Designing and using an organisational culture inquiry tool to glimpse the relational nature of leadership and organisational culture within a South Australian primary school

David Giles, Andrew Bills

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)120-140
    Number of pages21
    JournalSchool Leadership and Management
    Volume37
    Issue number1-2
    Early online date2017
    DOIs
    Publication statusPublished - 15 Mar 2017

    Keywords

    • Appreciative Inquiry
    • Leadership
    • organisational culture
    • school reform

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