Název: Leading changes in school culture : insights from a three-year school improvement program
Zdrojový dokument: Studia paedagogica. 2025, roč. 30, č. 3, s. [10]-[41]
Rozsah
[10]-[41]
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2025-3-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.83351
Type: Článek
Jazyk
anglicky
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
In decentralized educational systems, schools are expected to meet high standards, with school principals granted wide-ranging autonomy in decision making. This creates significant challenges for school leadership. Previous studies have suggested that partnerships with universities can be an effective way to drive change in the school culture by creating artifacts to initiate discussions about espoused beliefs and values, and even about basic underlying assumptions. This article presents a longitudinal study of five schools participating in a three-year program. The program aimed to create a collaborative culture by enhancing teaching and learning practices through distributed leadership, co-creation, and evidencedriven decision making. The study identified changes in school culture based on interviews with school teams and mentors and on teacher surveys conducted during the program. The findings highlight the challenges that the school leadership encountered when creating practices for effective professional learning, such as learning communities and peer observations. Effective leadership is crucial in evidence-driven decision making, as goaloriented leaders are necessary for sustaining collaborative organizational routines for data use. The program's structured support facilitated the circularity of learning for the school teams.
Reference
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[12] Eisenschmidt, E., Heidmets, M., Kitsing, M., Kasesalk, M., & Vanari, K. (2023). Aim high and work hard. Building a world-class learning system in Estonia. National Center on Education and the Economy. https://ncee.org/whitepaper/building-world-class-learning-systems-estonia-and-finland/ iew?usp=sharing&usp=embed_facebook
[13] Eisenschmidt, E., Kumpas-Lenk, K., Vanari, K., Arus, H., & Ivanova, K. (2024). Fostering collaborative school improvement in Estonian schools. Journal of School Leadership, 34(4), 341–366. https://doi.org/10.1177/10526846241245085 | DOI 10.1177/10526846241245085
[14] Eisenschmidt, E., Vanari, K., & Tammets, K. (2020). Tulevikukool: Eesti kooliuuenduse praktikast Haridusmõte. TLÜ Kirjastus.
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[16] Feldhoff, T., Radisch, F., & Bischof, L. M. (2016). Designs and methods in school improvement research: A systematic review. Journal of Educational Administration, 54(2), 209–240. https://doi.org/10.1108/JEA-07-2014-0083 | DOI 10.1108/jea-07-2014-0083
[17] Fix, G. M., Rikkerink, M., Ritzen, H. T. M., Pieters, J. M., & Kuiper, W. A. J. M. (2021). Learning within sustainable educational innovation: An analysis of teachers’ perceptions and leadership practice. Journal of Educational Change, 22(1), 131–145. https://doi.org/10.1007/s10833-020-09410-2 | DOI 10.1007/s10833-020-09410-2
[18] Gonzales, M. M., Bickmore, D. L., & Roberts, M. B. (2022). Implementing school improvement plans: Perceptions and implications of aspiring principals for educational leadership programs. Journal of Research on Leadership Education, 17(2), 160–180. https://doi.org/10.1177/1942775120964821 | DOI 10.1177/1942775120964821
[19] Gubbels, J., Hornstra, L., Weerdenburg, van M., Diepstraten, I., & Bakx, A. W. E. A. (2024). Educational professionals’ attitudes, self-efficacy, and classroom practices toward high-ability students: The role of collaborative school culture and schools’ collective efficacy. Roeper Review, 47(1), 32–46. https://doi.org/10.1080/02783193.2024.2420362 . | DOI 10.1080/02783193.2024.2420362
[20] Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67, 464–476. https://doi.org/10.1016/j.tate.2017.07.008 | DOI 10.1016/j.tate.2017.07.008
[21] Hallinger, P. (1982). Principal instructional management rating scale. FL: Leading Development Associates. https://doi.org/10.1080/02671522.2022.2150883
[22] Heinla, E., & Kuurme, T. (2024). The impact of school culture, school climate, and teachers’ job satisfaction on the teacher-student relationship: A case study in four Estonian schools. Research Papers in Education, 39(3), 439–465. https://doi.org/10.1080/02671522.2022.2150883 | DOI 10.1080/02671522.2022.2150883
[23] Hopkins, D. (1995). Schools make a difference: Practical strategies for school improvement. Resource Base Publications.
