Principal Leadership and Its Link to the Development of School Teacher Culture and Teaching Effectiveness: A case Study of an Award-Winning Teaching Team at an Elementary School

Hsin-Hsiang Lee, Mao-neng Fred Li


This study aimed to (1) describe principal leadership and the context of the overall school teacher culture that cultivated an award-wining team at an elementary school; (2) analyze the award-winning team’s learning behaviors, shared goals, values, beliefs, mutual interactions or dialogues, and experience sharing among members; and (3) unveil the key factors that shape excellent teaching team culture and its functions. Major findings are:
1. The award-winning teacher group at the school was able to facilitate the development of professional co-operation and teaching innovation within the school, and transform the school into a learning community.
2. The campus ethics of affiliation, collegiality, and experience-heritage was enforced at the award-wining elementary school.
3. The school leaders, especially the principal, had a critical impact on the development of school teacher culture via their determination and encouragement.
4. Both the school principal and the school’s senior teachers played an exemplary and leading role in shaping a high-quality school culture for professional development.
The study concludes that the principal and the senior teachers played an exemplary and leading role in shaping a positive school culture, and that a positive school culture can enhance school effectiveness and productive power.


teaching excellence award, school culture, principal leadership

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