A “cracking” school culture: leading resource exploitation during implementation of a national reform

Emanuel Tamir, Sherry Ganon-Shilon

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Purpose: The study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform. Design/methodology/approach: An interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts. Findings: The article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose. Originality/value: Exploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.

Original languageEnglish
Pages (from-to)650-665
Number of pages16
JournalJournal of Educational Administration
Volume59
Issue number5
DOIs
StatePublished - 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2021, Emerald Publishing Limited.

Keywords

  • Education reforms
  • Principals
  • Resource exploitation
  • School leadership
  • Strong culture

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