Gathering a snapshot of an organisational culture: Mangapapa School and a leader’s perspective

A research report for the Board of Trustees, Leadership and Staff of Mangapapa School, Gisborne, New Zealand

Dr David Giles Deputy Dean, School of Education Associate Professor, Educational Leadership & Management Flinders University, Adelaide, South Australia

&

Russell Yates Deputy Dean, School of Education Chair, Professional Studies in Education University of Waikato, Hamilton, New Zealand

2011

Contents Executive summary ................................................................................................................................. 4 Acknowledgements................................................................................................................................. 5 Authors details ........................................................................................................................................ 6 Abstract ................................................................................................................................................... 7 Introduction ............................................................................................................................................ 7 Organisational culture ........................................................................................................................ 8 Leadership imperatives to re-culture ................................................................................................. 9 Designing a qualitative questionnaire to glimpse an organisation’s culture ...................................... 9 Piloting the qualitative questionnaire .............................................................................................. 11 Learning from the pilot: Using the questionnaire in a primary school ............................................. 11 Methodology......................................................................................................................................... 13 Research questions ........................................................................................................................... 13 Ethics approval .................................................................................................................................. 13 Context .............................................................................................................................................. 13 Survey................................................................................................................................................ 14 Participants ....................................................................................................................................... 14 Analysing the data............................................................................................................................. 14 Specific steps ................................................................................................................................. 14 Findings ................................................................................................................................................. 18 General practice and comparison ..................................................................................................... 18 Connections with home are encouraged ...................................................................................... 18 Staff are welcoming and supportive ............................................................................................. 19 Staff are highly professional ......................................................................................................... 19 Staff share the same ideals and values ......................................................................................... 20 The Principal and Lead Team are extremely approachable .......................................................... 20 The organisational culture is living and humane. ......................................................................... 20 Enduring sense .................................................................................................................................. 21 Our history is in front of us ........................................................................................................... 21 Care – full commitment ................................................................................................................ 22 Staff excellence ............................................................................................................................. 22 Community atmosphere ............................................................................................................... 22 Sustaining staff .............................................................................................................................. 23 Leadership practice ........................................................................................................................... 23 We all practice leadership............................................................................................................. 23

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Principal and Lead Team ............................................................................................................... 23 Professional development ............................................................................................................ 24 Relational experiences ...................................................................................................................... 24 Being noticed ................................................................................................................................ 25 Being open and honest ................................................................................................................. 25 Being supported ............................................................................................................................ 25 The usefulness of the data for the principal ..................................................................................... 26 The Principal’s response to the data............................................................................................. 26 The Principal’s comment on the usefulness of the research report............................................. 27 Discussion of the findings ..................................................................................................................... 28 The Mangapapa metaphor ........................................................................................................... 28 Leadership ..................................................................................................................................... 29 Care ............................................................................................................................................... 29 Professional Formation ................................................................................................................. 30 Conclusion ............................................................................................................................................. 31 Implications and Recommendations .................................................................................................... 32 References ............................................................................................................................................ 34 Table of Appendices.............................................................................................................................. 38

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Executive summary This research reflects a conviction on the part of the researchers that an organisation’s culture is not a matter of numbers but rather a qualitative dimension of the interrelationships and shared understandings of those within the organisation. For us, “what really drives a culture, its essence, is the learned, shared, tacit assumptions” Schein, 1999). These assumptions, beliefs and values gradually become the property of a group as they are shared and taken for granted over time. Inquiries into the nature of an organisational culture are difficult at best. Schein (1999) suggests that one particular strategy for such an inquiry is as follows: “If you really want to understand the culture, you must have a process involving … talking to insiders to help make the tacit assumptions explicit” (pp. 24-5). As a consequence this research on Mangapapa School was organised as an open ended survey for the staff and an interview with the Principal. Staff were asked to complete an online survey which considered the school’s history, strengths and challenges through to the enduring values that are lived out on a day to day basis. Further, leadership practice was explored alongside experiential accounts of staff interaction. The Principal was given the results of the survey as a draft report and interviewed for his thoughts on the quality of the data and the usefulness of such to his role. As Schein (1985) points out: “the only thing of real importance that leaders do is to create and manage culture” (p. 5). The findings of this research identify a range of characteristics within the organisational culture described as the ‘Mangapapa way’, leadership, care and professional development. These characteristics appear to be essential to the culture, that is, they are foundational to the way Mangapapa people engage with each other and the task at hand. Care for example is more than kindness, rather an expression that captures a deep and empowering respect for humanity. Leadership too is much more than positional leadership, rather this school’s culture appears to be a lead-ing school, where opportunity and expression of leadership are readily seen as staff involve themselves in the everyday life of the school. These notions are opened more fully in the findings and discussion of the findings sections. It is very evident that Mangapapa School has much strength and is committed to growing a culture that is alive, relevant and deeply engaging for all those involved; children, staff, parents and the wider community. It is our position that Mangapapa’s story of its practice, development and culture needs to be heard beyond the school gates – such is the quality of the organisational culture ‘between’ its members. We trust that the reader of this document might read the written words and the meanings between the lines that capture a glimpse of the organisational culture affectionately known as the ‘Mangapapa way’.

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Acknowledgements To the Leadership and Staff: The leadership and staff of Mangapapa School have made this research possible. The willingness with which you shared experiences, stories and perceptions from ‘inside’ the school is the basis of this report and sincerely appreciated. As researchers, we receive your information as a gift that you have given. We also give this report as a gift in return, trusting that the content affirms the essence of your everyday culture while encouraging you in your educational aspirations. Further, our coming to your school to present the report in a face to face should reflect our conviction that “we show with our feet where our heart is”.

To Ian Hunter, Principal: Ian, thank you for accepting the invitation for Mangapapa School to engage in an original research design and process related to your organisational culture. It is testimony to your confidence and belief in the people and their inter-relationships within the School. We attribute your willingness to engage with the results of the staff survey as further evidence of your disposition to seek the best for Mangapapa School. You’re considered and thoughtful engagement, and the scholarship you brought to your response, reveals the depth to which you feel and engage with the organisational culture of the School. As researchers and your colleagues, we are committed to your professional success.

To the Board of Trustees: We acknowledge the governance you provide to the School and its vision and mission. As we conclude this research, we wish to affirm the excellence and legacy of the school’s organisational culture as a ‘story’ that needs to be shared; this report being one medium. Indeed the ‘Mangapapa way’, the staff, and the ‘Mangapapa kid’, reveal an educational endeavour that has history and passion, while remaining generative in terms of the School’s future exploits. May your collective strengths further enable and ignite the ‘Mangapapa way’ within and beyond your shores. Ka kite ano David & Russell

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Authors details Dr David Giles is the Deputy Dean and Associate Professor in educational leadership and management at the Faculty of Education, Flinders University, South Australia. He has extensive teaching and leadership experience in the primary, secondary and tertiary sectors. David has a particular interest in hermeneutic phenomenology and appreciative inquiry research methodologies as vehicles for exploring the relational and phenomenological nature of educational experiences and alternative pedagogical approaches. Contact details: Dr David Giles School of Education GPO Box 2100 Adelaide, SA 5001 Wk +61 8 8201 51787 Mb +61 4 17101014 [email protected]

Russell Yates is an experienced teacher/teacher educator who has extensive leadership experience in schools and in the tertiary sector. As a senior lecturer he teaches professional practice in a range of undergraduate and graduate papers. Based on his teaching in rural areas of New Zealand, Russell’s recent teaching and research interests have centred on learning at a distance and educational leadership. He has also worked closely with Solomon Islanders through NZAid, assisting with the development of a national teacher educator strategy. Contact details Russell Yates Faculty of Education University of Waikato Hamilton Wk +64 7 838 4753 Mb +64 274 809 861 [email protected]

A PDF copy of this report is available from Dr David Giles [email protected] or Russell Yates [email protected]

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Abstract The advent of administrative workloads that are increasingly pragmatic and focused on compliance often challenges a leader’s ability to remain attentive to their organisation’s culture; the unfolding storyline. An organisation’s culture is located within the many inter-relationships, lived experiences, and artefacts that tell the story of how the organisation is forming. Everyday experiences of this culture lie within shared, taken-for-granted, and subliminal assumptions that represent “the way we do things around here” (Schein, 1999, p. 16). This report focuses on a research project that involved the completion of a qualitative questionnaire by the staff at Mangapapa School, Gisborne, New Zealand. The questionnaire sought to examine of the complexities and subtleties of an organisational culture. Blending a concern for, qualitative data, experiential accounts, a practice orientation, and historical trends, the questionnaire was designed to provide the School Principal and other educational leaders with a snapshot of their organisational culture in terms of what is valued in practice. The draft findings from the questionnaire were discussed with the School Principal. Stories and experiences can be found of a strong relational, collaborative, and caring culture existing within the organisation. Indeed, the relational ethos and team priority developed within Mangapapa School continues to stand the test of time and is seen as helpful in enabling the individual and collective responsibilities. Advocating for an increasing concern for the organisation’s ‘real’ storyline, the data from this research shows that the qualitative questionnaire appears to provide an appreciative view on the nature of relationships within the organisation’s culture as the basis for reflection by the School Principal, Board of Trustees, staff and other interested groups.

