Leadership for Positive School Culture: a Vital Role of School Heads

This phenomenological study, entitled “Leadership for Positive School Culture: A Vital Role of School Heads,” explored the critical influence of school leadership in shaping and maintaining a positive school culture in the Magallanes North and South Districts. The research delved into the lived experiences of school heads, examining their strategies, challenges, and impacts in fostering an environment conducive to learning and growth. Key assumptions include the belief that a positive school culture enhances students' and teachers' well-being and academic performance, and that effective leadership practices are essential in fostering such a culture. The study investigated how school heads created safe and inclusive learning environments, foster collaboration and cooperation, promote positive engagement and build a culture of high expectations and academic success. Through detailed interviews and observations, the research captures a broad spectrum of leadership styles and strategies, highlighting best practices and identifying areas for improvement. Findings revealed that creating a safe and inclusive environment involves promoting diversity, ensuring security, and fostering open communication. Collaboration is enhanced through shared goals and mutual support, while positive engagement between students and teachers is achieved through active participation and effective communication. Building a culture of high expectations requires clear standards, a growth mindset, and professional development. The study concluded that a collaborative effort involving all stakeholders is essential for fostering a positive school culture. Recommendations include embracing inclusive curricula, shifting to project-based learning, and providing training on classroom management and differentiated instruction. The research offered valuable insights for enhancing school culture and suggests future research on transformational and collaborative leadership.