Transformative teacher leadership experiences in schools in creating an innovative educational culture: The case of Lithuania

Abstract

The importance of teacher leaders has been increasingly emphasized in innovative educational practices. In this study, we present the experiences of innovative teacher leaders (N = 10) in Lithuania. The sample of respondents is qualitative-purposive. Teachers who have been awarded for their innovative practice took part in the study. In addition, teachers nominated by their school communities as innovative educators who are making a difference in their schools were also included. The data analyzed by the method of critical analysis of qualitative research discourse will help the reader understand what helps teacher leaders develop innovative educational culture practices. Additionally, the data reveal how teacher leaders themselves understand leadership, which motivates them to work innovatively. We found that innovative teachers in Lithuania perceive the phenomenon of transformational leadership in four categories, namely: attention to others, initiating change, community building, development, and improvement. The participants in the study also described the meaning of innovative teacher behavior, which is revealed in the analysis of two categories: quality of education and educational change. The third component, innovative organizational culture, was discussed by presenting teachers’ insights on three categories: planning, implementation, and motivation. Teacher leaders support, create and nurture a culture of innovation by motivating and encouraging their colleagues to improve. The findings of this study are useful for school communities wanting to make changes, as they provide answers to what motivates teachers to change their practices and to mobilise other educators for common goals.

Keywords:

• transformative leadership
• innovation
• educational culture
• teachers

1. Introduction

Teacher leadership is important for creating a culture of education in schools. Teacher activities at school are associated with creative leadership in terms of shaping school culture and educating pupils (Béduchaud, Clerc & Agogué, 2019; D. Hargreaves, 2011; Duan et al., 2018; Fullan & Quinn, 2020; Hynes & Mickahail, 2019; Nehez & Blossing, 2020; Solomon & Setegni, 2018; undefined) because a teacher can be an agent of change, a creator of a supportive learning environment and of a whole school community (Beduchaud, 2021; Fullan & Quinn, 2020; Nehez & Blossing, 2020). The teacher-leader’s noble mission at school is to change the surrounding environment by pursuing for the organization’s common goals (undefined). The Lithuanian curriculum strategy document Good School Concept (2015) defines the teacher-leader as the initiator of interesting educational activities, who unites the community, implements the school vision, willingly participates in decision-making, and forms a culture of dialogue and agreements based on trust, commitment, and empowerment to act. In Lithuania, in the area of education policy over the past decade, efforts have been made to change attitudes towards education and teacher activities: from the teacher as someone who transfers knowledge towards the teacher-leader as someone who brings together community (Approval of the Description of the Group of Education and Education studies, 2015). The teacher takes leadership, is able to initiate processes of social and educational change, work purposefully in a multi-disciplinary group, and takes responsibility for the quality of other employees’ activities. The Order of the Ministry of Education, Science and Sport of the Republic of Lithuania on the Approval of Guidelines for Change in Lithuanian Science and Innovation Policy (2016) stresses the need for professional leadership in educational institutions. This is because the creation and implementation of education culture are impossible without the constant monitoring of science and innovation systems, and resource management, which should be carried out by the school community itself. In addition, teacher leaders in Lithuanian schools become mentors, advisors and support providers for young teachers. Such collaboration helps to mobilise the teaching community (Regulations on teacher education, 2018).

1.1. Conception of teacher’s transformational leadership in an organization

Researchers have been increasingly focused on leaders who influence communities, organizations, individual groups, or members (Anderson, 2004; Jiatong et al., 2022; Muijs & Harris, 2006; Rubens et al., 2018; Shaffer, 2008; Yang et al., 2020). Leadership is defined as focusing on group processes, and where the leader themselves are the center of that group and manage change through cooperation (Frost & Durrant, 2003; Northouse, 2009). A transformative leader organizes activities and assigns tasks to help change the organization’s culture. The most commonly mentioned components of leadership are purpose, group, and influence. It can therefore be argued that leadership is impossible without followers. It also manifests itself in the activities of a particular group united by common goals or values. The leader of the group feels responsible for its members, and the members themselves are subordinate to the leader, so the leader can direct the actions of the group to achieve specific goals (Cheung et al., 2018). Katzenmeyer and Moller (2001) highlighted three main aspects of teacher leadership, namely: (1) leadership among teachers (i.e., mediator, trainer, mentor, instructor, curriculum specialist, developing new methods, conducting study groups); (2) leadership in operational tasks (i.e., maintaining the school organized and achieving its objectives, acting as a leader, performance researcher, and member of working groups); and (3) leadership in decision-making or working together (i.e., membership of development groups, membership of school committees, initiators of partnerships with business, partnerships with parents’ and teachers’ associations, and partnerships with higher education institutions). In addition, teacher leaders face new challenges, share new ways of working, and leave a positive impact on the willingness and ability of their fellow teachers to create change by improving the school (Lai & Cheung, 2014).