Introduction Organisational cultures worldwide continue to be influenced by prevailing neoliberal ideologies. Such ideological influences can be seen across the various educational sectors from early childhood education, through to the tertiary sector (Cochran-Smith, Boston College Evidence Team, 2009; Darling-Hammond, 2006; Snook et al., 1999). Increasingly, leadership practices and organisational cultures appear to be primarily focused on evidence that measures operational practices and students’ learning in a reductionist manner (Cochran-Smith, Boston College Evidence Team, 2009; Greenfield, 2004; R. S. Zander & B. Zander, 2000). In the process, what counts as evidence of the quality of educational endeavour is narrowly prescribed behaviours and forms of knowledge (Thrupp & Lupton, 2006; Thrupp & Willmott, 2003). As a consequence, educational leaders tend to shift to an outcomes focus to show the performance of the organisation.

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A particular outcome of policies and practices driven by the neoliberal ideology is the resulting individualism brought about by individualistic compliance and performativity processes for accountability purposes (Bennett, 1998). Greater individual accountability is more likely to shift the experience of education to privilege the individual over collegiality. That then influences the nature of collegiality along with the leadership practices that support such a regime (Aronowitz & Giroux, 1985; Giles, 2010; Hare, 2005). Within this prevailing ideology, educational leadership is manoeuvred and recultured as a political endeavour (Cooper, 2009, p. 697), and invariably reduced to a form of managerial leadership (Alphonce, 1999; Thrupp & Willmott, 2003). As such, the focus of leadership practice frequently centres on the attainment of prescribed outcomes in the guise of standards with less regard to the underlying culture within which learning occurs (Fullan, 2008).

Organisational culture A pressing need for educational leaders is to remain attuned to the informal nature of the organisational culture of their organisations as this represents taken for granted values, beliefs and norms (Bush & Coleman, 2008). While there are different levels of culture within an organisation, the organisational culture typically remains unchallenged as the normal “way we do things round here” (Schein, 1999, p. 16). The organisational culture has an enduring quality for those inside the organisation. Torrington and Weightman (1989) suggest that enduring quality relates to the “characteristic spirit and belief of an organisation” (p. 18). Indeed, new members to an organisation can notice the “taken for granted” culture until such time as their immersion in the culture has them swimming in a similar manner. At this point, an ideologically transition has occurred. This representation of culture highlights the reality that organisational cultures are difficult to shift or change. Another lens on organisational culture comes from the systems thinking literature (Ng, 2004; Senge, 2003; 2006; 2007). In this perspective, the culture is seen in a qualitative manner where the sum total of the culture is more than the sum of the parts. Such understandings include the influence of the organisations history, key personnel and the relationships that might enable shared endeavours. More recently, an alternative lens on organisations and organisational culture has emerged which starts from the primordial nature of humanity as relational (Gergen, 2009a; 2009b). From this social constructionist position, an organisation and its culture are seen as living systems that are a matter of priority for those in leadership (Quinn, 2004; Senge, Scharmer, Jaworski, & Flowers, 2004; Wheatley, 2005; 2008). Further developments not only adhere to a systems thinking but accentuate the ‘life’ of the organisation as this is shown in the practice of those who work within the organisation. Notions of stalking the flow of life and identifying the systems positive core have been opened by strengths based approaches such as appreciative inquiry (Cooperrider & Whitney, 2005; Elleven, 2007; Hall & S. Hammond, 2003; S. A. Hammond, 1998; Walker

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& Carr-Stewart, 2004; Whitney & Trosten-Bloom, 2003). Such thinking frequently becomes a catalyst for the re-culturing of organisations towards greater life-centric practices. In the living systems approach, a position we advocate, organisational leaders must not only have a ‘feel’ for the current culture but the disposition to influence the organisation in such a way that a re-culturing of the organisations culture is the necessary outcome.

Leadership imperatives to re-culture Alongside the neoliberal influence on leaders’ practice, is a counter-hegemonic movement of educational leaders towards a re-culturing of their contexts ensuring change for all the participants within the particular organisation (Shields, 2009). Such an agenda assumes that organisational leaders have an up to date ‘feel’ for the culture they are responsible for. Such a feel contributes understandings of the way things are and open the potential for a proactive and ongoing change agenda. A change agenda where “transforming the culture - changing the way we do things around here - is the main point” (Fullan, 2001, p. 44). Alternatively, “reculturing is the name of the game” (Fullan, 2001, p. 43). This is not a re-culturing towards a “culture of evidence” (CochranSmith, Boston College Evidence Team, 2009, p. 457), rather “a particular kind of reculturing … that activates and deepens moral purpose …” (Fullan, 2001, p. 44). Educational leaders need sensitivity to the organisational culture in their local contexts, given the need for leaders who are catalysts of cultural change who have a bigger educational picture in mind (Fullan, 2001). This report focuses on the findings from a qualitative questionnaire which sought to capture ‘taken for granted’ aspects of an organisational culture within an educational context and make such understandings available for those in leadership in the first instance.

Designing a qualitative questionnaire to glimpse an organisation’s culture In designing a qualitative questionnaire that might give understandings of ‘taken for granted’ features of an organisational culture, the researchers sought to transverse the different levels of culture and include a concern the valuing practices. Opening questions that relate to the strengths and challenges of the existing organisational culture were considered alongside an invitation to participants to contrast their current experiences with other organisational cultures they had experienced. Similarly we wanted to ensure that descriptions of lived experiences were gathered for a hermeneutic consideration, alongside other perceptions, opinions and observations. In this way the analysis might involve coding and interpretive writing processes as a way of refining the questionnaire. Two aspects were important for us in this regard. Firstly, experiences where expectations of an organisation might have been exceeded (and where a nil response was valid). Secondly, we posed a question to elicit experiences, which related to moments of ‘complete ‘surprise’. In these experiences, the

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scenario was not a likely experience. The participant’s lived experiences provided an important and alternative lens on the experiential nature of an organisational culture. A further design feature relates to the desire for historical patterns and comment. More specifically, what artefacts, values, beliefs appear to be sustained? What does the organisation appear to be valuing in practice? In the same way, an additional question exploring the reasons that kept participants in a particular organisation sought valuing comments. In keeping with our position that organisational culture relates to both things and inter-relationships, verbs such as valuing were used rather than the noun of values. Our view relates to a concern that organisations should be dynamically ‘sustaining’ the best elements of practice from the past, rather than a static, and objectified view of culture. In considering the leadership associated with an organisational culture, questions deliberately avoided the language of individuals and instead focused on the language of ‘practice’. More specifically, how is leadership practiced? Questions here moved to leadership initiatives and practices, which enable the participant and others. In so doing, the leader is not personally critiqued, rather leadership practices within the organisation more generally were considered. Finally, in keeping with the desire that the questionnaire should be relatively quick for the participants to complete, and similarly efficient for the analysis of themes, the questionnaire was reduced to eleven questions as follows:

General practice and comparison (Strengths / Weaknesses / Comparisons) What do you perceive to be some of the strengths of the relationships within your organisation? What do you perceive to be some of the challenges of the relationships within your organisation? How do your relational experiences compare to other organisations you have worked in?

History, sustaining, valuing, keeping What aspects of the organisation’s history appear to be sustained at present? From your experiences and observations, what do you see the organisation valuing in practice? What keeps you in this organisation?

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Relational experiences (expectations / surprise) Can you describe a relational experience from your time in this organisation that exceeded your expectations? Can you describe a relational experience from your time in the organisation that pleasantly surprised you?

Leadership practices (strengthening, enabling, initiatives) How is leadership practiced within the organisation? Can you describe an organisation initiative that appears to have strengthened individuals’ practice? How does the leadership at this organisation enable your practice? © D. Giles & R. Yates, 2010

Piloting the qualitative questionnaire The qualitative questionnaire was previously trialled within a Faculty of Education in a medium-sized university in Australasia that has forty-two academic staff, and a further twelve staff are sessional assistants. Similarly, the faculty is made up of staff with significant experience as school principals, deans of education, middle management and curriculum leaders. The authors of this article were faculty in the department at the time when the questionnaire was piloted.

