Principal Leader Actions and Their Influence on School Culture and School Performance

This quantitative, non-experimental study was conducted to determine whether
there is a link between the principal’s behavioral agility, the organization’s culture, and
school performance as defined by the state’s Value Added Measure (VAM).
Additionally, this study examined if there was a moderator influence of contextual factors
to behavioral agility and school culture and school culture and school performance. Data
collection was obtained through the use of two validated scales, the Strategic Leadership
Questionnaire (SLQ) and the Organizational Culture Assessment Instrument (OCAI).
Multiple regression was conducted to determine the extent each independent variable
predicts school performance. Hayes’s (2012) PROCESS macro for SPSS was completed
to determine if school culture mediated the relationship between behavioral agility and
school performance and school culture and school performance.
Significant correlations were found between and within the two instruments
measured unidimensionally and multidimensionally. The OCAI findings included significant, high effect correlations with the four culture types, although market was not
correlated with clan or adhocracy. All subscales of the SLQ had positive significant
correlations within the instrument. School size was significantly negatively correlated
with clan and adhocracy culture types. School performance was found to be significantly
correlated with hierarchy culture type and school level. The contribution this study makes
is both theoretical and practical. Theoretically, this study offers insights into school level
and its moderation of culture and school performances as well as the influence culture
types have on school performance. Practically, the study could identify a new culture
type valuable to principals for improving school performance.