Transformative leadership is a process that changes and transforms people’s behavior. Northouse (2009) examined transformative leadership as emotions, values, ethics, standards, and long-term goals that are associated with the motives of community members’ behavior, meeting their needs, and assessing their behavior. It is believed that a transformative leader can accelerate the changes in educational institutions because members of the community are very connected to the leaders who influence them. The main goal of transformative leadership is the promotion of collective well-being. Socialized transformational leaders sacrifice their personal goals for the well-being of others (Howell & Avolio, 1992) because the behavior supported by others motivates followers to do more than what is expected of them (Bass & Riggio, 2006), who in turn, make the most of their potential (Kuhnert, 1994). For this reason, leaders with traits of transformative leadership help achieve the higher needs of the organization.

1.2. The importance of school culture for education

The school’s cultural content consists of the values, fundamental attitudes, beliefs, assumptions, and habits of members of the community. As a general rule, the content of school culture is expressed in thinking and speaking, which are associated with behavior, activity, and community development (Nehez & Blossing, 2020). Thus, school culture is the unity of form and content (D. Hargreaves, 2011). It also affects students’ learning. Studies have shown a significant link between school culture (school vision, mission, and values), pupils’ academic achievements (Solomon & Setegni, 2018) and teachers’ satisfaction with their work (Duan et al., 2018). It is an attractive profession for teachers if they feel that they belong to and create an organizational culture (Duan et al., 2018; Solomon & Setegni, 2018). They are then convinced that they contribute to the success of their school and the academic achievements of their pupils. It is also noted that the pupils’ academic achievements were influenced by three factors: school culture, teachers’ commitment, and pupils’ motivation (Duan et al., 2018; Solomon & Setegni, 2018). In addition to successful learning, school culture is also linked to a successful social life of pupils at school (Levasseur, 2012), which motivates them to learn, helps them socialize, especially if pupils are in a social risk environment, and have a positive attitude towards the environment (Mainaki et al., 2018). School culture can be said to be an important area for the involvement of school staff and pupils in the school community. In a community based on common agreements, culture helps pupils develop their identity, and foster traditions and values (Mainaki et al., 2018).

In Lithuania, the expression of the school culture in education is defined in the document prepared by Survutaitė, Bacys, Balčiūnas and others entitled, “The Model and System of Indicators to Self-Assess the Quality of Activities in General Education School” (2015). The authors highlighted the indicator of education through school life, which is described by highlighting pupils’ belonging to the community: “pupils feel part of the school community, are satisfied with it, make commitments, and participate in school self-government. Self-government is based on a culture of dialogue and consultation, pupils’ right to initiate, make, and implement decisions and build school life. It promotes and supports the leadership of pupils in various activities and the activity of pupils’ organizations” (p. 10). According to published reports on the quality of activities of Lithuanian general education schools (2020, 2018, 2015) prepared by a national institution carrying out internal school audits, schools identify the external cultural activities of the school (i.e., traditions and rituals, openness and hospitality of the school, environmental coziness, etc.) as the strongest educational activities. However, it is noted that schools should pay more attention to the internal cultural activities of the school (values, relationships), which require more time and effort. However, the results are better because they have a direct impact on the pupils’ achievements and progress. Nevertheless, in Lithuania, there is still a lack of a deeper commitment from teachers to associate their activities with belonging to school and for the motivation of pupils, which often leads to a lack of higher achievement of pupils.

1.3. An innovative school educational culture is created through collaboration

School educational culture is one of the factors most likely to promote innovative behavior among educators, that is, to encourage them to embrace innovation as a core value of the organization. Adopting innovations in the context of constant change and thus motivating the younger generation to learn in today’s education practice is a crucial pedagogical challenge. School education culture influences innovation, as culture determines models for innovation, individual initiatives, collective action, understanding, and behavior (Shayah & Zehou, 2019). Martinez (2010) identified organizational culture as the one that supports creativity and innovation, that is, a favorable working environment, trust in colleagues, and management support for innovation. The ability of managers to take responsibility for building an innovative school culture is important while promoting the participation of all employees in creating an innovation-oriented culture, allowing them to use their unique talents to develop an organization mission with which employees will identify, providing employees with an understanding that their work is meaningful and has a positive impact on the realization of their goals (Claver et al., 1998; Jiatong et al., 2022; Yang et al., 2020).

Teamwork and collaboration are key factors in creating an innovation that can be understood as an educational process or a result of education practice (Inoue et al., 2015). Organizations must make efforts to create an environment where teamwork and cooperation can take place freely and without hindrance. In order for the team to succeed, cooperation skills, commitment, and agreement enforcement are essential. Teams and working groups are much more innovative when people of different attitudes are integrated internally, allowing for a more successful exchange of ideas and experiences (Beduchaud, 2021; Clerc & Agogué, 2019; Fullan & Quinn, 2020; Jamrog et al., 2006). Exchange of ideas and experiences is possible when teams are supported by leaders who provide the clear goals and resources that are needed to implement new ideas. Leadership support must be consistent and allow teams and working groups to become stronger (Fullan & Quinn, 2020; Fullan, 2019; Harris et al., 2021; Jamrog et al., 2006; Johannesson, 2020).