Learning from the pilot: Using the questionnaire in a primary school A number of adjustments were made to the questionnaire and the process surrounding the questionnaire. The first related to the order of the questions such that the order of the questions was grouped around a theme that explicitly relates to an aspect of the organisational culture. In the table above, questions concerning everyday practice were grouped. Similarly, questions concerned the nature of leadership are grouped at the end of the questionnaire. A second change related to the administration of the questionnaire. Rather than a written response, the participants were given access to an online survey using the survey monkey software. This change gives greater confidentiality to the identity of the participant. It also allows the participant to complete the survey over several sittings. The final major change involved the role of the School Principal in the process. Our intention was to gain the Principal’s perspective and response to the draft findings as

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feedback on the data. Given that the questionnaire sought to ‘glimpse’ the organisational culture and be informative for those in leadership, the data was sent to the Principal for comment, and followed up with face to face dialogue in Adelaide early in October 2011. The interview with the Principal was transcribed and is referred to at the conclusion of the Findings section.

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Methodology Research questions As a qualitative inquiry, this research explored two major research questions: 1. To what extent can a qualitative questionnaire, developed and trialled in a tertiary setting, provide a unique snapshot of the organisational culture within Mangapapa School? 2. In what ways do the results resonate with the Principal’s current feel for the organisational culture?

Ethics approval Ethical approval for this research inquiry was gained from the Faculty of Education’s Ethics Committee, University of Waikato.

Context The context for this research inquiry is Mangapapa School, Gisborne, New Zealand. The 2011 Education Review Office reports notes the following: Mangapapa School, in Gisborne, caters for students in Years 1 to 6. The increasing roll of 504 includes 44% Māori students. … This school has a history of positive ERO reports. High quality academic, sporting, cultural and leadership opportunities continue to be provided. Strong features of the school are its wellarticulated and understood curriculum, partnership with the community, effective, student-focused leadership and an emphasis on improving teacher capability through targeted professional development. The school’s curriculum has been collaboratively developed, reflecting local needs and aspirations… It is based on a shared vision to promote the Mangapapa Kid: an ‘actively involved, communicating, thinking, self-managing learner who relates well to others’. Many students achieve at or above the National Standards expectations in mathematics and reading. … Consistent, high-quality teaching across the school leads to strong student engagement and very good progress and achievement. Students take responsibility for their learning, set goals for improvement and show confidence. They are motivated, enthusiastic and demonstrate enjoyment in learning. Trustees, leaders and teachers enact a clear and compelling commitment to success for Māori students. They recognize the uniqueness of Māori learners. Te reo and tikanga Māori are integrated throughout school programmes and practices. Strong relationships develop with whānau through informative, interactive consultation.

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A highly effective school-wide culture of critical reflection and ongoing self review supports improvements to learning. … School leaders focus on students. They provide excellent guidance and mentoring to build teachers’ leadership and teaching capability. They model effective reflection and review and set high expectations for performance. Leadership responsibility is distributed across the school in a variety of fields. High quality planned and structured professional development for all, and support and guidance for beginning teachers, assist in developing an understanding, and consistent implementation, of best practice. A culture of trust and respect allows teachers to reflect, collaboratively share and embed new, research-based teaching approaches. An inclusive, happy school culture is underpinned by positive behaviour guidance and strong respectful relationships between all members of the school’s community. A safe, welcoming environment contributes to students’ sense of belonging.

Survey The data for this inquiry was gathered from the school staff through an on-line survey using ‘monkey-survey’ software. The specific questions are included in appendix 5. There are no identifiers on the survey data, that is, staff are completely anonymous to the researchers. After the initial analysis, the findings were constructed as mind-maps to survey the Principal’s comments regarding the usefulness and uniqueness of the data.

Participants The invitation to participate in this research was made to the school staff through the Principal. A Letter of Invitation (appendix 1), Participant Information sheet (appendix 2) and Consent Form (appendix 3) were made available to staff. 21 participants completed the online survey during May and June 2011. The School Principal subsequently provided responses to the findings in writing (appendix 4) and in an informal interview (October 2011).

Analysing the data Two analytical approaches were used in this inquiry, the first being a thematic analysis of the text and the second being a hermeneutic approach where experiential data was collated. These analytical approaches were applied to the responses to each question and then to each group of questions (see appendix 5). Specific steps

1. The data provided by the staff was gathering through an online survey and downloaded into a spreadsheet and word document.

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2. The thematic and hermeneutic analysis focused on each of the eleven (11) questions separately and was represented as a mind map which included the theme and associated data which was illustrative of the theme. The task of thematic analysis is to identify powerful phenomenological themes (van Manen, 1990) in relation to the particular phenomenon under inquiry, in this research, the organisational culture. The thematic analysis began initially with the use of Nvivo software, before laying this aside and returning to interpretive and hermeneutic processes employed in early research by Giles (2008). Where thematic analysis can tend to overly focus on the words that were written, the benefit of coupling such analysis to a hermeneutic consideration is the opportunity of considering the data in terms of the meanings expressed, i.e. the meanings between the lines. While the full set of mind maps can be found as appendix 6, the mind map for the first question (Figure 1) is shown on the following page to illustrate the way the data has been considered. 3. The themes from the data analysis were shared with the Principal in writing with a view to ascertaining the extent to which the themes captured important, taken for granted characteristics of the organisational culture. The Principal’s comments were sought as to the degree of fit between the themes and their own perception of the organisational culture. All the mind maps were sent to the Principal for his response. The Principal was asked to respond to three (3) questions in relation to each question:   

How do you respond to the comments associated with this question? Are there themes and comments that particularly represent your ‘read’ of the school? Are there themes and comments that are completely new to you?

4. The second consideration of the data focused on the four categories that frame the survey. These categories are: General practice Questions 1 – 3 Enduring Sense Questions 4 – 6 Relational experiences Questions 7 - 8 Leadership practice Questions 9 – 11 The content of the mind maps for each set of questions was reconstructed into a larger mind map that represented each category. For example, the content of questions 1 to 3 were collated into a mind map which was relabelled ‘General Practice’ and included the response to questions relating to the strengths and weaknesses of the organisation alongside responses to the question as to how Mangapapa School was similar / difference to other schools the participants had worked in.

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5. The final consideration of the data utilised philosophical hermeneutic processes as stated in Giles (2008). The origin of deeper hermeneutic themes rests in the experiential questions in the survey that relate to everyday experiences that show when a person has been pleasantly surprised or an experience where expectations have been exceeded. These meaning have been included in the findings and discussion. 6. The analysis of the data will be written up as a report to the School and as two journal articles. The report will be presented at a Board of Trustees in late October 2011, within the context of a brief presentation of essential findings. The articles will be constructed thereafter and focus separately on the process and usefulness of using the qualitative survey and secondly on the findings of the case study that is Mangapapa school.

In the Findings section that follows, the data for each category is presented with explanatory notes. Following the Findings, the Discussion of the Findings will bring the data, themes, and meaning from description and explanation to essential meanings and understandings within the data.

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Figure 1: Mind map for Question 1

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Findings The findings are presented in this section as they relate to the four categories, General Practice, Enduring Sense, Relational Experiences, and Leadership practice. The responses within each category are described here alongside the powerful themes and quotations associated with the themes. Patterns that exist across the entire data will follow as section 2. Section 2 contains essential understandings from the philosophical hermeneutic analysis of the data. The final section reports on the usefulness of the data and the process for the Principal in terms of gaining a glimpse of the organisational culture they find themselves immersed in on a day to day basis.

General practice and comparison The questions in the qualitative questionnaire that specifically related to this category were: What do you perceive to be some of the strengths of the relationships within your organisation? What do you perceive to be some of the challenges of the relationships within your organisation? How do your relational experiences compare to other organisations you have worked in? The recurring themes in the data for the questions listed above as expressed as:      

Connections with home are encouraged Staff are welcoming and supportive Staff are highly professional Staff share the same ideals and values The Principal and Lead Team are extremely approachable The organisational culture is living and humane.

Connections with home are encouraged

There is an expectation at Mangapapa School that strong relationships exist with the families associated with the School. Families are called to support a school programme that in turn is seen as supporting families. From the outset staff suggest that, “families are welcome in our rooms”. Moreover, they are “encouraged to contribute” as a partner “in their child’s education”. In many cases the children of past students are part of the Mangapapa community that extends relationally beyond the front gate to interactions within the local community. The strength of this expectation within the school can be seen by the frequent suggestion that a particular challenge to the relationships within the school is that “not all parents see their role in education as an important part”. “Non-involvement” is not an option say staff. The child’s education, the families’ legacy, and the community’s growth are deeply rooted concerns for this tenacious school.

