Strategies Elementary School Principals Implement to Cultivate a Positive and Inclusive School Culture: A Qualitative Exploratory Case Study
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Authors
Dickson, Megan
Issue Date
2025-08
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Principal , School Culture
Alternative Title
Abstract
The problem addressed in this study was some elementary school principals do not cultivate a positive and inclusive school culture. The purpose of this qualitative exploratory case study was to identify strategies elementary school principals believe cultivate a positive and inclusive school culture that supports a sense of belonging in rural public elementary schools in Northern California. The research was grounded in transformational leadership theory, which emphasizes connection, empowerment, and well-being. Data were gathered through individual interviews with eight elementary school principals and a follow-up mini-focus group. Braun and Clarke’s six-phase thematic analysis process guided the coding and theme development. Three primary themes emerged in response to the first research question: communication and transparency, building relationships and inclusion, and supportive leadership. Two additional themes arose for the second research question: staff and student well-being and empowerment. Findings revealed that principals’ relational practices, especially those that model empathy, clear communication, and shared leadership, play a crucial role in shaping school culture. When leaders prioritize inclusion, emotional safety, and student voice, they foster environments where staff and students feel valued and connected. This study underscores the importance of leadership practices rooted in transparency, empathy, and a commitment to holistic well-being. The findings contribute to the field by offering practical insights into how principals influence school culture. The findings also support the design of leadership preparation programs that prioritize emotional intelligence and inclusive practice. This study confirms that principals play a crucial role in creating schools where all individuals, including students, staff, and families, experience a strong sense of belonging.