1.4. A teacher-leader who creates an innovative school education culture

Education is part of culture, and culture is the foundation of education. Education is understood as a purposeful development of a person’s total potential. In this process, an educator as a professional who is not only a specialist in their didactic field of work, but also to foster culture, conscious of its importance and the peculiarities of expression in achieving the goals of education, is of essential importance (Fullan & Quinn, 2020; Harris et al., 2021; Piotrowsky, 2016). In addition, teacher-leader activities are associated with emotional status at school. This could be judged from attributes such as “I am proud to be working in this particular school” and “values (feelings)” (Leithwood & Beatty, 2008). The culture developed by the teacher is fundamental, without which the school’s sustainable functioning is impossible. The educator accompanies pupils in acquainting and taking over the basic layers of culture (language, values), and help them create a relationship between the meaning and value of culture. In Lithuania, the content and evaluation of the professional culture field of an educator is conditioned by agreements on values in the pedagogical community (Code of Ethics of Pedagogues, 2018). Scientists link these values to the field of culture as part of professional capital in the context of education (Hargreaves & Fulan, A. Hargreaves & Fullan, 2019; Visvizi et al., 2019). The field of fostering school culture as a fundamental part of the teaching profession is integrated into the agreements of many countries on the role of teachers (European Commission/EACEA/Eurydice, 2019; Education Support Professionals. Professional Growth Continuum, 2017; TKCOM, 2018; Education OECD, 2016; 2019, 2020; commonwealth standards framework for teachers and school leaders, 2016; European Commission, 2013; Australian Professional Standards for Teachers, 2011). The importance of the teachers’ collaboration with the pupils’ parents and school partners, as well as the link to the quality of education and school culture, changes (Makrooni, 2019; Woofter, 2019). In addition, school culture is the organizational identity of each school, providing motivation and value for the commitment of teachers and those working there, identifying behavioral patterns, and providing stability for each school unit (Kythreotis et al., 2010). Attributes that illustrate motivation include the following: “I look for ways to motivate pupils to achieve the best results” and “values (expectations, mission),” “I think I can motivate my colleagues to do meaningful tasks creatively.”

Table 1 shows the links between the teacher’s leadership features (according to Rupšienė & Skarbalienė, 2010) and the school’s organizational culture (Schein, 2010), distinguished by the following criteria: high personal standards and the goal of being the best, a strong vision and loyalty, a realistic assessment of the situation, a sense of responsibility, and the motivation of the team. In Table 1, a + sign indicates that a particular teacher leadership trait is related to an attribute of the organizational culture.

Table 1. Links between the characteristics of teacher leadership and the attributes of school organizational culture (according to Rupšienė & Skarbalienė, 2010; Schein, 2010)

Criteria	Characteristics of teacher leadership (according to Rupšienė & Skarbalienė, 2010)	Links between teacher leadership and organizational culture	Attributes of organizational culture (according to Schein, 2010)
High personal standards and the goal of being the best	I want my pupils to achieve the highest possible achievements.	+	Values (expectations, mission)
	I’m interested in and looking for ways to improve and develop my work.	+	Values (Attitudes)
	I try to work as good as I can in every work situation.	+	Basic assumptions (provisions)
	I make quite big demands for myself and the teacher.	+	Basic assumptions (provisions)
	I have special ambitions in my work.	+	Values (Vision)
Strong vision and loyalty	I understand the importance and responsibility of teacher work.	+	Basic assumptions (mindset)
	I firmly know what a teacher should be like, and I try to be one.	+	Values (concept)
	I’m not considering changing my profession.	+	Basic assumptions (provisions)
	I like being a teacher.	+	Artifacts (opinion)
	I’m proud to be working in this particular school.	+	Values (feelings)
	I’m a loyal employee to this school.	+	Values (commitment)
	I’m not thinking about changing jobs.	+	Basic assumptions (provisions)
	I express my love for my pupils.	+	Artifacts (feelings)
Realistic assessment of the situation	In solving the problem, I rely on my accumulated experience and other information.	+	Artifacts (ordinances)
	When I encounter problems or difficulties at work, I think about the different ways of addressing them.	+	Basic assumptions (mindset)
	I am able to evaluate my activities critically and realistically.	+	Basic assumptions (mindset)
Sense of responsibility	I feel a responsibility to work creatively.	+	Values (commitment)
	I always try to finish the work I started.	+	Artifacts (habits)
	I think I’m a responsible teacher.	+	Artifacts (opinion)
	I look for ways to motivate the pupils to achieve the best results.	+	Values (expectations, mission)
	I feel responsible for the learning outcomes of my pupils.	+	Values (commitment)
	I think the quality of education depends in part on every teacher.	+	Basic assumptions (worldview)
	I think the school’s performance depends in part on my efforts.	+	Basic assumptions (beliefs)
Desire for the best	I think I have strong will.	+	Artifacts (opinion)
	I’m capable of making the right decisions in work situations.	+	Values (cognitive model)
	In confusing work situations, I can decide and realize my decision.	+	Values (concepts)
	I’m capable of concentrating in the face of obstacles and purposefully pursuing my work goals.	+	Basic assumptions (scenarios)
Team motivation	I try to stimulate motivation for every pupil.	+	Artifacts (working methods)
	By participating in the teachers’ working group, I try to achieve the best results of the group.	+	Artifacts (network of cultural relations)
	If I oversee the work of group teachers, I try to inspire group members to perform tasks as successfully as possible.	+	Artifacts (network of cultural relations)
	I think I’m able to motivate my pupils to learn.	+	Artifacts (opinion)
	I can inspire most pupils to achieve better learning outcomes.	+	Values (expectations, mission)
	I like to initiate and participate in various project activities and get involved in them.	+	Basic assumptions (scenarios)
	I think I can motivate my colleagues to do meaningful tasks creatively.	+	Basic assumptions (spirituality)