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Staff are welcoming and supportive

The collegiality amongst the staff is very real and felt. The welcoming and friendly posture appears to be a way of being that is demonstrated more than it is talked about. This way of relating is identified as a particular difference between life at Mangapapa School and that of other schools where staff had been employed. As staff wrote, “this school is a very friendly school and the staff are very supportive of each other”. Others wrote, “every person and their individuality is accepted”. The holistic nature of the welcome and support by staff extends to the openness of sharing resources and being there for each other. The care that is embodied and felt by staff, as part of the school culture appears to come from deep relational givens, where people and relationships matter. This should not suggest that “all the personalities in the staff get on” or that “very strong personalities” are a challenge but rather a dominant feature of the collegial relating is that of care expressed as welcoming and supportive. The availability and approachable nature of staff interactions extends to the orientation and practice of the leadership team. The welcome and support of staff is felt in the conversations and communication. The mischief within these communications was frequently referred to as staff have a “sense of fun” and are “always ready for a laugh”. On the other hand, the seriousness and power within the communications is that, not only is there “always someone available to talk to for support and advice”, but as staff, “we feed off each other’s ideas and strengths”.

Staff are highly professional

The seriousness with which staff engage in their educational pursuits is shown in their professionalism. Some staff noted that the professional assistance to up-skill staff is a feature of Mangapapa School and a characteristic that they found was less prevalent in previous places of employment. The professionalism of staff appears to be a hallmark of the organisational culture and underpins personal and collective endeavours. The professional respect amongst the staff extends to the “appreciation and valuing” of the support staff as integral to the school’s collective endeavours. As professionals, staff are up to date with national curriculum and pedagogical changes and are “constantly reviewing practices” to reach for high standards and refine the students’ educational experience. Meetings to this end “foster professional dialogue” and are often led by staff currently investigating, inquiring or researching particular practices that relates to the school’s everyday practices, the professional development of the staff, or how the school positions itself in the current educational context. At times, the professional dialogue needs to “deal with the difficult conversations that are required”. Such dialogue restores trust and a sense of a shared endeavour.

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Staff share the same ideals and values

The strength with which staff describe the presence of, and their commitment to, shared ideals and values was very noticeable. Staff affectionately describe and personify these ideals and values as the “Mangapapa way” (later in the findings, children are referred to as the “Mangapapa kid”). The Mangapapa ‘way’ captures the shared notion that “all staff share the school vision and each play their part in ensuring it lives and breathes”. While the ‘way’ is not unique to Mangapapa in terms of staff sharing a vision in an educational context, the Mangapapa way might be likened to a call for “all” staff in terms of a vision for success that starts in how they are relating together for the success of ‘all’ the stakeholders. Notably, the ‘way’ is relationally dynamic and living; a daily challenge and perspective on every day practices. The Mangapapa way also captures the holistic nature of the shared endeavour and the rich historical legacy the School has grown. An ongoing challenge for the School in this rich and empassioned context is to sustain “the shared ideals and values as staff change”. While this is a challenge, the opportunity of mentoring new staff into the Mangapapa way is also another occasion to tell stories of ‘the Mangapapa way’. Such occasions can breathe new life and critique into everyday experiences.

The Principal and Lead Team are extremely approachable

A readily acknowledged strength of Mangapapa School is the way the Principal and Lead Team work within the school and enable school-wide leadership. In short, the School “has a strong leadership team” that is available; “almost at our finger tips”. The most frequently used word referred to here was “support”. For example, there are “excellent support systems for staff”, “we have support when we need it”, “there is a strong sense of support from management right through to its support staff”, and “the principal is very supportive of his staff and is quick to recognise their efforts”. While highlighting the Principal and Lead Team as strengths, staff affirm the sense of being valued as “part of the [wider] Mangapapa team”. Similarly, the accessibility of the Principal and Lead Team, and the ease of raising issues, is seen as more readily available than previous places of employment. Such availability and support also signals an expectation on the part of the Principal and Lead Team that teachers will operate in a similar way and give of themselves to a high level of performance.

In a context of supportive, available and approachable leadership, the size of the school is seen as a challenge. The size of the school can be a pressure on management’s availability while also adding pressure on the opportunities for shared dialogue. The pressures can cumulatively challenge the cohesiveness of the staff if unattended.

The organisational culture is living and humane.

The final characteristic within the general practice comparison category was the predominant basis of comparison with other schools and is referred to here as a living

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and humane organisational culture. In short, “we have a good feel in the school” with an “excellent balance between the social and the professional side to our teaching life”. Moreover, the school is said to “operate at a personal level as well as a professional level”. These personal-professional statements underscore the message that “Mangapapa exceeds my previous school”, “Mangapapa is tops”, and “Mangapapa is a fantastic team to work with”. Such is reputation is not left to chance. As school with a particular ‘way, the Mangapapa way, “the school does a lot to nurture and encourage positive relationships” within the school and with the wider community. The contrast with a former school is beautifully captures by one staff member as follows: I have seen in other schools real divisions between management and classroom teachers. Never the twain shall meet. I have seen syndicates not willing to share resources with other syndicates. I have seen support staff totally alienated from teaching staff. These 3 things do not occur at Mangapapa. Sustaining the life within the organisation requires a concern to build on the strengths of the children, staff, families and communities. Similarly, the setting and reaching for high standards is inevitably stress-laden. For the many reasons listed above, the school appears to be organised towards generative thinking and expressions for the sake of all involved.

Enduring sense The questions in the qualitative questionnaire that specifically relate to this category were: What aspects of the organisation’s history appear to be sustained at present? From your experiences and observations, what do you see the organisation valuing in practice? What keeps you in this organisation? The themes within the participants’ responses are the subject of this section. Our history is in front of us

Mangapapa has a strong organisational culture that is “alive and very apparent in daily school life”. Indeed, the School’s history is “real and on display”; a topic of many discussions. The School’s history can be found embodied in “old Mangapapa School pupils” who continue to interact with the School. It can be found in events such as “the annual Fancy Dress that has been going for years”. Similarly, the history is embodied in artefacts, as stated by one staff member; “the gates, the bell, the images of the old School painted as a mural on our buildings, sketches of our old School on the hall walks” capture the feel of a living history. These representations glimpse “the Mangapapa way” where current leaders and staff are part of a line of Principals and teaching / support staff who have built a strong organisational culture for this school. The Mangapapa way also sustains the critical “importance of children’s education”. More than a student, a child, a learner, there is “pride and prestige of being a

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Mangapapa kid”. The expression, “Mangapapa kid” “embraces a range of values” that underscore the centrality of this organisation’s mission to grow students who are “amazing and talented”. Indeed, “the enthusiasm of the students and their enjoyment of sharing their current learning” afford the opportunity for children to show their “leadership, honesty and integrity”; these are “great kids”. The children are a reminder of the ‘why’ of this educational endeavour. Such is the quality of the educational experience, that many staff have their own children attend Mangapapa. Care – full commitment

The School has a long history of emphasising relationships and having a strong connection with the local community. Such an emphasis should not be read as a good idea, but rather, an embodied and care-full commitment that engenders a “strong sense of community”. “Our School values teachers, who make a difference in our School life”, “self-motivated, self-managed” and who are prepared to be “risk-takers”. Their hard work is a “dedication towards the School” and a “commitment to change” for the sake of tangible expressions of Maori achievement. The overriding expectation is “to be involved” and participating in the many educational, sporting, cultural and extra-curricula activities: endeavours that appear to bring out a healthy “competitive nature”; “We love our sport … especially when we win … which we often do!” Team success is also evidenced with individual progress where “we value academic success no matter how small the growth is”. The mantra here is “success for all” as summarised by a staff member who said, “The School believes the success pie is big enough for everyone to have a bit.” Staff excellence

While staff professionalism and excellence have been discussed in the previous category, it is included here given its historical importance and the manner in which excellence is valued currently in everyday school experiences; “Mangapapa has a history of high expectations and excellence. This continues to this day.” High standards and expectations are the norm for staff and students alike in terms of learning and behaviour. To this end, there is a strong “commitment to professional development and change”. Like the “Mangapapa kids”, teachers are also valued as lifelong learners and are given “the opportunity to develop as a teacher and an academic”. “Professional learning always involves reflecting and changing.” The on-going and delicate balance of maintaining high quality educational provision alongside generative dialogue that calls for change needs to be managed. Community atmosphere

The atmosphere within and around the School has “a general sense of pride and strong values of supporting students, parents and staff”. Respectful relationships exist between children, staff and whanau. As a consequence, there is a “great respect and appreciation that the community has for our School”. This reputation is not firstly a consequence of a marketing activity, but rather, a sustained commitment historically to the Mangapapa way.

