Abstract
The influence of relationships within an organisation is an important dimension to ponder in considering the culture of an organisation. A positive school culture is highly desirable as it encourages, among other attributes better academic performance, cooperation and respect, more job satisfaction, and less negative interactions between learners and staff. Application of the key characteristics and components of relational leadership promotes a positive school culture. The aim of this study was to explore how relational leadership shapes the school culture in an independent combined school in Gauteng. I used a case study design within an interpretivist paradigm. A stratified sampling approach was used to select participants from across the range of the school for semi-structured interviews. Documents pertaining to the school were analysed and the data from the transcribed interviews and document analysis were coded and categorised in order to attribute meaning. From the study it emerged that participants consider relational leadership in the context of servant leadership rather than as a leadership theory on its own. Nevertheless, because of the parallels between relational leadership theory and servant leadership, aspects of relational leadership could be identified as being implemented in the school, particularly trust, care, and reciprocity. These values promote a positive culture within the school. This study draws attention to the positive contribution that the practice of relational leadership has on the culture of a school. Keywords: relational leadership; school culture; care; trust; reciprocity.
M.Ed. (Education Leadership and Management)