Note: Source: own research.

As a rule, teacher leadership influences the smooth and efficient functioning of the school and can contribute to it as an effective educational institution (A. Hargreaves & Fullan, 2019; Piotrowsky, 2016; Visvizi et al., 2019). This is because the leader bears numerous ideological and legal responsibilities (Beduchaud, 2021; Fullan & Quinn, 2020; Jiatong et al., 2022; Theofilidis, 2012; Yang et al., 2020), stressing the vision that is the result of the collective intelligence and commitment to collectively implement this vision. At the same time, a favorable atmosphere is created between employees of educational areas as effective communication and good interpersonal relations based on trust and mutual respect are fostered. In general, a leader creates a sense of security throughout the school environment. Studies by Barnett and McCormick (2004) and Turan and Bektaş (2013) have found a positive link between teachers’ attitudes towards school culture and teacher leadership practices. School leaders define school culture as a common foundation of the values and beliefs of school members, based on cooperation, support, and trust (Fullan & Quinn, 2020; Gurr & Drysdale, 2005; Lucas, 2002; Harris et al., 2021), which are subject to constant change because they are created by people (Prokopchuk, 2016). Teacher-leaders introduce common school values, ideals, principles, and beliefs.

In summary, the study was guided by the notion that an innovative organizational culture should include teacher leadership in the classroom with students, using modern teaching methods (strategies, learning environments, etc.), and building a school community where the leader mobilizes and nurtures the school community by motivating colleagues for change. Based on the teacher leadership traits and organizational culture attributes presented in Table 1, our empirical research instrument was constructed.

1.5. Relevance of the study in the Lithuanian context

The prestige of the teaching profession in Lithuania is not high. For this reason, there has been a recent shortage of teachers in many Lithuanian schools. “To the public needs teachers whose work is trusted and appreciated. That’s why society as a whole, not excluding the efforts of teachers themselves, should strive to make the profession a prestigious one. There are no reliable comparative studies on the changes in the prestige of the teaching profession in relation to other professions in the period since Independence. On the other hand, there are virtually no contradictions to the claim that teachers are being challenged, the expectations attached to their work and the prestige of the teaching profession are somewhat at odds. This was intuitively confirmed by the Ideas for Lithuania competition held in early 2018, where one of the three approved ideas was to raise the prestige of the teaching profession by 2025“ (Bakonis, 2021, 1). The Lithuanian Minister of Education, Science and Sport, Šiugždinienė (2021), states that the situation in some areas is very difficult. In 2021, only two future physics and informatics teachers, nine future mathematics teachers, and 14 future Lithuanian language and literature teachers were admitted to higher education institutions. In Lithuanian schools, 60% are aged 60 years and over (Lithuania—Country Note—TALIS 2018 Results, 2019). Therefore, we believe that our research is timely and highly relevant to the Lithuanian context. The findings are important for education policy makers, school leaders, and teacher practitioners, as they show the conditions under which teachers can create an innovative educational culture. Taking into account the views expressed by teacher leaders, it is possible to create conditions in schools to develop an innovative culture that is attractive to both pupils and teachers alike.

1.6. Methodological provisions of the survey

The theory of social constructivism was chosen as the basis for this study. It draws attention to the significance of language, culture, and value of social context for cognitive development (Brown, 2007; Coste, 2002; Gajo & Mondada, 2000; Gajo & Serra, 2000; Gajo, 2006; 2011; Mondada & Pekarek Doehles, 2000; Pekarek Doehles, 2000; Vygotski, 1933/1997). When people focus on common practices, they actively develop the cognitive tools needed for the growth of all members of the community. This creates a school culture, and teacher leaders can improve the school’s microclimate by leading by example, mobilizing the community, enabling people to learn from each other, and initiating the necessary changes to address various problems. Learning is primarily a process of culturization into the community, because social influence and interaction with others create the ability to advance and develop, thus conveying meaning to each individual member of the group. Each teacher creates a learning environment, that is, a certain social structure where pupils can engage in interesting activities, talk, work in groups, create and answer questions, and support other learners with confidence-boosting phrases, in which pupils discuss and seek solutions in real-life situations.