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Sustaining staff

Staff consistently point to the collegiality, professionalism and quality of the Principal and Lead Team as reasons that keep them at Mangapapa. More specifically, the “friendly working environment”, humour, and the “trust given to do the job and do it well”. Opportunity exists then for staff to be sustained professionally. These characteristics bode well for the living and humane organisational culture within the School. To summarise, one staff member said, “The general running and ethos of the School would endear me to want to stay for a very long time!”

Leadership practice This category considers leadership practices generically rather than positional leadership. The questions in this category were as follows: How is leadership practiced within the organisation? Can you describe an organisation initiative that appears to have strengthened individuals’ practice? How does the leadership at this organisation enable your practice? We all practice leadership

Leadership is seen in all aspects of the school life. As such, leadership is “encouraged at all levels” with staff having “opportunities to practice their leadership within different teams”. Many staff have opportunities to practice their leadership in areas that relate to their personal strengths and interests, in this way, realising and enhancing their capabilities. Collectively, “there is a strong sense of leadership and support which provides a strong sense of belonging”. The responses from staff appear to describe leadership, rather than positional leadership, as an entity that is fundamental to the organisational culture. Without exception, staff are encouraged into, and given opportunities for, leadership. These opportunities are appreciated by staff. Everyone’s efforts are valued and allow staff to take the initiative. A specific example of delegation is expressed as: “By delegating responsibilities for helping develop the teaching practice of others, it forces you into learning much more about it than you would if you were just the learner” Principal and Lead Team

The leadership practices of the Principal and Lead Team are identified by most staff as an example to all, and enabling of others. A very well organised and knowledgeable team “direct our school. This is important in know is expected and what direction we are taking”. As a leadership, they “assess the situation well. They know where we are at as a group, and implement the next steps to move us forward”. These actions ensure that “everyone is on the same waka”. The leadership then, come with very clear guidelines and strong expectations. The strong leadership and guidance enables staff: “I am confident and comfortable to take risks and try new ideas”. In the process, staff are “given honest constructive feedback that you can take and work form”. One staff member referred to the leadership approach as “constantly making me think about best practice”.

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The Principal affectionately referred to as the “BIG chief”, “leads by example … sharing the leadership role in multi-tiered structures in which all staff holders are valued”. The leadership practices as seen as shared and distributed “to a point”. Far from delegating and leaving staff to find their way, the leadership “share all they know and want you to succeed”. In summary, the “support and guidance is brilliant”. Professional development

The priorities and practices surrounding the School’s approach to professional development is seen as a particular noteworthy initiative by the School leadership. The professional learning is empowering as the “professional development is always relevant, up to date, well presented and necessary (no wasted time)”. The major foci of the professional learning is pedagogy and curriculum. As expressed by a staff member, “with the quality of professional development meetings, professional readings, sharing of current pedagogy, new resources, new observations, feedback etc., it’s impossible not to strengthen our practice!” Another expressed it as follows, “regular professional development enables me to build on my skills as a teacher and deliver a rich and effective classroom program”. Importantly, the enabling priority of professional development is experienced as an encouragement to take risks and integrate such learning into one’s individual practice. “We have the flexibility to add our flavour or style, so you still feel like you’re being you, and not trying to imitate someone or something else.” In addition to the pedagogy and curriculum foci, “two teachers are currently in leadership training with our Principal”. The School has developed an approach to professional learning that starts from the interests and skills of current staff. Importantly, it is individual staff and staff groups that drive the professional learning experiences for the wider staff. For example, “Writing is a School-wide focus this year. The two teachers taking this have shown development and stronger understanding of their writing practice, by leading the learning.” “The professional development those teachers gained from leading the team was hugely noticeable.” For some staff, the most rewarding element of the School-wide professional learning is seeing emergent leaders in action, sharing their professional development learning just as the children are asked to do. The approach to professional development is inextricably linked to leadership development as individuals and groups become authoritative in their understanding and praxis. Not only this, but the mentoring, coaching and sharing with the rest of the School builds an organisational culture that affirms involvement and participation.

Relational experiences The following questions, can you describe a relational experience from your time in the organisation that exceeded your expectations? Can you describe a relational experience from your time in the organisation that pleasantly surprised you? These questions call out experiences that are laden with taken-for-granted understandings and meanings. In this way, the analysis of these questions drew more heavily upon hermeneutic

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processes. The powerful themes (van Manen, 1990) that follow draw attention to the experiential side of the organisation. Greater discussion will be had on the essential meanings within the participants’ stories in the discussion of the findings section of this report. For now, the objective is to present these findings as themes for consideration. Being noticed

Being associated with the School involves an on-going connection and commitment to the ‘Mangapapa way’ that is noticed. Ex-students and members of the community continue to connect with the current activities of the School as the influence of the School becomes generational. These relational links can surprise staff at times: “I am always surprised that the parents and families of the children I taught four years ago will still stop to say hello to me now, by name, and we have a social chat and catch up on how their child is progressing etc. I like that! It makes me feel like I’m part of a community and I’m contributing, and I’m valued.” On another occasion, the parents associated with a class got together “and made me a book about the year with their children and gave me a great present. It was very humbling.” New staff are noticed through a welcome and acceptance that displays genuine hospitality. As one new staff member said, “My AP/Senior Teacher has given me a tremendous amount of help and support in settling into my class and the School in general. The entire staff have been very welcoming and supportive, led by the Principal.” Furthermore, colleagues and those in leadership are disposed to recognising what individuals are doing in the School: “as they really went out of their way to talk to me. Always nice to get the recognition for all your, and your children’s, hard work.” When staff are being noticed, they feel supported and safe. Such noticing is an outflow of a living and humane ‘Mangapapa way’ that demonstrates care, personally and professionally. Being open and honest

The School’s management team practices are seen to be open and honest. Moreover, their interactions with staff also show these characteristics. At times, being in the ‘Mangapapa way’ involves honest critique of another’s way of being. One staff member wrote, “I was surprised at how a staff member … was able to cope with some honest professional dialogue and take on board what I had said.” Such experiences sit within a school context where relationships matter. Being supported

The School exceeds individuals’ expectations in terms of the way they are supported as staff. Such occasions may be of a personal or a professional nature. In keeping with the strengths of the ‘Mangapapa way’, staff are seen to rise to the occasion “when we need them to in an emergency, urgent or pressure time. They can do this for a fun situation too!”

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Much has been said about the quality of the leadership of Mangapapa School. Experiences that show staff being supported are recounted as follows: The leadership is approachable, available, knowledgeable and supportive. They have exceeded my expectations in these areas. I know if I have a problem … I can go straight to [leadership] and can be made to feel at ease immediately. The support provided when dealing with a difficult parent … it was very clear that the Principal was supporting me and went out of his way to talk to that parent and let them know of his opinion. In addition to the support received from colleagues and leadership, parents and families of students exceed expectations in terms of their spoken affirmation of teachers in the School. The affirmation points to the connection parents feel with the ‘Mangapapa way’. As teachers expressed: I have always been overwhelmed at the parents’ support and turn-out to various School events and evenings. I think that the connection we have with our whanau is a very special one. It definitely exceeded my expectations. The findings within each category have been presented within emergent themes. In addition to the researcher’s perspective on the data, the emergent themes were discussed with the Principal in terms of his acknowledgement of, or difference with, the findings. Essentially, what there a difference of opinion, and if so, how helpful is this for the principal in glimpsing aspects of the organisational culture. Where there are no differences between the principal and the responses, we were interested in areas the Principal might have taken for granted aspects of the organisational culture. The interaction with the Principal follows.

The usefulness of the data for the principal The ability to acquire a snapshot of how the organisational culture was being experienced everyday by staff was welcomed by the Principal. Further, the utility and ease of use was seen as beneficial to the expressed purpose of acquiring a qualitative ‘feel’ for the culture. The Principal’s response to the data

The following statements are indicative of the Principal’s response to data as presented in a draft report. He said, I read it and I was ‘stunned’ at the results. You have drawn from the survey, aspects of the culture of our school that I knew was there but they were tacit; you have made them explicit. In doing so, you have been able to expose the 'soul' of the school.

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I found it really ‘humbling’ that … clearly embedded … in the [organisational] culture … was the relational nature of the culture and how we're predicated as a bunch of people on the notions of humanity, care, trust and support. These are cultural artefacts that we build ourselves on at Mangapapa School. The report has 'lifted' me as a professional. I was lifted by the perception that people noticed leadership across the school. Leadership is seen to be distributed throughout the school in various shapes and forms, and indeed it is, it lives and breathes. This is not the end; there is no end to this, but we are certainly on the way. There is an embeddedness of a whole bunch of people who have created their own reality. Overall, I found it ‘exciting’, gratifying; someone said that the only job a leader does is manage culture. It's encouraged me with one or two things I need to do and do more of.

