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Organizational Culture in Australian Anglican Secondary Schools: an Empirical Analysis of Staff Experience of Religion and School Culture

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Organizational Culture in Australian Anglican Secondary Schools: an Empirical Analysis of Staff Experience of Religion and School Culture ORGANIZATIONAL CULTURE IN AUSTRALIAN ANGLICAN SECONDARY SCHOOLS: AN EMPIRICAL ANALYSIS OF STAFF EXPERIENCE OF RELIGION AND SCHOOL CULTURE Ruth M. Edwards A thesis submitted in fulfilment of the requirements for the award of the degree of Doctor of Philosophy The University of Sydney March, 2011 ACKNOWLEDGEMENTS The production of this thesis has been a long process over almost a decade with several detours and stops along the way. It has, however, been relatively painless and on the whole enjoyable, and through it I have discovered new skills and interests. Several people have contributed to this positive experience. First and foremost I thank my husband, Trevor, who has continually encouraged me, told me the research was my first priority and pointed out the benefits I have gained by doing it. Trevor has practised what he preaches and loved me as Christ loves the church (Ephesians 5:25). He has also immersed me in Anglicanism and generously shared his library which has been a major resource for this aspect of my topic. I wish to thank my four sons, William, Gareth, Robin and Owen and their families. They have kept my heart warmed through their support, interest, love and kindnesses when I have needed an extra hug or a listening ear. They have kept my mind stimulated and my interests broad through sharing their own intelligent insights about their chosen fields of Law, Geography and Water Management, Philosophy, Linguistics and Tolaki. For this project I acknowledge a special collegiality with Gareth who has walked his own doctoral journey in tandem with me and beat me to the finishing line! His meticulous proof reading of the draft thesis alerted me to many areas for revision. Any remaining awkwardness in expression or obscurities in meaning are entirely the result of my own decisions. With Sumudu, Gareth has opened his home to me when studies brought me to Sydney and I thank them both for that hospitality. I also acknowledge a huge debt to my parents, both very intelligent people, who at the age of 92, still take an interest in my studies and are proud of their “little girl”. They have always modelled interest in life and learning. They have demonstrated that Christian faith can be both rational and passionate. I acknowledge a great debt of gratitude to the principals of the three site study schools. If this research triggers greater understanding among Anglican educators it is due above all to these people who took the risk of opening their schools to me. Despite great differences in personality, churchmanship and leadership style, they are united in having shared with me their challenges, vulnerabilities and visions, and in having sought to make Anglican faith in their schools worthwhile and relevant. As well, they allowed me access to their staff, making possible the series of interviews which are at the heart of this research. I express much ii appreciation to all those who participated. Without exception each person contributed to my understanding and to the final theory. I thank Kevin Laws, my supervisor, very warmly. His hand has been light but his directing impeccable, as he has reliably pinpointed those aspects of my work needing improvement and has unerringly alerted me to particular books or articles which were just what was needed at any given time. He also took all the anxiety out of negotiating the upgrading of this research to doctoral status. Finally, despite the inadequacies of the Christian Church and the ambiguities of Anglican schools, I honour God in Christ Jesus, who can be seen to work in unexpected ways with unexpected people and who in the end gives meaning to everything. iii ABSTRACT The central purpose of this research is to understand the nature of culture in Australian Anglican Secondary schools and determine whether they share any commonalities in their organisational culture. The study is situated in the theoretical framework of organisational culture and uses the qualitative methodology of Grounded Theory to derive meanings from empirical data and to generate theory in an under-researched area. This research has concentrated on staff perceptions and experience of school culture with a special focus on the religious dimension. The major research tool was in-depth interviews of over seventy practitioners in three case study schools. Additional standard methods of data collection were also used to strengthen validity. The design of the project incorporates the diversity within the Anglican Church. Case studies occurred in schools