The position of socially constructed knowledge allows knowledge to be formed on the basis of alternative processes and the collection of assumptions. In this approach, the aim is to understand the world of participants in the study in which they live and work. In providing information, participants developed subjective meanings for their experiences, focusing on specific objects. These meanings are varied, allowing the investigator to see the complexity of participants’ attitudes rather than to narrow the meanings to several ideas or categories. The study is therefore based on the views of the participants regarding the situation under investigation. The questions are wide-ranging, generalizing, so the respondents are given the opportunity to construct meaning about the situation or meaning that arises in the interaction between the investigator and the participant.

1.6.1. Study data collection instruments

Semi-structured interview questions. Prior to the interview, scientific literature was analyzed, based on descriptions of the features of teacher’s leadership (Rupšienė & Skarbalienė, 2010), cultural attributes of the school organization (Schein, 2010), principles of transformative leadership (Fisher, 2017), and the organization’s distinctive features of innovative culture (Morris, 2011). Then, the four main questions of the interview were developed, and additional questions were considered, which could help further improve the interview. The method of data collection is a semi-structured interview, because an individual interview allows us to look more closely at the problem under investigation and ensures greater reliability of data than other interviews (Žydžiūnaitė et al., 2009). The interview aims to understand the experiences of interviewees and to determine their beliefs, attitudes, and opinions on the subject, which they express in their own words (Bitinas et al., 2008).

The purpose of the qualitative research instrument (semi-structured interview) was to explore how teachers perceive and talk about the experience of transformative leadership in creating an innovative organizational culture school. To achieve such objective, questions of a semi-structured interview were developed, the justification for which is set out in Table 2.

Table 2. Coherence between the questions of the study on teacher transformative leadership experience and their purposes

Interview question	Additional question	Purpose of the question of investigation instrument
How do you understand the phenomenon of leadership taking place in your school? (transformative leadership of teachers) (according to Rupšienė & Skarbalienė, 2010)		To understand the school’s perception of the phenomenon of leadership that helps change the organizational culture.
	And what activities are most important to you at school where you can encourage and inspire others? Do you have any examples of activities from your experience that you would like to share?	By specifying a question about transformative leadership, to clarify the perception of this phenomenon in the organization.
	How do you view your performance as a leader in a school?	To find out how the teacher perceives their activities as a leader, how they reflect their experience as a leader, and what aspects they distinguish (considering the creation of organizational culture).
What encourages you to work in an innovative way, why do you want to act in an innovative way? (Innovative teacher behavior) (according to Rupšienė & Skarbalienė, 2010)		To clarify the motivations and factors that encourage teachers’ innovative behavior.
	How do you feel/understand that you work in an innovative way?	To describe the perception of the sense of the innovative teacher’s work.
	What criteria do you apply when evaluating information about innovative products, processes and services? How do you judge that innovative behavior is important to you?	To find out the criteria for choosing innovation, and how critical the teacher is about innovation.
What is your influence on the change in the school organization in promoting innovative activities? (innovative organizational culture) (according to Schein, 2010)		To find out how the teacher talks about their influence to change, people, ongoing or completed processes related to innovative activities.
	What changes in your organization while seeking innovation do you see your current or past influence? How important are these changes to you?	To find out how important are the changes to the respondent that have taken place in the organization’s culture which they initiated.
How do you think you, as a leader in change, contribute to building an innovative culture at school? (innovative organizational culture) (according to Schein, 2010)	Give examples of how exactly this happens, from what you understand that strengthening the organizational culture on the basis of change has benefited from such a solution.	To find out what specific activities show that the teacher is a transformative leader and that they contribute to the development of an innovative school.

Note: Source: own research.

Individual semi-structured interviews with each participant were conducted using the Zoom video conferencing platform. Each interview lasted up to one hour, and each semi-structured interview lasted at least 40 minutes but no longer than one to five hours.

1.6.2. Method of data analysis

The method chosen was critical discourse analysis (Kardelis, 2005), which uses concepts or phrases to describe their interrelationships. The empirical data were grouped into categories based on the language and experiences of the participants (Jørgensen & Phillips, 2002; Lambert & Lambert, 2012; Žydžiūnaitė et al., 2009). The method of data analysis is based on insightful perspectives, the process of analysis is interpretive, drawing on the researchers’ expertise and experience, and taking into account practice. The main strategy chosen for data analysis was comparison; interpretive comparative analysis of the data was carried out according to the categories covering teachers’ experiences of transformational leadership in creating an innovative school culture. Discourse analysis is a valid method for drawing specific conclusions based on the text analyzed. We used both inductive and deductive analytical strategies in an iterative cyclical manner to explore and integrate teachers’ transformational leadership practices. Codes and categories were developed directly from the data, drawing on the literature to identify the phenomenon of leadership, innovative teacher behavior, and innovative organizational culture (Merriam & Tisdell, 2016). The text provided by the informants is the research material for contingency analysis, which includes the process of personal reflection (Mayring, 2019). The process started with an analysis of the teachers’ interview materials. The insights generated from the interview data formed the basis for the teacher leaders to highlight examples of emerging practices and the preconditions for building a transformational school culture. For example, we found that innovative teachers in Lithuania perceived the phenomenon of transformational leadership in four categories, namely: attention to others, initiating change, community building, development, and improvement. Meanwhile, the participants in the study also described the meaning of innovative teacher behavior, which was revealed in the analysis of two categories: quality of education and educational change. The third component, innovative organizational culture, was discussed by presenting the teachers’ insights into three categories: planning, implementation, and motivation.