The Principal’s comment on the usefulness of the research report

The following statements are indicative of the Principal’s perspective on the usefulness of this research experience for the school, the usefulness of the data, and the extent to which there is substance to the data for further reflection. He said, In the way you have put the questions together, the report is absolutely informative. I think you have dug out what you were aiming to do, that is, a glimpse of the organisational culture within the school. That report is a treasure for us. There's a lot of stuff that offers potential for going forward in the same vein and more explicit. It dug away at the essence of our culture through those very well crafted questions. It got to the heart of the matter.

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Discussion of the findings The purpose of this discussion is to open overarching and powerful themes, which show the nature of the organisational culture at Mangapapa School. The themes described here are essential to the organisational culture, and appear to contribute and sustain a living and humane way of being. Each theme will be described and developed with reference to current literature. It should be noted that these themes are interrelated and that our arrival at these themes is limited to written responses of the school staff. It is our intention, however, to highlight the strengths and life-giving practices that sustain the organisation. The themes that will be presented include: The Mangapapa metaphor, Leadership, Care, Professional formation, and

The Mangapapa metaphor

An everyday expression that personifies the shared ideals and values held by the many stakeholders of this organisation is captured in the phrase, “the Mangapapa way”. This phrase is used to capture an essence of the School’s togetherness that at times is beyond words. Indeed the critical element of the Mangapapa way is that it is embodied in individual and collective ways of being. The shared ideals and values, then, are more than the words in the School’s promotion, but refer instead to a generational call that is lived by those involved in the School. The Mangapapa way calls for an historic grounding of everyday life where participation and involvement is not a choice, but rather an expectation to engage in critical change processes - because people matter; education matters; the Mangapapa kids and their families matter. The metaphor can be likened to an ideology or a group philosophy where the ongoing dialogue and practice of “the way” gives power to, and legitimises, everyday praxis. In a similar way, the Mangapapa way is an enduring quality in understanding the organisational culture. Torrington and Weightman (1989) refer to enduring qualities, such as the Mangapapa way, as the characteristic spirit and belief of an organisation. Such a spirit within Mangapapa School appears to give those involved, and those associated, a sense of life and purpose. In the midst of the prevailing managerialist context of education, Mangapapa School sustains a concern for the individual and a priority for collective wellbeing. Rather than allow the predominant ideology of the day to give undue priority to individual compliance on the part of students and teachers, the Mangapapa way stands for the conviction that everyone succeeds and, not at another’s expense. In this way, the organisational culture reflects systems thinking (Senge, 2006) where the organisation is more than the sum of the individuals within it. In the case of Mangapapa School, the interrelationships between staff, students, families, stakeholders and the wider community are integral to the “x-factor” that enables ongoing change.

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Leadership The presence and activity of leadership is very apparent at Mangapapa School. Leadership is seen as operating at all levels and in every sphere of school activity. While leadership regularly attain high standards, the focus of the leadership within the School appears to relate to individual and collective advancement that “activates and deepens moral purpose” (Fullan, 2001, p.44). Rather than being fixated on positional leadership and its inherent concerns for power and influence, our position is that leadership is a quality of this organisation and its organisational culture. When leadership is conceived of and practiced in this way, the opportunity for leadership and the breadth of leadership only strengthens the collective endeavour. With leadership found in every corner and relationship, we would describe the organisation as a ‘leading’ school. Whether informal or formal, those in leadership invariably take their ‘leading’ responsibilities seriously. Notwithstanding the comments in the previous paragraphs, the quality of those in positional leadership is esteemed, from the Principal and Lead Team through to Teaching and Support Staff. The relational way in which these leaders offer support and give direction is characteristic of their purpose-full engagement and commitment to staff. We describe such relational leadership as foundational to educational practices where relationships are mattering (Giles, 2011b). An ongoing concern for quality relational experiences within the School continues to require a tenacity and determination from its leaders. Another characteristic of relational leadership that is evident at Mangapapa School is the sense that leaders are tuned in to the everyday experiences of those involved (Giles 2011a). Staff sense that those in leadership have a good ‘read’ of the School climate and are resolute in educating for change. Care

Care is an essential, fundamental and foundational characteristic of Mangapapa School. The words care and support were the most frequently used words, used by staff, to describe the organisational culture at Mangapapa School. Care is evidenced daily in dialogue and expression, giving the message that people are valued. Noddings (2001) describes this type of care as ontological care; a care that is integral to our humanity. When care is authentic, people are ‘there for’ each other. Staff attest to a care-full collegiality that begins with a new teacher’s welcome, through to the support given to those experiencing personal difficulties, through to the manner of everyday interactions around the School. What is important here is that ‘care’ is not a means to an end, but rather ingrained in the individuals and systemic to the organisational culture. Similarly, care is invariably felt in the recounts of relational experiences within the School. In this way, care is foundational to the ‘DNA’ of the special character that is Mangapapa School.

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Professional Formation

Gandhi said that, “We need to be the change we want to see”. Change is more than the talking of change, rather the “being” of change. As previously stated, such change is heard, critiqued and progressively embodied. The approach to the professional formation of those involved with Mangapapa School appears to engender ongoing appreciation, and forms the basis of deep individual and collective change. In this way, change is seen as holistic, and influences a person’s skills, understandings and dispositions. One of the primary vehicles for the professional formation of staff is the Professional Development Program. The leadership of many initiatives rests with those outside of positional leadership. The leaders of particular professional development activities serve the School community through committed and rigorous inquiry into their subject matter over prolonged periods of time. In the process, they gain a deep understanding of the area of concern as well as a deepening resolve as to the nature of the influence this inquiry has on the School as a whole. The moral responsibility for the leader is not the acquiring of knowledge, but the readiness to incite change in others for the benefit of the Mangapapa kids and the wider formation of the School as an organisation. Staff frequently refer to the growth (formation) of their colleagues whose inquiry has brought about deep change in the leader in the first instance. As a consequence, the leader can indeed “teach out of who they are” (Palmer, 1998). The important points here are that the ongoing formation of individuals in the organisation is considered to be a serious matter and, in light of the School’s history and legacy, is indeed so. The second point is that the Professional Development Leader’s formation personally and professionally, is integral to the instigation of critical change and empowerment in the wider School context (Freire, 2003). Another characteristic of the professional formation that is a result of the School’s practices is the positive nature with which such activities are engaged in. Deficit language is challenged. The absence of characteristics is critiqued. The overwhelming perspective is that of building on current successes. When education is thought of as a growth industry where children, staff and whanau are influenced accordingly, change and indeed organisational change - is more readily powerful, strategic and energised through strengths-based approaches. At Mangapapa School, professional development opportunities are seen as enhancing teaching practice, primarily for the benefit of the Mangapapa kids. The care and support of teachers, the encouragement of staff into leadership, all carry a strengths focus. In this way, School staff are called to proactively build the individuals and organisation concurrently.

This school gives priority to building a relational culture among staff, students, and stakeholders alike. Practices show a collective culture that appears to value productive conversations (Cardno, 2010).

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In this case study, leadership appear mindful that the organisational culture, ‘the way we do things around here’ (Fullan, 2001), is more than the seen or spoken activity. As such, engendering an enabling organisational culture requires constant attention and attentiveness (Cardno, 2010).

Conclusion At a time when an organisation’s culture can lay hidden, educational leaders need support in capturing a glimpse of the qualitative nature of the organisational culture they are responsible for. Equally important is the need for qualitative data that is easily gathered and able to be thematically considered. Qualitative data in this scenario allows the voice of the participants to be heard with respect to their organisation’s culture. The outcome sought through the use of a qualitative questionnaire is not an abstraction, a number or the like, but rather increasingly sensitised understandings of the humanity of the organisational culture they work in. Without a ‘feel’ for the organisational culture as it influences educational practices today, the leader is not in a position to attend to the all important task of re-culturing the organisation. Re-culturing endeavours are unrealistic without firstly, attuning educational leaders to taken for granted ways of being that already exist within their context. Perhaps the re-culturing starts from leadership, as they take the time and space to learn to ‘see’ more carefully, knowing that the organisation has a history and a ‘future’, both of which could be left to chance. The pressing concern then is an imperative for educational leaders to stay attuned to the nature of the organisational culture win their organisations as this represents the taken for granted storyline. Such leadership practice embodies a humanistic concern for the collective good of others (Bottery, 2004). Moreover, such leadership ‘walk the talk’ that people matter (Giles, 2008; Greenleaf, 2002; Stoll & Louis, 2007). At a time when the managerial and administrative requirements of leadership are escalating, the staff at Mangapapa School engender leadership practices that respond to the political context and affirm that people matter; ‘we’ is the essence of a team culture (Fullan, 2001; Zander & Zander, 2000). ‘How’ we arrive is as important as the ‘way’ we arrive; organisation is a process not primarily a structure (Wheatley, 2001, 2005).

