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?
At Excelsior Multi-Academy Trust, we know that for our school community and students to be successful, we need excellent teachers as we believe wholeheartedly that excellent teachers change lives. We know that the way to improve student learningin its broadest sense is to ensure we have an excellent teacher for every child. Something that has been recently recognised by the Government in the latest education white paper. The question is, how do we do this? Our experience was that providing excellent CPD wasn't necessarily enough.
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?
School culture comprises multiple interconnected dimensions including leadership practices, staff relationships, teaching approaches, and organisational values. These dimensions can be systematically identified and measured through structured assessment frameworks. Understanding these components allows school leaders to design and deliberately shape their institution's culture rather than leaving it to develop naturally.
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?
School culture is the collective beliefs, traditions, and behaviours that define how a school community operates and interacts. It encompasses both visible elements like policies and procedures, and invisible elements like shared values and unwritten expectations. A well-conceptualized school culture serves as the foundation for all improvement efforts and directly influences teacher retention and student outcomes.
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, CEO of WD40 company, focuses on culture relentlessly and specifically the equipment of the staff who work for him. He identified culture by saying 'Imagine a place where you go to work everyday, you make a contribution to something bigger than yourself, you learn something new, you feel safe and are set free by a compelling set of values, and you go home happy. He believes passionately that it is the central role of leaders to create the environment to allow this to happen. This approach emphasises the importance of wellbeing and engagement in building effective organisational 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?
To intentionally shape a positive school culture, leaders should focus on developing trust, promoting collaboration, and helping staff. This involves open communication, shared decision-making, and creating opportunities for professional growth. By actively modelling desired values and behaviours, leaders can create a cultural environment that supports both staff and student success.
There are a number of strategies that school leaders can deploy to deliberately shape and improve school culture.
- 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.
By adopting these practical strategies, schools can move from passively accepting their existing culture to actively shaping a positive and supportive environment that drives improved outcomes for everyone involved. Regularly assessing the culture through surveys and discussions also helps to ensure continuous improvement and alignment with the school's overall goals.
Frequently Asked Questions
What is a positive school culture in a UK primary or secondary school?
A positive school culture consists of the shared values, beliefs, and behaviours that define how a school community operates. It includes both the formal policies and the unwritten rules that dictate how staff and students interact. This environment ensures that every child has access to excellent teaching through a supportive professional climate.
How can school leaders create a more positive school culture?
Leaders can shape culture by defining clear, aspirational goals and codifying expected behaviours. Using business management tools to identify strategic swim lanes helps to organise school improvement efforts. This deliberate approach moves away from letting culture develop by chance and focuses on making the school an employer of choice.
What are the benefits of a strong school culture for teacher retention?
A strong culture provides a sense of belonging and psychological safety, which reduces staff turnover. When teachers feel part of a set of living relationships working toward a shared goal, they are more likely to stay and build their careers at the school. Excellent professional development is more effective when it exists within a culture that recognises and supports staff growth.
What does the research say about the impact of school culture on student outcomes?
Evidence suggests that the professional environment of a school is a significant predictor of student progress. Successful organisations across different sectors share consistent ingredients for development that lead to measurable success. Research by figures such as Daniel Coyle shows that high performing groups rely on strong relationships and a shared sense of purpose to improve performance.
What are common mistakes when trying to improve a school culture?
One common error is assuming that culture will improve naturally without a deliberate plan. Another mistake is relying solely on professional development sessions without addressing the underlying relationships and values of the organisation. Leaders often fail to provide the necessary tools for staff to feel involved in the wider mission of the trust.
Why is it difficult to change a school culture that has become negative?
Changing a negative culture is challenging because it requires shifting deeply embedded traditions and unwritten expectations. It involves moving from a collection of individuals to a cohesive group that acts with a shared identity. Success depends on the ability of leaders to excite staff about a vision that is bigger than their daily tasks.
Conclusion
Developing a positive school culture is a peripheral consideration and rather a central driver of success in education. By understanding the key dimensions of school culture and adopting deliberate strategies to shape it, school leaders can create an environment where teachers thrive, innovate, and remain committed to their profession. This, in turn, leads to improved student outcomes and a stronger school community.
The process towards cultivating a positive school culture requires ongoing effort and reflection. It involves actively listening to staff, adapting strategies based on feedback, and continuously reinforcing the values that underpin the school's mission. By prioritising culture development, schools can create a sustainable foundation for long-term success and ensure that every student has the opportunity to reach their full potential.
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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.