1.6.3. Study participants

The sample of respondents is qualitative-purposive, so that a qualitative (purposive) sample of informants occurs when specialists in the field of study are selected, who are able to think responsibly about the problem under study. Hence, it can be expected that among the statements and conclusions that are known to the theory, there will be expressed new ideas that can become a starting point for the study of the theory of the object of study (Bitinas et al., 2008). Criterion selection was used because the participants were purposively selected using the criterion of the award for innovative activities Their activities were already known in society as innovative which motivated the students to learn and create school culture.

One of the main tasks of adjusting the design of the study was to select a sample of the study, which determines the characteristics and quality of the study as a whole. Some of the teachers (N = 5) nominated for innovation at the national level in 2019 and 2020 were chosen from the general set. Of the nominated respondents who agreed to participate in the study, two were nominated in the year 2019 and three in 2020. All of these teachers have been awarded in the Teacher of the Year Awards for the most innovative teachers. All respondents represent the major cities of Lithuania: Vilnius, Kaunas, and Klaipeda. Educators who use innovative practices, who themselves create schools based on democratic values, taking into account the needs and opportunities of children’s education (N = 5) were also purposively selected. They were also candidates for the Innovative Teacher Awards. We purposively selected these five teachers based on their level of expertise (Hesse-Biber, 2017; Merriam & Tisdell, 2016; Patton, 2002). All participants in the study were invited by contacting them directly via social networks, texting, and email. All teachers agreed to participate in their own free will and were informed about the aims of the study and that the interviews would be recorded. In this study, the participants are referred to as T1, T2, … T10. The participants’ characteristics are presented in Table 3.

Table 3. Characteristics of the study participants (N = 10)

Participant Teacher	Gender	Type of school	Domain	Length of service	Qualification category
T1	Male	Private secondary school	History	8 years	Teacher
T2	Male	Public gymnasium	English language	10 years	Teacher-Methodologist
T3	Female	Private lyceum	Primary education	7 years	Teacher
T4	Female	Public basic education school	Lithuanian language	30 years	Expert-Teacher
T5	Female	Public and private school	Information technology	10 years	Senior-Teacher
T6	Female	Public pro-gymnasium	Lithuanian language	3 years	Teacher
T7	Male	Private secondary school	Mathematics	5 years	Teacher
T8	Female	Public pro-gymnasium	Primary education	26 years	Teacher-Methodologist
T9	Female	Public pro-gymnasium	English language	25 years	Teacher-Methodologist
T10	Female	Public pro-gymnasium	Primary education	3 years	Teacher

Note: Source: own research.

The study population consists of 10 “N” teachers who teach different subjects in the city, seven of whom are women and three men, all with a higher university degree. In terms of qualification category, five were teachers, one was a senior teacher, three were method teachers, and one was an expert teacher. This corresponds to the four qualification categories for teachers in Lithuania: teachers, senior teachers, teachers, methodologists, and expert teachers (document (2007), 1). Teacher qualifications are held by persons who have completed higher education and teaching qualifications. The senior-teacher qualification is awarded to a teacher who has completed higher education and has at least four years of experience and a subject teaching qualification, is able to organize and analyze the education, teaching, and learning process well, keeps his/her knowledge up-to-date, participates actively in methodological activities, and disseminates best practice in the school. The qualification of teacher-methodologist can be awarded to a teacher who not only has all the skills of a senior teacher, but also develops and initiates educational projects and shares experiences not only within the school, but also in the region. On the other hand, an expert teacher should share his/her experience with educators across the country. Three teachers worked in private schools, one in both private and public schools, and six in public schools only. The leading teachers are nominated for their pioneering and innovative work in their respective fields, that is, primary education, social education, language and mathematics, and information technology education. An innovative teacher is understood as an educator who innovates in educational practice and whose work is dominated by active learners. The educational process is based on dialogue, exploration and problem-solving.

1.6.4. Ethics of the study

All the respondents voluntarily participated in the investigation, and were informed about the substance of the investigation and adherence to the ethical principles of the investigation. Consent was obtained from each participant in their participation in the interview and its recording. Respondents were informed that the confidentiality and anonymity of the information provider would be ensured. When collecting the data, the text of each interview was recorded, and the interview texts were transcribed and compiled into separate computer files while maintaining the subject’s confidentiality and respecting anonymity. The course of the investigation was approved in accordance with the procedures of the Vytautas Magnus University Academy of Education by the Ethics Committee at its November 2020 meeting. This study was conducted in Lithuania. The data are presented after translating the responses of the participants into English.