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Implications and Recommendations A range of implications and recommendations have been identified as both conversation starters and as ‘tentative’ suggestions from educational researchers ‘outside’ the context. Other schools, educational organisations, and community service providers This research report concludes that the organisational culture within Mangapapa School is in good heart. Indeed, the essence of the culture is unique and alive with a deep sense of vocation and aspiration: 

Are there other opportunities for Mangapapa School to share this ‘story’? Could this report, for instance, support the sharing of Mangapapa’s story?



Could the school host interested individuals and organisations interested in dialogue around the development of organisational cultures that are educationally responsive and alive? Given that enhancing the culture enhances learning and the reverse is not always true, how might Mangapapa School share the ‘Mangapapa way’ as a school of history, innovation and excellence. The priority here might be educational leaders and researchers.



How are the essence of care, leadership and professional development within the organisational culture reflected in the school’s vision and mission?

Strengths-based / strengths-focused 

Having critically considered this report, what aspects of the school’s strengths need to be included from the stakeholder’s perspective?



How might Mangapapa School become known as a ‘strengths-based’ school that adopts appreciative principles of practice from the Appreciative Inquiry process of organisational development?



How might Mangapapa School continue to ‘grow’ leaders in the ‘way’, who are sensitive to the subtleties of an organisational culture? From the view that Mangapapa School is a ‘lead-ing’ school, what opportunities exist for emergent and aspiring leaders in the local community? Could Mangapapa, for instance, develop a locally based, professional development programme in educational leadership?



How might strengths-based and appreciative approaches within the School be identified, broadened, and reported?

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The challenge of maintaining, sustaining and enhancing the organisational culture Organisational cultures are dynamic and relational and dependent therefore on those that are part of the culture. This research shows the culture as having a special character that was particular to the school’s place and history. As the school grows and as new staff are employed, the maintenance and development of the organisational culture must remain a priority. Such a priority might be part of discussions with different stakeholders:   

what does the organisational culture mean for each staff member? What does it mean for the principal? How might the school community of parents see such a culture as being important, especially given that the comment that there is no option but to be part of the community?

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Gergen, K. J. (2009b). Relational being: Beyond self and community. New York: Oxford University Press. Giles, D. L. (2005) ‘Philosophy to ideological praxis: a component theory approach to developing an educational framework’. Journal of Christian Education, 48(3), 25– 33. Giles, D. L. (2008) ‘Exploring the Teacher–Student Relationship in Teacher Education: A Hermeneutic Phenomenological Inquiry’. Unpublished doctoral thesis, Auckland University of Technology, Auckland, New Zealand. Giles, D. L. (2010). Developing pathic sensibilities: A critical priority for teacher education prorammes. Teaching and Teacher Education, 26(8), 1511-1519. doi:10.1016/j.tate.2010.05.007 Giles, D, L. (2011). “Who we are” and “how we are” are integral to relational experiences: exploring comportment in teacher education. Australian Journal of Teacher Education, 36(1), 60-72. Giles, D. L. (2011). When is leadership not relational? Keynote address to the Relational Leadership Symposium, Flinders University, 29 August. Giles, D. L. & Yates, R. (2010) A Relational Ethos Within a Department of Professional Studies: Enabling Collaborative Pedagogical Endeavour. Paper presented to the Australian Teacher Education Association (ATEA) conference, Townsville, Australia, July. Greenfield, W. D. (2004). Moral leadership in schools. Journal of Educational Administration, 42(2), 174-196. Greenleaf, R. K. (2002) Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness, ed. L. C. Spears. New York: Paulist Press. Hall, J., & Hammond, S. (2003, June). What is appreciative inquiry? Hammond, S. A. (1998). The thin book of appreciative inquiry (Vol. 2). Plano, TX: Thin Book Publishing. Hare, S. Z. (2005). The lehrergarten: A vision for teacher education. In S. M. Intrator (Ed.), Living the questions: Essays inspired by the work and life of Parker J. Palmer. San Francisco, CA: Jossey-Bass. Ng, P. T. (2004). The learning organistion and the innovative organisation. Human Systems Management, 23(2), 93-100. Noddings, N. (2001). The caring teacher. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington DC: American Educational Research Association.

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Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (Vol. 2). New York: Teachers College Press. Noddings, N. (2010). Complexity in caring and empathy. Abstrata, (Special Issue V), 612. Palmer, P. J. (1998). The courage to teach : exploring the inner landscape of a teacher's life (1st ed.). San Francisco, Calif.: Jossey-Bass. Quinn, R. E. (2004). Building the bridge as you walk on it: A guide for leading change. San Francisco: Jossey-Bass. Schein, E. H. (1999). The corporate culture survival guide: Sense and nonsense about culture change. San Francisco: Jossey-Bass. Senge, P. (1996) ‘The leader’s new work: building learning organizations’. In H. Mintzberg & J. B. Quinn (eds), The Strategy Process: Concepts, Contexts, Cases, 3rd edn. Englewood Cliffs, NJ: Prentice Hall, pp. 413–21. Senge, P. (2003). The leader’s new work: Building learning organisations. In H. Mintzberg, J. Lampel, J. B. Quinn, & S. Ghoshal (Eds.), The strategy process: Concepts, contexts, cases (2nd ed., pp. 57-66). Essex, UK: Pearson Education. Senge, P. (2006). The fifth discipline: The art and practice of the learning organisation. London: Century Books. Senge, P. (2007). Give me a lever long enough ... and single-handed I can move the world. Jossey-Bass reader on educational leadership (2nd ed., pp. 3-16). San Francisco: Jossey Bass. Senge, P., Scharmer, C. O., Jaworski, J., & Flowers, B. S. (2004). Presence: Human purpose and the field of the future. Cambridge: Society for Organizational Learning. Sergiovanni, T. (1992) Moral Leadership: Getting to the Heart of School Improvement. San Francisco: Jossey-Bass. Shapiro, J., & Stefkovich, J. (2005). Ethical leadership and decision making in education: Applying theoretical perspective to complex dilemmas (2nd ed.). New Jersey: Lawrence Erlbaum Associates. Shields, C. (2009). Transformative leadership: A call for difficult dialogue and courageous action in racialised contexts. International Studies in Educational Administration, 37(3), 53-68. Snook, I., Adams, P., Adams, R., Clark, J., Codd, J., Collins, G., Harker, R., et al. (1999). Educational reform in New Zealand 1989-1999: Is there any evidence of success? Delta, 51(1), 23-54.

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Starratt, R. (2004) Ethical Leadership. San Francisco: Jossey-Bass. Stoll, L. & Louis, K. S. (2007) Professional learning communities: elaborating new approaches. In L. Stoll & K. S. Louis (eds), Professional Learning Communities: Divergence, Depth and Dilemmas. Maidenhead: Open University Press, pp. 1–13. Sytsma, S. (2009) ‘The educational leader’s alchemy: creating the gold within’. Management in Education, 23(2), 78–84. Thrupp, M., & Lupton, R. (2006). Taking school contexts more seriously: The social justice challenge. British Journal of Education Studies, 54(3), 308-328. Thrupp, M., & Willmott, R. (2003). Educational management in managerialist times: Beyond the textual apologists. Maidenhead, Philadelphia: Open University Press. Torrington, D., & Weightman, J. (1989). The reality of school management. London: Teacher Training Agency. van Manen, M. (1990). Researching lived experiences. Ontario: State University of New York Press. Walker, K., & Carr-Stewart, S. (2004). Learning leadership through Appreciative Inquiry. International Studies in Educational Administration, 32(1), 72-85. Wheatley, M. J. (2001) Leadership and the New Science: Discovering Order in a Chaotic World, 2nd edn. Williston, VT: Berrett-Koehler. Wheatley, M. J. (2005). Finding our way: Leadership for an uncertain time. San Francisco: Berrett-Koehler. Wheatley, M. J. (2008). Bringing schools back to life: Schools as living systems. Creating successful school systems: Voices from the university, the field, and the community. Christopher-Gordon. Retrieved from http://www.margaretwheatley.com/articles/lifetoschools.html Whitney, D., & Trosten-Bloom, A. (2003). The power of Appreciative Inquiry: A practical guide to positive change. San Francisco: Berrett-Koehler. Zander, R. S., & Zander, B. (2000). The art of possibility. New York: Penguin Zubay, B. & Soltis, J. (2005) Creating the Ethical School: A Book of Case Studies. New York: Teachers College Press.

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Table of Appendices 1. 2. 3. 4. 5. 6.

