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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.
9 February 2017
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