The time of conducting the study. The study was conducted in December 2020.

2. Analysis of empirical data

By analyzing the interview data from teachers working innovatively in Lithuanian schools, we have developed detailed descriptions of teachers’ attitudes and practices that will help you understand how teachers create a school’s innovation culture. Table 4 shows examples of the data described by the category.

Table 4. Transformational leadership of innovative teachers in Lithuanian schools

Study question	Category	Example of an extract from an interview
How do you understand the phenomenon of leadership taking place in your school?	Attention to others (N=7)	“I have regular contacts with colleagues about how we all manage to implement ideas, what improvements are needed or which ones are excessive.” (T1) “I’m trying to motivate verbally, to encourage [colleagues].” (T2) “I regularly interact with colleagues to help implement new ideas“(T9)
	Initiating change (N=8)	“Many of the changes in the school were initiated by me.” (T1) “Finally, I started organizing training myself, publishing publications.” (T3) “I initiate change, colleagues join my projects“(T10)
	Community building (N=6)	“I focus on creating and maintaining the culture of a school as a learning organization.” (T3) “Colleagues are joining my projects where discussions and joint activities take place.” (T4) “As a leader, I see myself as a community builder. I take the initiative, I don’t throw ideas around, but I show by example that I believe in them and know how to communicate them to other colleagues, and I spend a lot of time on it“(T7)
	Learning and development (N=6)	“I pay constant attention to teaching and learning.” (T5) “I read a lot, I have a lot of interest in schools in other countries.” (T4) “I’m involved in a number of projects, and I’m constantly learning. My students participate in competitions” (T8)
What encourages you to work in an innovative way? Why do you want to act in an innovative way?	Quality of education (N=10)	“Innovation is not just the ability to manage new technologies, my innovation is the ability to convey the same subject in a different way every year.” (T1, T2, T3, T7, T9) “I try to use a wide range of modern tools that speed up the learning process of learning material.” (T4)
	Developments in education (N=10)	“<…> to search for increasingly engaging activities, to provide non-traditional tasks that influence learning motivation.” (T2, T6, T8, T9) “I use three different methods in math lessons. I’m filming the lessons in advance. Others don’t, and the difference is clearly seen, and I also give open access to other teachers.” (T1, T3, T4, T7)
What is your influence on the change in the school organization in promoting innovative activities? How do you think you, as a leader in change, contribute to building an innovative culture at school?	Operational planning (N=8)	“My colleagues and I have been in contact on a wide range of issues: <… > we talked about implementation successes, failures, where to start, what to remember.” (T5) “Prepared presentation of change to the school community. The model was presented to the management, then to colleagues. Finally, there were even a few presentations to individual segments of the school community. We’ve reached a unified approach to the organization of work.” (T1) „Our school has a core group of creative and proactive teachers. We all plan how to implement the ideas that arise.“(T8, T10)
	Execution of activities (N=9)	“I was voluntarily involved in updating the content of the school’s activities.” (T1, T2, T4) “I feel a lot of freedom, a lot of creative outlet and activity.” (T7) “An IT classroom is set up in a school; updated at IT tools.” (T9)
	Motivating other teachers (N=5)	“We have decided to move to an electronic diary. First, we needed to motivate our colleagues. <…> I had to plan my work in detail to avoid disappointing my colleagues.” (T4, T5, T7, T8)

Note: Source: own research.

2.1. Understanding the phenomenon of transformational teacher leadership

The empirical research shows that innovative teachers in Lithuania understand that they are the initiators of change, mobilizing the community, and showing attention to others. We will provide detailed answers to support their views and experiences.

2.2. Attention to others

Participants highlighted the fact that “Leader <… > supports and enables the creative potential of colleagues to develop” (T5). In addition, “I encourage the professional growth of my colleagues, <…> I try to use various ways to increase intrinsic motivation (thanks, support, <…> advice through content integration, the opportunity to express and take into account one’s own opinion)” (T3). These statements show that teacher leaders understand the phenomenon of leadership as sharing ideas, and support and encourage others. This leads to a transformational culture change in educational institutions (Jiatong et al., 2022; Yang et al., 2020).

2.3. Initiating change

In addition, teacher leaders understand and say that they can and must initiate change: “I have initiated many of the changes in the school. Colleagues join my projects where discussions and joint activities take place” (T1). “I have convinced them that without him (Fablab), we will no longer be able to live and work” (T5). Importantly, in identifying their activities, the participants emphasized leadership qualities such as showing initiative, convincing the community, and being able to encourage colleagues to work together in a good way. The findings of our study are related to the work of Rupšienė and Skarbalienė (2010), and Schein (2010), especially with regard to motivating the school team. This is because teacher leaders are the supporters and motivators of the whole educational community, helping to initiate and implement changes (Bakker et al., 2022).