Letter of Introduction Participant Information Sheet Consent to participate in research Letter / memo to the Principal Survey questions Mind maps of the survey results and initial interpretive analysis

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Appendix 1

Department of Professional Studies in Education Faculty of Education Te Kura Toi Tangata The University of Waikato Private Bag 3105 Hamilton, New Zealand

1 June 2011 Dear staff member

Greetings. The purpose of this letter is to introduce a research project you may wish to participate in. We are a pair of academic researchers interested in exploring the nature of our collaborative teaching practices in educational settings. Our interest is to explore your experiences and perceptions as teachers in relation to your particular school context. Still interested? If so, please find attached a Participant Information Sheet and a Consent form, which provide further details on the research and the contact details of the research team. Sincerel

David Giles and Russell Yates

Contact details of the principal researcher: Dr David Giles Associate Professor School of Education Flinders University GPO Box 2100 Adelaide SA 5000 Email: [email protected]

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Appendix 2 Department of Professional Studies in Education Faculty of Education Te Kura Toi Tangata The University of Waikato Private Bag 3105 Hamilton, New Zealand

Participant Information Sheet Date Information Sheet Produced:

21 April 2011

Project Title

Teaching as a collaborative endeavour: Practice stories from teachers

Research Team

David Giles and Russell Yates

Kia ora, welcome. We are a pair of academic researchers interested in exploring the nature of collaborative teaching practices in educational settings. Our interest is to explore your experiences and perceptions as teachers in relation to your particular school context. What is the purpose of this research? The purpose of the research is to document perceptions and experiences of teachers in relation to the wider School culture. How many people will be chosen to be part of this research? Those interested in participating from the teaching staff of Mangapapa School. What happens in the study? Your part in the study is an opportunity to recount experiences from your time in Mangapapa School. Your information will be gathered through your responses on a survey / questionnaire. Your responses will be collated with others to generate emergent themes pertinent to each of the research questions. What are the discomforts and risks? While our orientation is constructive and appreciative, there may be times when you choose to recount an experience that, for you, did not have a positive outcome. In the process, this may be distressing for a time. We apologise for this in advance. How will these discomforts and risks be alleviated? Be assured that we are grateful for your willingness to share your perceptions and experiences. If, in the process, you only wish to respond to some of the questions, that is fine. Similarly, how you manage the process of completing the questionnaire is your

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responsibility. Alternatively, you may choose to stop the process of completing the questionnaire, thereby enacting your right to discontinue. What are the benefits? Our hope would be that this research might uncover shared understandings of the organisational culture within Mangapapa School. How will my privacy be protected? -

The information you contribute will be collated. Only the researchers will view the online surveys. On the completion of the research, the data will be stored securely for a period of five years, after which the written documents will be shredded. It is our intention that your name and personal details remain anonymous in the process and documentation associated with this research. While we aspire to such an intention, there is a possibility that you may be unintentionally identified in this locally based research project.

How do I join the study? Your participation in this project is complete upon (1) reading this Participant Information Sheet, (2) having any further questions you might have clarified by David via email, and (3) signing the “Consent to Participate in Research” form. What are the costs of participating in the project? The cost of participating in this research project is your time. We require around 30-40 minutes of your time for the completion of the written questionnaire. Opportunity to consider invitation You may wish to deliberate on your involvement in this research. In the event that this path is followed, then we would ask that you contact David [email protected] regarding your decision to participate. Opportunity to receive feedback on results of research If you wish, we would welcome the opportunity to discuss a summary of the research. When the research is complete, we would be keen to present the findings through conference presentations and publications. Approved by the Faculty of Education Research Ethics Committee, University of Waikato on May 14, 2010

Contact details of principal researcher: Dr David Giles Associate Professor School of Education Flinders University GPO Box 2100 Adelaide SA 5000 Email: [email protected]

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Appendix 3 Department of Professional Studies in Education Faculty of Education Te Kura Toi Tangata The University of Waikato Private Bag 3105 Hamilton, New Zealand

Consent to Participate in Research Title of Project:

Teaching as a collaborative endeavour: Practice stories from teachers

Research Team:

Russell Yates and David Giles

 I have read and understood the information provided about this research project.  I have had an opportunity to ask questions and to have them answered.  I understand that I may withdraw myself or any information that I have provided for this project at any time prior to completion of data collection, without being disadvantaged in any way.  If I withdraw, I understand that all relevant questionnaires, or parts thereof, will be destroyed.  I agree to take part in this research.  I wish to receive a copy of a summary of this research. Participant signature:

.....................................................……………………..

Participant name:

…………………………………………………………….

Participant email address: ……………………………………………………………………………………….. ……………………………………………………………………………………….. Date: Questions and comments should be directed to David in the first instance. Dr David Giles School of Education Flinders University GPO Box 2100 Adelaide SA 5000 Email: [email protected] Approved by the Faculty of Education Research Ethics Committee, University of Waikato on May 14, 2010.

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Appendix 4 Memo

Date:

25 July 2011

To:

Ian Hunter

From: David Giles Re:

Organisational survey of Mangapapa staff

Kia ora Ian The information that follows needs to remain confidential to you and I, as I have not edited the participants comments at this point. There is a risk therefore that staff can be identified. What follows is my collation of the staff responses to the online survey. The responses are grouped around particular themes. My goal in constructing the survey and trialling it for a second time was two-fold: 1. In the first instance, the responses provide information about the nature of a school s organisational culture. 2. Secondly, I am keen to gather some feedback from you in response to the information that follows. Essentially, I am keen to know: 1. 2. 3. 4.

How do you respond to the comments associated with each question? Are there themes and comments that particularly represent your ‘read’ of the school? Are there themes and comments that are completely new to you? Overall, is this information useful to you as a Principal?

I trust that this is not too burdensome. An alternative is that I ask if you would prefer to discuss this face to face when you come to Adelaide. Let me know your position here. I will write this up for you as a report in due course and will discuss with you whether you would like it formally presented at some point. Perhaps we can also discuss this in Adelaide. I will call you this week to follow up on this email

Sincerely David

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Appendix 5

General practice and comparison (Strengths / Weaknesses / Comparisons) What do you perceive to be some of the strengths of the relationships within your organisation? What do you perceive to be some of the challenges of the relationships within your organisation? How do your relational experiences compare to other organisations you have worked in?

History, sustaining, valuing, keeping What aspects of the organisation’s history appear to be sustained at present? From your experiences and observations, what do you see the organisation valuing in practice? What keeps you in this organisation?

Relational experiences (expectations / surprise) Can you describe a relational experience from your time in this organisation that exceeded your expectations? Can you describe a relational experience from your time in the organisation that pleasantly surprised you?

Leadership practices (strengthening, enabling, initiatives) How is leadership practiced within the organisation? Can you describe an organisation initiative that appears to have strengthened individuals’ practice? How does the leadership at this organisation enable your practice? © D. Giles & R. Yates, 2010

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Appendix 6

5. How do you respond to the comments associated with this question? 6. Are there themes and comments that particularly represent your ‘read’ of the school? 7. Are there themes and comments that are completely new to you?

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8. How do you respond to the comments associated with this question? 9. Are there themes and comments that particularly represent your ‘read’ of the school? 10. Are there themes and comments that are completely new to you?

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11. How do you respond to the comments associated with this question? 12. Are there themes and comments that particularly represent your ‘read’ of the school? 13. Are there themes and comments that are completely new to you?

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14. How do you respond to the comments associated with this question? 15. Are there themes and comments that particularly represent your ‘read’ of the school? 16. Are there themes and comments that are completely new to you?

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17. How do you respond to the comments associated with this question? 18. Are there themes and comments that particularly represent your ‘read’ of the school? 19. Are there themes and comments that are completely new to you?

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20. How do you respond to the comments associated with this question? 21. Are there themes and comments that particularly represent your ‘read’ of the school? 22. Are there themes and comments that are completely new to you?

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23. How do you respond to the comments associated with this question? 24. Are there themes and comments that particularly represent your ‘read’ of the school? 25. Are there themes and comments that are completely new to you?

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26. How do you respond to the comments associated with this question? 27. Are there themes and comments that particularly represent your ‘read’ of the school? 28. Are there themes and comments that are completely new to you?

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29. How do you respond to the comments associated with this question? 30. Are there themes and comments that particularly represent your ‘read’ of the school? 31. Are there themes and comments that are completely new to you?

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32. How do you respond to the comments associated with this question? 33. Are there themes and comments that particularly represent your ‘read’ of the school? 34. Are there themes and comments that are completely new to you?

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35. How do you respond to the comments associated with this question? 36. Are there themes and comments that particularly represent your ‘read’ of the school? 37. Are there themes and comments that are completely new to you?

38. Overall, how useful is this information to you as a Principal?

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