Purpose

The study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.

Design/methodology/approach

An interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.

Findings

The article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.

Originality/value

Exploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.

中文翻译：

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“裂变”的学校文化：在国家改革实施过程中引领资源开发

目的

该研究通过校长在实施国家改革过程中利用额外资源来探索强大学校文化的特征。

设计/方法/方法

使用解释性方法来分析对 35 名以色列高中校长进行半结构化访谈的定性数据，这些校长在所有学区的州立和宗教州立学校实施了国家改革。

发现

本文介绍了由校长领导的四种破解文化：（1）以学校价值观为基础的文化，例如尊重；(2) 基于信任和积极氛围的关怀文化；(3) 维护成果导向的文化；(4) 一种支持教师并冒险使用超出预期目的的资源的创造性文化。

原创性/价值

探索校长在破解文化中的资源开发可以在国家改革实施过程中促进学校的改进和创新。