Murray State Theses and Dissertations

Abstract

Abstract

This qualitative multiple-case study explored the role of educational administrators in shaping and sustaining positive school culture across three high schools in Alabama: a suburban public school, a rural public school, and a private Christian academy. Guided by transformational and ethical leadership theories, the study examined how administrators influence school climate, navigate challenges, and respond to external pressures. Data were collected through semi-structured interviews, document analysis, and cultural artifact review. Findings revealed that administrators who modeled ethical leadership, maintained visibility, and fostered relational trust were more effective in cultivating inclusive, resilient, and values-driven school cultures. Shared leadership practices and strategic empowerment of teachers contributed to sustainability and ownership of cultural norms. Challenges such as staff burnout, limited resources, and policy mandates were addressed through adaptive leadership strategies. The study concludes that educational leaders play a critical role in shaping culture through daily actions, consistent messaging, and alignment of practices with vision and values. Implications for leadership preparation, district-level policy, and future research are discussed.

Keywords: educational leadership, school culture, transformational leadership, ethical leadership, distributed leadership, high school administration, qualitative case study

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

educational leadership, school culture, transformational leadership, ethical leadership, distributed leadership, high school administration

Degree Awarded

Doctor of Education

Department

Education

College/School

College of Education & Human Services

Dissertation Committee Chair

Stephan Bo Culver

Committee Chair

Jonathan Parrent

Committee Member

Holly Sutherland

Committee Member

Landon Clark

Document Type

Dissertation

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