[24] Kadarisman, Y. P., Rahman, M. R., Suyanto, Jabar, C. S. A., & Umar, A. (2024). School improvement framework for Indonesia. Center for Educational Policy Studies Journal. https://doi.org/10.26529/cepsj.1865
[25] Karakose, T., Ozdogru, M., & Malkoc, N. (2024). Leading sustainable school improvement: A meta-synthesis of qualitative research on problems and challenges faced by school leaders. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1449174 | DOI 10.3389/feduc.2024.1449174
[26] Katzenmeyer, M. & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
[27] Koh, G. A., Askell-Williams, H., & Barr, S. (2023). Sustaining school improvement initiatives: Advice from educational leaders. School Effectiveness and School Improvement, 34(3), 298–330. https://doi.org/10.1080/09243453.2023.2190130 | DOI 10.1080/09243453.2023.2190130
[28] Lee, C., Camburn, E. M., & Sebastian, J. (2024). School context, school leaders’ data-informed decision making, and student achievement: Evidence from Florida. School Effectiveness and School Improvement, 36(1), 45–70. https://doi.org/10.1080/09243453.2024.2436889 | DOI 10.1080/09243453.2024.2436889
[29] Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077 | DOI 10.1080/13632434.2019.1596077
[30] Lochmiller, C. R. (2018). Coaching principals for the complexity of school reform. Journal of School Leadership, 28(2), 144–172. https://doi.org/10.1177/105268461802800201 | DOI 10.1177/105268461802800201
[31] Medford, J. A., & Brown, T. (2022). Newly appointed principals’ challenges in learning and adjusting to school culture. Heliyon, 8(9), e10542. https://doi.org/10.1016/j.heliyon.2022.e10542 | DOI 10.1016/j.heliyon.2022.e10542
[32] Meyer, F., Sinnema, C., & Patuawa, J. (2019). Novice principals setting goals for school improvement in New Zealand. School Leadership and Management, 39(2), 198–221. https://doi.org/10.1080/13632434.2018.1473358 | DOI 10.1080/13632434.2018.1473358
[33] Mincu, M. (2022). Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts. Prospects, 52(3/4), 231–242. https://doi.org/10.1007/s11125-022-09625-6 | DOI 10.1007/s11125-022-09625-6
[34] Nehez, J., & Blossing, U. (2022). Practices in different school cultures and principals’ improvement work. International Journal of Leadership in Education, 25(2), 310–330. https://doi.org/10.1080/13603124.2020.1759828 | DOI 10.1080/13603124.2020.1759828
[35] Olev, A., & Alumäe, T. (2022). Estonian speech recognition and transcription editing service. Baltic J. Modern Computing, 10(3), 409–421 https://doi.org/10.22364/bjmc.2022.10.3.14 | DOI 10.22364/bjmc.2022.10.3.14
[36] Oppi, P., Eisenschmidt, E., & Jõgi, A. (2022). Teacher’s readiness for leadership – a strategy for school development. School Leadership & Management, 42(1), 79–103. https://doi.org/10.1080/13632434.2021.2016685 | DOI 10.1080/13632434.2021.2016685
[37] Poom-Valickis, K., Eisenschmidt, E., & Leppiman, A. (2021). Creating and developing a learningcentred collaborative school culture – views of Estonian school leaders. Center Educational Policy Studies Journal, 12(2), 212–237. https://doi.org/10.26529/cepsj.1029 | DOI 10.26529/cepsj.1029
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