Designing and using an organisational culture inquiry tool to glimpse the relational nature of leadership and organisational culture within a South Australian primary school. (15th March 2017)

• Record Type: Journal Article
• Authors: Giles, David; Bills, Andrew
• Is Part Of: School leadership & management. Volume 37:Number 1/2(2017)
• Page Start: 120
• Page End: 140
• Publication Date: 2017-03-15
• Subjects: Leadership -- organisational culture -- Appreciative Inquiry -- school reform; Education -- Periodicals; Educational leadership -- Periodicals; School management and organization -- Periodicals; 371.2011
• DOI: 10.1080/13632434.2017.1293637
• Languages: English
• ISSNs: 1363-2434

Abstract

ABSTRACT: This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called 'dynamic inter-relationships' and a 'commitment to ongoing growth' manifesting as key themes across the qualitative survey data generated by the school's participants, we found the individual strengths of staff served the 'on-going formation of organisational life'. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school's leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was 'fit for purpose' as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school's relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school.