Developing a Positive School Culture
Discover how Excelsior Multi-Academy Trust transformed teacher retention and student outcomes by building a positive school culture that keeps...
What makes a positive school culture?
Good teachers change lives, so Excelsior Multi-Academy Trust values them. The government's white paper notes that good teaching improves learning. We found excellent continuous professional development (CPD) wasn't always enough. What else can be done?
Key Takeaways
- Excellent CPD alone is insufficient for cultivating a truly positive school culture and retaining top teaching talent: While professional development is crucial, a school's underlying culture dictates how new learning is integrated and sustained, profoundly impacting teacher morale and commitment (Deal & Peterson, 1999). Without a supportive and collaborative culture, even the best training may not translate into lasting improvements or prevent teacher attrition.
- A positive school culture is a complex, multi-dimensional construct that profoundly influences every aspect of school life: It encompasses shared values, beliefs, norms, and practices, extending beyond surface-level interactions to the deeper, often unspoken, assumptions that shape behaviour and learner experiences (Schein, 2017). Understanding these dimensions is critical for leaders aiming to intentionally shape a thriving educational environment.
- School leaders are the primary architects of school culture, with their actions and values profoundly shaping the school's ethos: Effective leadership fosters a culture of trust, collaboration, and continuous improvement, which directly correlates with teacher efficacy and ultimately, learner achievement (Fullan, 2001). Leaders must model desired behaviours and consistently communicate the school's vision to embed a positive cultural framework.
- A robust, positive school culture is directly correlated with enhanced learner outcomes and improved teacher retention: When teachers feel valued, supported, and equiped within a strong professional community, they are more effective and less likely to leave, creating a stable and high-performing environment conducive to learner learning and well-being (Stoll & Fink, 1996). Investing in culture is therefore an investment in both staff stability and learner success.
Yes, we need to continue to look at how we deliver CPD to gain maximum impact, but that alone will not get us where we want to be. What is it that makes school leaders, businesses, and sports teams successful? There must be something that is consistent across all successful organisations that are key ingredients to development leading to measurable success. This article identifies our process of enlightenment and gives a brief insight into what we believe is the golden thread of success.
What Are the Key Dimensions of School Culture?
Deal and Peterson (1999) suggest frameworks measure school culture’s parts: leadership, staff relationships, teaching, and values. Leaders actively shape culture, according to Fullan (2007) and Stoll & Fink (1996). Avoid letting it develop randomly.
We were aware as experienced leaders that culture was and is very important, however, we didn't know that this could be designed and codified. Our work with a business coach opened up our eyes to the world of organisational culture and the importance this has on success.
Our cultural process started 3 years ago when we were creating our long-term strategic development plan for our MAT. We identified a 10 and 3-year vision for the MAT that, if achieved, would ensure our student body, staff and communities were receiving a world-class education. To support us in this process, we looked toward business rather than education. We were convinced that to be more strategic, we needed to research, study and read about the best businesses and what they were doing to develop and grow. Specifically, we wanted to learn about the strategies they were using to achieve this growth. Most importantly, how did organisations excite their employees to be part of something bigger than themselves? The task for would then be to translate this to the world of education.
As a result of our study we created a Big Hairy Audacious Goal (BHAG) (Jim Collins- Built To Last- Successful Habits of Visionary Companies, 1994), our exciting, challenging and aspirational 10 year plan. Our BHAG is 'to be world-famous for effective education'. Quite a scary goal. To help us work towards this and make it more achievable we also identified our 3 year Hairy Audacious Goal which was 'to be nationally recognised for effective education.' Now we had a clear outcome-based vision so our attention turned to what was needed to achieve the 3 year goal. This involved us working with a business coach who exposed us to some fabulous business tools that allowed us to identify 3 key areas of development that would help us achieve the 3 year goal. These are called our swim lanes, these are to:
1. Develop and demonstrate innovation
2. Develop our reputation locally and nationally
3. Become the employer of choice so we attract, recruit and retain the best staff.
Whilst culture runs throughout all of these strands it was strand 3 that led us into the wonderful world of organisational culture. Interestingly, there was very little research about positive school culture or in the education world. There was however, an abundance of it in the corporate world. Our central staff were hungry to achieve our plan and embraced the importance of culture development.
How Do You Define and Conceptualize School Culture?
Hoy (2001) showed school culture affects learner outcomes. Shared beliefs and behaviours shape a school's culture. Deal and Peterson (1998) found culture impacts teacher retention. Policies are visible, but values are invisible parts of the culture.
One of the key challenges we had before setting, changing and improving our culture was to first describe what culture was in its broadest sense. There are a number of models and explanations that have been developed to describe and define culture.
Daniel Coyle 'The Culture Code- The secrets of highly effective groups' 2018, identified culture as 'a set of living relationships working toward a shared goal. Its not something you are. It's something you do.' Coyle looked at the cultures of high-performing organisations to see what made them tick. What was it that leads to greater performance compared to others.
Gary Ridge (WD40) prioritises workplace culture and staff support. He describes a workplace where learners contribute, learn, feel safe, and are happy. Ridge believes leaders must create this environment. This approach highlights wellbeing and engagement in building effective cultures.
