Abstract
This study examines school leadership approaches to fostering a positive school culture within an international school operating under China’s regulatory framework. The research addresses a critical gap in knowledge regarding leadership methods that are most effective for international schools that need to implement international curricula while adhering to Chinese regulations and simultaneously supporting students from over 50 different national backgrounds. The research design of this single case study employed constructivist–interpretivist methods to collect semi-structured interview data from nine Bridgepoint International School leaders in Shanghai who hold senior and middle leadership roles in early childhood education, primary, and secondary divisions. The Braun and Clarke six-phase thematic analytical approach was used to analyse leader perceptions of positive school culture and their application of this understanding to leadership decision-making. The research indicates that school leaders consistently link positive school culture to trust, respect, collaboration, belonging, and psychological safety. The study found that leaders foster a positive school culture through conflict resolution, celebrating diversity, culturally sensitive leadership approaches, and cultural alignment systems based on school values. In addition, the findings highlighted that leaders who have undergone consistent professional development in diverse educational settings can build strong social bonds through value-based decision systems, which serve as organisational structures that establish an equal platform for Eastern and Western cultural approaches. The values-based system creates beneficial conflict because it sets future-oriented values against the present operational limitations. The conflict serves as a beneficial factor because it makes leaders maintain ongoing negotiations between following strict rules and building a positive work environment through collaborative methods. The research adds value to international school leadership studies through its findings, which show that leaders in internationally oriented settings need to stay flexible and reflective because they cannot rely on set strategies to achieve success. The significance of this study lies in its identification of values-based systems as critical mechanisms that function as both stabilising elements and directional guides, enabling international schools in China to navigate unique cultural demands, regulatory requirements, and staff retention challenges.