6.6.2 Unity of Purpose – Qualitative analysis year one / two
Outcomes from teacher interviews were very positive about Unity of Purpose although middle leaders expressed some reservations about the “narrative” of the vision. Comments made by all the four groups expressed real clarity about the vision of School A and the clear sense of a common purpose. Senior leaders were unequivocal: “so I think there’s a strong vision there”. This was fully endorsed by middle leaders who suggested that the headteacher in particular “has got a huge vision for the school and is moving ahead at quite swift rate”.
Analysis of themes based on elaborative initial and secondary coding confirmed a strong sense of Unity of Purpose and this had developed further over the study. Table 6.14 identifies
25 UP 5 Teachers support the vision of the school.
26 UP 27 The school vision reflects the values of the community. 27 UP 5 Teachers support the vision of the school.
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the theoretical constructs, and summary themes which form a theoretical narrative, or abstract story which follows the journey of the participants using their own words. These constructs demonstrate how Unity of Purpose contributed to overall school culture and sense of
direction, both for School A and the wider MAT.
Table 6.14: Unity of Purpose – Summary Themes and Theoretical Constructs
Summary Themes
Year one Huge and inspiring vision Strong sense of purpose Cynicism from minority Year two
Common town wide vision Journey requires further mapping Strong determination to improve Clarity of purpose Theoretical construct
Inspiring drive to raise aspirations
Acceptance of barriers
Clear common vision Unfinished map of the future
(Based on Auerbach & Silverstein, 2003)
An ambitious inspiring vision and sense of purpose combined with the cynicism of a tiny minority are key themes identified in year one. Teachers were overwhelmingly positive about the vision set out by the headteacher summarised here in the construct inspiring drive to raise
aspirations. An experienced teacher commented, “I think his overall vision for the
school to have an environment where children can learn is inspiring, to bring out the best in his teachers”. This view was echoed by all participants and even by those who questioned the motivation or lack of acceptance by others. “I think this school does have a really strong vision. I think (the headteacher) is great, I think he’s really driven and really wants the school to improve and has lots of great ideas.” Despite the challenges, there was also evidence from the interviews that the strength of the vision had brought together teachers from both School A and School B. Another teacher observed “I think bringing the staff together has meant staff have said ‘we’re both alright, we’re in the same boat’”. Interviews revealed an acknowledgement there was some cynicism from a minority reflected in the construct an acceptance of barriers to improvement. “It’s difficult to get rid of dead wood” said one teacher, with another reporting a comment from a fellow colleague “what are we going to get back from a failing school?”. Despite these observations, however, there remained an overwhelming view that School A had a strong vision.
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If the theoretical narrative summarising teacher perceptions of Unity of Purpose was strong in year one, then further progress was made by the end of year two. Teacher perceptions,
alongside the outcomes from the quantitative study, indicated an even stronger and more determined vision. The construct a clear common vision was created from a range of comments: “I think we’re on a big drive to try and get outstanding as a school here. I think there’s real clarity on that front.” Whilst also recognising the construct an unfinished map of
the future there was even a sense of a common vision across the MAT. However, one
participant was not convinced and suggested “this school hasn’t cracked the narrative and the partnership hasn’t cracked the narrative”.
Table 6.15: Role Ordered Matrix – Unity of Purpose
Position in School
Perception of Unity of Purpose in year one and two
Factors or strategies which initiate or influence change
Perception of change over time
SLT Strong bold vision Joint targets Sense of unity Well established
Bring people together Partnership
Targets
Public road map
More frequent meetings Town-wide targets Student targets Acceleration Growing closer ML Headteacher has huge vision Extra mile Haven’t cracked the narrative Varying perspectives Good overview Staff go extra mile Need a clear narrative
Swift Pace Variable ET Ofsted driven Common purpose Common purpose in town
Recognition that staff are at different levels
Real clarity Driven Well briefed
Vision prone to change Taken time to change and improve Established NQT Driven Strong vision Varied vision Outstanding strategy Very clear strategy
Can’t comment Continuity
The role ordered matric in Table 6.15 summarises teacher perceptions of Unity of Purpose. It confirms the view of a strong, bold vision where people were being brought together whilst
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also recognising that teachers react to change in different ways. The columns in Table 6.15 highlight the factors, concepts and strategies which influenced change and help answer research questions 4 and 5. For example, middle leaders indicated that measures to strengthen Unity of Purpose had been put in place quickly and with the change in headship in the
partnership School B, the pace of change had accelerated. The leadership of School A was clear about the vision and the wider partnership with School B, as one senior leader
explained: “there was a road map that was very public, it was displayed around the school. He continued “…there was a common core purpose, a town-wide target so that was already embedded”.
The role ordered matrix for Unity of Purpose reinforces the sense of a strong vision. Bringing people together, town-wide targets, going the extra mile and more frequent meetings are well defined strategies which assist the strengthening of that vision. It also should be recognised, that views differ, with some teachers referring to the need to ‘crack the narrative’ and share the vision more widely.
Outcomes from qualitative data analysed according to role in school were very positive about Unity of Purpose, although middle leaders expressed some reservations about the vison across the MAT. Most teachers confirmed a strengthening Unity of Purpose and that was expressed enthusiastically by senior leaders: “there was always a unity of purpose… and that’s become even stronger, so much stronger”. That strong sense of vision, was, for senior leaders, evident across the partnership too. “I think that it is almost unrecognisable to what it was at the start of the year.” Middle leaders, on the other hand, were rather more sceptical, unsure that the vision was fully embedded. “I think there would be varying perspectives on that across the school and depending where you are in the school. You can’t just have a goal; you have to have a clear mapped journey.”
Despite the few reservations, senior leaders, experienced teachers and NQTs were
enthusiastic about the strength of vison in School A. In summary, the combined quantitative and qualitative outcomes for teacher perceptions of Unity of Purpose are amongst the strongest indicators yet observed in the analysis of school culture in School A. The
qualitative evidence complements the quantitative findings and reinforces the importance of a strong vision in securing improved outcomes, improvement in standards and teacher buy-in.
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I now consider teacher perceptions of Learning Partnership, the last of Gruenert and Valentine’s suite of school culture components