitating a positive school culture. For example, Leithwood

and Riehl (2003) pointed to the importance of the school leader as one who can have a profound

impact on the school culture through actions that develop norms, values, and attitudes among staff.

Schein (1992) further supported the importance of leaders in shaping organizational culture in that

they create and modify culture, and the management of the culture is what ultimately defines their

leadership. Teske and Schneider (2001) contended that an effective transformational school leader

9 February 2017

Publications

defines the culture in the school, establishes high standards, and integrates those standards into the

mission of the school. Furthermore, according to Fullan (2002b) the principal is the main agent of

change in a school, and principals who are equipped to handle a complex, constantly changing

environment can implement the initiatives that lead to continual and sustained improvement in

teaching and learning.

The culture in a school also influences student achievement (Levin, 1987). Deal and

Peterson (1990) contended that higher achieving schools were those of cultures that fostered

collaboration, empowerment, and engagement. Leithwood and SeashoreLouis (1998) suggested

that successful schools are more capable of increasing student achievement when the culture shares

common characteristics, including a commitment to the students, respect for shared decision

making, a collective belief in the importance of professional growth, collective celebrations of

success, and a mission grounded in the ideal that all students can achieve (Barth, 2002; Kelley et

al., 2005). In other words, student performance is likely to increase if the school culture is

favorable.

Transformational school leaders modeling collaboration, professionalism, and vision in a

school positively influence the school culture (Wagner, 2004). These attributes are essential in

leading a school environment defined by the contemporary tenets of multiculturalism. As such,

school leaders are expected to demonstrate in their words, actions, and policies the ideals and

beliefs they hope to encourage in others and establish in their organization.

References Andrews, D., & Crowther, F. (2002). Parallel leadership: A clue to the contents of the

“multicultural box” of school reform. International Journal of Educational Management, 16, 152–159. doi:10.1108/09513540210432128

Barth, R. S. (2002). The culture builder.Educational Leadership, 59(8), 6–11. Retrieved from http://cursa.ihmc.us/rid=1207228897993_605800142_8024/Barth -%20Culture%20Builder.pdf

Deal, T. E., & Peterson, K. (1990).The principal’s role in shaping school culture.Washington, DC: U.S. Government Printing Office.

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Publications

Fullan, M. (2002b). Moral purpose writ large.School Administrator, 59(8), 14–18. Retrieved from http://www.michaelfullan.ca/media/13396048660.pdf

Kelley, R., Thornton, B., & Daugherty, R. (2005). Relationships between measures of leadership and school climate.Education,126, 17–25. Retrieved from Education Research Complete database.

Leithwood K., & Seashore Louis K., (Eds.). (1998). Organizational learning in schools.Lisse, Netherlands: Swets&Zeitlinger.

Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Retrieved from http://www.cepa.gse.rutgers.edu

Levin, H. M. (1987). Education as a public and private good.Journal of Policy Analysis & Management, 6, 628–641. Retrieved from Education Research Complete, EBSCOhost.

Mitchell, C., & Sackney, L. (2002). Book review: Relationships in the study of learning communities. School Effectiveness & School Improvement,13, 453–462. doi:10 .1076/sesi.13.4.453.10282

Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco, CA: Jossey-Bass.

Spillane, J. P. (2005). Primary school leadership practice: How the subject matters. School Leadership & Management, 25, 383–397. doi:10.1080 /13634230500197231

Teske, P., & Schneider, M. (2001). What research can tell policymakers about school choice.Journal of Policy Analysis and Management, 20, 609–631. doi:10.1002 /pam.1020

Wagner, T. (2004). The challenge of change leadership.Education Week, 24(9), 40–41. Retrieved from http://www.edweek.org/ew/articles/2004/10/27/09wagner.h24 .html