School Culture Transformation through Collaborative Leadership Practices
DOI:
https://doi.org/10.26740/jp.v11n1.p43-55Keywords:
Collaborative Leadership, School Culture Transformation, Educational Improvement, Teacher PerformanceAbstract
This study examines school culture transformation as a foundation for sustainable teacher professional development by analyzing how collaborative leadership shapes collaborative cultural practices in Indonesian elementary schools. Using a mixed-methods sequential exploratory design, data were collected from 298 teachers across 51 public schools in Purwakarta District and analyzed using Partial Least Squares Structural Equation Modeling. The findings show that collaborative leadership significantly predicts the development of a collaborative school culture, which subsequently enhances teacher professional growth and performance. The model explained about 30% of the variance in collaborative culture and 38% in teacher performance, with cultural transformation serving as a meaningful mediator between leadership and teacher outcomes. The study revealed that improvement occurred through cultivating mutual trust and a sense of safety, strengthening a common purpose and confidence in working together, and embedding routines that encourage reflective practice and collaboration among peers. The study concludes that collaborative leadership functions as a strategic driver for strengthening teacher development and advancing school culture transformation in Indonesia.
References
Al-Harthi, A. S. A., & Al-Mahdy, Y. F. H. (2017). Distributed leadership and school effectiveness in Egypt and Oman: An exploratory study. International Journal of Educational Management, 31(6), 801–813. https://doi.org/10.1108/IJEM-05-2016-0132
Amels, J., Krüger, M. L., Suhre, C. J. M., & van Veen, K. (2020). The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: Testing a model. School Effectiveness and School Improvement, 31(3), 468–485. https://doi.org/10.1080/09243453.2020.1746363
Andarin, M., Hariri, H., & Sari, S. R. (2025). Principal Transformational Leadership Style on Teacher Performance. 10(2), 219–231.
Azorín, C. M. (2019). Las transiciones educativas y su influencia en el alumnado. Edetania: Estudios y Propuestas Socio-Educativas, 55, 223–248.
Bandura, A. (2020). Self-Efficacy: The Exercise of Control (2nd ed.). W.H. Freeman.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2021). Organizing Schools for Improvement: Lessons from Chicago (2nd ed.). University of Chicago Press.
Cohen, J. (2020). Applied Multiple Regression Correlation Analysis for the Behavioral Sciences (3rd ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018a). Research design: Qualitative, quantitative, and mixed methods approaches. In Writing center talk over time. Routledge. https://doi.org/10.4324/9780429469237-3
Creswell, J. W., & Creswell, J. D. (2018b). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Edmondson, A. C., & Lei, Z. (2021). Psychological safety and innovation: The role of leader interpersonal behaviors in creating and leveraging a learning environment. Academy of Management Review, 46(4), 705–723. https://doi.org/10.5465/amr.2019.0087
Feldman, D. B. (2021). Non-response bias in educational research: Assessment and mitigation strategies. Educational Research and Evaluation, 27(1), 44–63. https://doi.org/10.1080/13803611.2020.1818430
Fullan, M. (2020a). Leading in a culture of change: Personal action guide and workbook. Educational Leadership, 78(1), 8–14.
Fullan, M. (2020b). Leading in a Culture of Change (2nd ed.). Jossey-Bass.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2020). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13. https://doi.org/10.3102/0013189X033003003
Gronn, P. (2002). Distributed Leadership as a Unit of Analysis. The Leadership Quarterly, 13(4), 423–451.
Hair, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2022). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24.
Hallinger, P., & Heck, R. H. (2010a). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110.
Hallinger, P., & Heck, R. H. (2010b). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110. https://doi.org/10.1080/13632431003663214
Hargreaves, A., & Fullan, M. (2012a). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & Fullan, M. (2012b). Professional Capital: Transforming Teaching in Every School.
Harris, A. (2008). Distributed leadership through self-organising schools. Journal of School Leadership and Management, 28(5), 545–560.
Harris, A., Jones, M., & Hashim, N. (2021). System leaders and system leadership: Exploring the contemporary evidence base. School Leadership & Management, 41(4–5), 387–408. https://doi.org/10.1080/13632434.2021.1889492
Koh, L. S., Ng, P. T., Ong, J., & Lim, K. S. (2023). Mixed-methods research in educational leadership: An integrative approach. Journal of Educational Administration, 61(2), 178–195.
Leithwood, K., & Azah, N. (2023). Transformational leadership and organizational performance: Evidence from educational institutions. Educational Administration Quarterly, 59(1), 3–34. https://doi.org/10.1177/00131610221108954
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven Strong Claims about Successful School Leadership Revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Leithwood, K., Sun, J., & Pollock, K. (2017). How school leaders contribute to student success: The four paths framework. Educational Administration Quarterly, 53(2), 221–256.
Ringle, C. M., Wende, S., & Becker, J.-M. (2022). SmartPLS 4. https://www.smartpls.com
Sarstedt, M., Hair, J. F., Cheah, J.-H., Becker, J.-M., & Ringle, C. M. (2021). How to specify, estimate, and validate higher-order constructs in PLS-SEM. Australasian Marketing Journal, 29(3), 197–211.
Shmueli, G., Ray, S., Estrada, J. M. V, & Chatla, S. B. (2019). The elephant in the room: Predictive performance of PLS models. Journal of Business Research, 69(10), 4552–4564. https://doi.org/10.1016/j.jbusres.2016.04.015
Spillane, J. P. (2006). Distributed Leadership. Educational Forum, 69(2), 143–150.
Spillane, J. P., & Coldren, A. F. (2022a). Diagnosis and design for school improvement: Using cognitive interviews to uncover systemness. Teachers College Press.
Spillane, J. P., & Coldren, A. F. (2022b). Diagnosis and Design for School Improvement: Using Cognitive Interviews to Uncover Systemness. Teachers College Press.
Streukens, S., & Leroi-Werelds, S. (2016). Bootstrapping and permutation tests in PLS-SEM: A step-by-step guide using R. Journal of the Academy of Marketing Science, 44(4), 494–507.
Yukl, G. (2020). Leadership in organizations (9th ed.). Pearson Education.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 1
,
PDF Downloads: 2
.png)
