Exploring cultures of positive teacher morale during a pandemic: A qualitative case study using Cultural Theory

Abstract

Cultivating school positive school culture is one of the most important responsibilities of a school leader. It is even harder to achieve, during a global pandemic. The purpose of this qualitative case study was to explore, through the lens of Cultural Theory, how two selected principals facilitated teacher morale through their school cultures during the COVID-19 pandemic. Using the grid and group cultural theory matrix, two elementary sites were observed to understand their school culture. The two sites were determined based on a school culture survey indicating positive teacher morale. The principals at the schools had at least three consecutive years leading in that building. Teachers with a minimum of three consecutive teaching years at the school, with the same building principal, were eligible to participate. Teachers were randomly selected from those who volunteered. Data were collected through surveys, interviews, artifacts, and observations at staff and team meetings.