Johnson and Scholes (1992) created the culture web. They identified a number of linked elements that makeup culture. The tool doesn't specify any one best culture but does argue that by analysing each element, you can decide if the current approach helps to support the organisation's strategy or not. He identifies 6 key elements to consider:
- Rituals and Routines- The daily behaviour and what is considered normal in the organisation.
- Stories- The past events and people talked about. Who and what does the organisation celebrate?
- Symbols- Visual representations of the company including logos, how formal the offices are, and the dress code.
- Organisation Structure- The structure including both the formal and informal power structures
- Control Systems- The ways the organisation is controlled; financial systems, quality control and rewards
- Power Structures- Who makes the decisions, how widespread is the power and on what is power based?
How Can School Leaders Shape a Positive School Culture?
Leaders should build trust, help staff, and promote teamwork to shape school culture. Open talks, shared choices and chances for growth are key. Leaders should model values to support staff and learner success (Deal & Peterson, 1994; Fullan, 2001; Leithwood et al., 2004).
Research by Deal and Peterson (1999) shows leaders shape school culture. Schein (2010) suggests leaders embed their beliefs. Kotter (2012) thinks leaders can foster a shared vision. These actions help create a positive environment for the learner.
- Lead with clarity- Ensure the vision and values of the school are clearly communicated, understood, and embodied by all staff.
- helps teachers- Provide autonomy and opportunities for leadership within their classrooms and the wider school community.
- Encourage collaboration- Create structures and time for teachers to work together, share ideas, and support each other.
- recognise and celebrate success- Acknowledge both individual and collective achievements to reinforce positive behaviours and values.
- Invest in professional development- Offer training and resources that align with the school's values and suppo rt continuous improvement.
- creates open communication- Establish channels for regular feedback and dialogue between leadership, staff, and students.
- Model desired behaviours- Leaders should exemplify the values and behaviours they wish to see throughout the school.
Practical strategies help schools create a positive setting, improving learner outcomes. Regularly assess the school culture using surveys and discussions for ongoing progress (Deal & Peterson, 2009). This work should match the school's goals (Stoll & Fink, 1996).
Frequently Asked Questions
What is a positive school culture in a UK primary or secondary school?
Research shows positive school cultures include shared values and beliefs. These affect how staff and learners interact (Hoy, 2003). The culture ensures access to excellent teaching (Bandura, 1997). It depends on a supportive professional climate (Bryk & Driscoll, 1988).
How can school leaders create a more positive school culture?
Leaders shape culture by setting goals and defining behaviours. Business tools help organise school improvements (Kotter, 1996). Schools should actively build their culture, rather than leave it to chance (Deal & Kennedy, 1982; Schein, 2010).
What are the benefits of a strong school culture for teacher retention?
A positive culture builds belonging and safety, cutting staff turnover. Teachers stay longer when they feel connected (Maslow, 1943). Good development works best within a supportive culture (Bandura, 1977).
What does the research say about the impact of school culture on student outcomes?
John Hattie's work (2008) highlights teacher impact. School culture affects learner progress. Coyle (date not provided) found relationships and purpose improve performance.
What are common mistakes when trying to improve a school culture?
Culture will not improve without a clear plan. Professional development alone will not fix culture (Deal & Peterson, 1999). Leaders must give staff tools to feel part of the trust's mission (Fullan, 2001; Stoll, 2003).
Why is it difficult to change a school culture that has become negative?
Addressing a negative culture is hard; it means changing ingrained habits and unspoken rules. This shift builds a united team with a common purpose, rather than just individual workers. Leaders must inspire staff with a grand vision, exceeding daily duties (Kotter, 1996; Schein, 2010).
Conclusion
School culture matters for education. Leaders use strategies to shape it (Deal & Peterson, 2009). This builds better environments for teachers (Fullan, 2007). Committed teachers improve learner outcomes and communities (Bryk et al., 2010).
Schools build positive cultures with consistent work and thought. Actively listen to staff and change plans using their feedback. Keep reinforcing the school's core values. Prioritising culture helps learners succeed long-term (Deal & Peterson, 2009; Fullan, 2007).
Evaluate Your School Against EEF Standards
Research by Fullan (2007) and Hargreaves (2003) highlights the importance of targeted school improvement. Evaluate your school using eight areas and 40 measures. This pinpoints both strengths and key areas for improvement based on research evidence (িন্তാж et al., 2015). Focus your school development plans more effectively using this tool.
Further Reading
organisational culture in schools
- MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. *International Journal of Leadership in Education*, *12*(1), 73-84.
- Hoy, W. K., & Miskel, C. G. (2012). *Educational administration: Theory, research, and practice* (9th ed.). McGraw-Hill.
- Deal, T. E., & Peterson, K. D. (2009). *Shaping school culture: Pitfalls, paradoxes, & promises* (2nd ed.). Jossey-Bass.
- Stoll, L., & Fink, D. (1996). *Changing our schools: Linking school effectiveness and school improvement*. Open University Press.
- Fullan, M. (2007). *The new meaning of educational change* (4th ed.). Teachers College Press.
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