The Relationship Between School Leadership and Organisational Culture in Educational

This study takes a deeper look at school leadership practices and organisational culture, and at the impact of different leadership styles on schools' cultural dimensions. The objective of this study was to explore the relationship between transformational leadership behaviours and positive organisational culture attributes within primary and secondary educational institutions. A quantitative research design was applied, using a cross-sectional survey of 285 teachers working in 45 schools across urban and suburban locations. The data set was obtained through the Multifactor Leadership Questionnaire (MLQ-5X) and the Organisational Culture Assessment Instrument (OCAI), and descriptive statistics, correlation analysis, and multiple regression analysis were performed in SPSS 28.0. Analysis indicated a direct positive correlation (r = 0.742, p < 0.001) between transformational leadership practices and collaborative organisational culture, with transformational leadership accounting for 55.2% of the variance in positive organisational culture outcomes. Schools with higher transformational leadership scores scored significantly higher on clan and adhocracy culture characteristics, teacher collaboration, and student achievement indicators. The implications are that educators who follow a transformational leadership style can be an important factor in developing organisational culture for leadership development programs, succession planning, and school improvement. School-based leadership behaviours predict organisational culture in educational institutions. However, transformational leadership behaviour is a powerful determinant of positive, collaborative, and innovative organisational settings that support educational excellence and teacher satisfaction.