Initiating conversations and opening doors

Abstract

This multiple case study examined the role of four US state-recognized high-quality principals in the implementation of change initiatives in their Midwestern schools. Participants were selected based on nomination by the state department of education and district superintendents. The research question guiding the study was: how do principals promote positive school culture to support the implementation of change initiatives? Specifically, the study explored how principals engage staff to create a positive learning environment and how their influence on organizational culture changes classroom practice. Organizational culture and change theories served as the lenses for analysis. Three salient leadership practices of successful principals emerged during data analysis: great principals manage the implementation of multiple initiatives by (1) empowering teachers by cultivating trust, (2) knowing their staff well, and (3) engaging in explicit and purposeful communication.

Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices

“…The principals in our study highlighted the value of relationships in the critical incidents they shared that shaped their understanding of inclusive education. Research shows that trust builds communities of learners and empowers educators (Gray, Kruse, & Tarter, 2016;Hollingworth, Olsen, Asikin-Garmager, & Winn, 2018). When principals have built this trust in relationships with educators, they present themselves as coming from a place of care when difficult conversations about practice are necessary.…”

Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?

“…Through instructional leadership practices, school leaders contribute to enhanced student outcomes by supporting and advancing instruction (Dolph, 2017; Nettles & Herrington, 2007). To establish a trusting school culture that leads to school improvement, skilled school leaders participate in professional learning with teachers, seek to understand teachers’ strengths leveraging them, and possess effective communication skills (Hollingworth et al, 2018). Finally, to be effective change agents for school improvement, successful school leaders practice distributed leadership to build “ownership and consensus” as improvements are planned for and implemented (Dolph, 2017, p. 382).…”

A “cracking” school culture: leading resource exploitation during implementation of a national reform

“…A long line of research connects strong school culture to educational initiatives (Hollingworth et al , 2018), staff commitment to student support and learning (Engels et al , 2008), sustainable improvement, teachers’ collaboration and collegiality, academic press and raising student achievements. More specifically, a strong culture is marked by a set of important assumptions, beliefs, values and attitudes that the school principal is expected to create and that the educational staff shares (Kalkan et al , 2020).…”

“…More specifically, a strong culture is marked by a set of important assumptions, beliefs, values and attitudes that the school principal is expected to create and that the educational staff shares (Kalkan et al , 2020). Leadership plays a key role in shaping and maintaining a strong school culture while communicating and setting both high human values and high educational goals (Hollingworth et al , 2018). In light of Louis and Lee’s article (2016) that discusses the role of school resources in their student support construct, our study examines the processes adopted by school principals with a strong culture that assist them to use reform resources effectively.…”