Democratic leadership in a study of school based professional leadership culture: policy implications

Abstract

ABSTRACT This article examines elements of democratic leadership emerging from a broader study of professional leadership culture in a school setting. The qualitative case study examined the perceptions of school-level professionals in one elementary school with a reputation for strong results in student learning, regarding the nature of the professional leadership culture and its relationship to student learning. Professional leadership culture is defined as shared assumptions, practices, beliefs and values concerning leadership activities that are understood and practised among school professionals. Previous studies into organizational and leadership provided the conceptual framework for this study. The three most common representations of the professional leadership culture included pervasive collaboration among professionals, a culture of trust, and a supportive environment. This study prompts some reflection for theory-building on the concept of democratic leadership and its role in organizational culture. Policy implications of the study are discussed as they relate to human resources issues and their connection to culture and leadership, priorities regarding personnel supervision and evaluation, standards for a respectful workplace, the institutionalization of trust, open communication, supportive relationships, collaboration, and the anticipation and management of workplace conflict.