in three different Anglican dioceses in three different cities and states. The churchmanship in each school represented different strands within Anglicanism. A breadth of educational variables was also represented: one school was long-established, two more recent; one was single- sex, two were co-educational; two were totally independent, one was part of a school system. Theoretical sensitivity was heightened through incorporation of historical and sociological writings on Anglicanism which helped interpret the emerging theory. The theory developed progressively using the Grounded Theory principle of constant comparison. This was applied both within sites and across sites. On the first level of conceptualisation, the culture in each individual site was analysed and described. On the second level, common themes relevant to understanding the religious factor were identified across all sites. Initially five conceptual categories for generic Anglican school culture were identified. These were later refined to two controlling ones, those of Tension and Anglicanism. These were shown to inter- relate with three subsidiary categories: Perceptions, Independent Schooling and Leadership. A theory is proposed that organizational culture in Anglican schools is typically characterised by a range of tensions relating to their dual educational and religious roles, and to differing social and spiritual interpretations of Christian faith. iv TABLE OF CONTENTS Page CHAPTER 1 Background, rationale and theoretical framework 1 1.1 Research aims 1 1.2. Rationale: The position of Anglican schools in Australia 2 1.3. Anglican diversity 5 1.4. Conceptual and philosophical framework 7 1.4.1 Ontology 7 1.4.2 Epistemology 8 1.4.3 Methodology 9 1.5. Research questions and design 10 1.6. Chapter overview 11 CHAPTER 2 True meanings: A search. A review of relevant literature Part 1: Culture and meanings 13 2.1. Introduction: defining culture 13 2.2. Organizational culture 16 2.3. Emotions, relationships and cultural meanings 22 2.4. Schools, culture and effectiveness 24 Part 2: Society and schools in the twenty-first century 28 2.5. Accountability and marketization 28 2.6. Independent education 30 2.7 The work of teachers 33 2.7.1 Motivation to teach 33 2.7.2 Teachers and stress 35 2.8. School Leadership 37 2.8.1 Leadership and management 37 2.8.2 The principalship 40 Part 3: Anglicanism and contested meanings 43 2.9. The Church of England 43 2.10. The Anglican Church in Australia 45 2.11. Anglican schools 49 2.12. Religion in contemporary society: Secularism and faith 53 2.13. Faith schools in the secular context 57 2.14. Conclusion 59 v CHAPTER 3 Methodology and research design: Meanings and truth 61 Part 1: Methodology 61 3.1. Truth, knowledge and research paradigms 61 3.2. The place of Grounded Theory in qualitative research 65 3.3. Core elements of Grounded Theory 67 3.3.1 Theory building 67 3.3.2 Other fundamental principles 69 3.3.3 Debates within Grounded Theory 71 Part 2: Research design and implementation of Grounded Theory 74 3.4. Overall research strategy 74 3.5. Research methods and data collection 78 3.5.1. Ethical considerations 79 3.5.2. Interviews 80 3.5.2.a. Professional and religious background 82 3.5.2.b. General experience of the school 83 3.5.2.c. Distinctive qualities of this school 83 3.5.2.d. Comparison with other schools 83 3.5.2.e. Discussion about Religion 84 3.5.3 Comments on qualitative interviews 84 3.5.4. Surveys 85 3.5.5. Observations 86 3.5.6. Document study 87 3.6. Analysis: Integrating through categorization and comparison 87 CHAPTER 4 The site study schools and their cultures. Part 1. Organizational culture at EAS (Exacting/Energetic Anglican School) 90 4.1. Introduction 90 4.2. Context 91 4.3. Culture 93 4.3.1 Independence 93 4.3.1.a. Academic achievement 95 4.3.1.b. Pastoral care 95 4.3.1.c. Co-curricular programs 96 4.3.1.d. Business and money 97 4.3.2 Workload 97 4.3.3. A contested sense of community 99 4.3.4. Values and religion 101 vi 4.4. Concepts 105 4.4.1. Developing concepts from data analysis 105 4.4.2. The concept of leadership 106 4.4.3. The concept of Anglicanism 107 4.4.4. The concept of tension 108 4.4.5. Conclusion 108 CHAPTER 5 The site study schools and their cultures. Part 2. Organizational culture at HAS (Happy Anglican School) 110 5.1. Context 110 5.2. Culture 112 5.2.1 Social class and independence 112 5.2.2 Traditional and conservative 113 5.2.3. Professional 115 5.2.4. Workload and sport 115 5.2.5. Gentlemen’s agreements and business imperatives 117 5.2.5.a Gentleman’s culture & the psychological contract 118 5.2.5.b. External forces 119 5.2.5.c. Internal problems: Communication 120 5.2.5.d. Conclusion 121 5.2.6. A happy school 122 5.2.7. Leadership 122 5.2.8. Community 123 5.2.9. Chapel and faith 124 5.3. Concepts 126 5.3.1 Generating concepts 126 5.3.2.
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