By Martin Hoskin, Teaching Fellow at the School of Education, Languages & Linguistics, University of Portsmouth, and Research Further Scholar
“By starting with the ‘why’ and understanding the purpose behind their actions, leaders inspire their teams and create a strong foundation for success.” (Sinek, 2009).
Without a culture which reflects educational improvement as a mutual or shared endeavour, college priorities and teacher priorities are unlikely to be the same. Culture is key to managing change and providing the conditions through which professional learning might be effective. Biesta (2009, p. 2) states “The rise of the measurement culture in education has had a profound impact on educational practice”, but the findings of my research would suggest that it doesn’t have to be this way.
Despite external influences, college leaders do have the agency to make the right decisions in how they wish to lead and must finely balance these decisions if they wish to meet the needs of their teachers and the priorities of the organisation. Sinek (2009) states “By starting with the ‘why’ and understanding the purpose behind their actions, leaders inspire their teams and create a strong foundation for success”. It is, therefore, essential for leaders to consider whether their college culture is primed to support, rather than hinder, educational improvement.