2.4. Community building

The participants emphasized that they are positive, setting an example for others: “I want to emphasize—I try to prove everything by my own positive example.” (T3), “I don’t throw ideas, but I show by example that I believe in them and I know how to communicate them, and I devote a lot of my time to it” (T1), “<…> I try to ignite the other teachers by my own example” (T5), and “I set a personal example” (T10). These behaviors reported by the participants in the study helped build a learning community in the school (Buil et al., 2019; Le & Lei, 2017).

2.5. Learning andlearning and development

Four of the teachers in the study stressed that they themselves are constantly learning and are interested in innovation, as this is directly linked to their ability to be leaders. Teacher-leaders also learn informally when they “take part in various projects” (T2, T4, T5, T7, T9).

The research findings show that innovative teachers contribute to the effective functioning of an educational institution (A. Hargreaves & Fullan, 2019; Piotrowsky, 2016; Visvizi et al., 2019), as they understand the phenomenon of teacher leadership as building community and initiating change, which is only possible by taking on responsibilities (Beduchaud, 2021; Fullan & Quinn, 2020; Theofilidis, 2012).

2.6. Innovative teacher-leader behavior

Teachers emphasized the quality of education and educational change, with the most prominent role being teacher leadership. These aspects are evidenced by the teachers’ reflections during the study.

2.7. Educational quality

refers to the quality of educational resources, benefits of services or processes for pupils, and quality of learning. Teachers feel innovative when they are able to put the content into practice, and see positive changes in pupils

behavior and activities: “<…> I was encouraged by the students, who did not hide their admiration for the interactive activities I developed, the students were my driving force” (T4). The quality of learning is also illustrated by the interest in educational content, meeting pupils

individual needs, when teachers themselves develop the educational content: “I suggest to teachers that they conduct lessons differently, by creating additional tools for the lesson, by connecting innovative tools: From innovative flashcards to microcontrollers” (T5), “I use media, photo galleries to explain incomprehensible concepts” (T10), “I have created tools” (T9, T4, T3), “I like to create tools myself” (T3, T4). Teachers receive feedback on their different activities and feel that they are creating meaning by being innovative: “I get feedback from the children that wow, I am so happy. It’s so clear now” (T7), “I have contributed to the motivation of the children” (T2), The participants‘ thoughts expressed in our study in relation to fostering a culture of learning and finding ways to educate students are in fact very close to the insights of researchers Kythreotis et al. (2010), who linked teacher leadership to the focus on students and the quality of the development of their skills.

2.8. Developments in education

Teachers in the study noted a search for innovation and a change in the established processes. “I have taken the initiative to change areas that are not functioning well. For example, the assessment of pupils’ achievements. My colleagues and I organized a seminar with foreign lecturers and signed the inventory, but unfortunately, we have only partially implemented it in the school so far. However, it fundamentally changed the culture of the school (T1) and integrated linked lessons. When there is no separation of lessons, they are linked to each other. We learn about computer viruses, <…> that’s what they learn in biology, but about real viruses. If we are programming and travelling by creating a game in the coordinate plane with code, it becomes clearer in mathematics” (T5), “I feel most motivated when I’m with people who don’t say no to innovation, are not scared of it, and are willing to try it at least a couple of times” (T6), “I’m very pleased to meet colleagues who are actively pursuing innovation, are hungry for new knowledge, and are flexible” (T7). Trying out innovations often changes existing educational processes, products, or services. For example, integral work, cross-curricular lessons are linked by interfaces, coding, and game development. Most importantly, educational change is linked by the participants to testing and implementing innovations in a wider circle through interdisciplinary lessons, integrated activities, and the involvement of colleagues, in which case leadership focuses on group processes (Anderson, 2004; Frost & Durrant, 2003; Muijs & Harris, 2006; Northouse, 2009; Rubens et al., 2018; Shaffer, 2008).

3. Innovative organizational culture

The following categories emerge in the statements of the most innovative teachers in Lithuania to create an innovative culture of transformational leadership: planning, carrying out activities, and motivating other teachers. We will further elaborate on each of these aspects by providing insights from teacher interviews and by interpreting the data based on the work of other researchers.

3.1. Operational planning

Educational change requires deep thinking skills so that members of the school community can plan specific changes in activities. Reflection combines academic research and reflection on the practical activities in which innovation is applied (Beduchaud, 2021; Clerc & Agogué, 2019; Fullan & Quinn, 2020). The country’s most innovative teachers put team building first when strategizing school culture activities. The statements illustrate that they learn about the risks, weaknesses, and strengths of their colleagues and share best practices on what processes they would like to improve: “Knowing the strengths and weaknesses of your team is half the way to the goal” (T2), “I’ve been advising my colleagues, preparing advice on how to ease the whole process” (T1), “We were able to develop the best implementation plan together” (T10), “Decisions are being well-discussed, <…> and talking about the issue takes as long as it requires” (T9).

3.2. Execution of activities

Actions that are in line with an innovative culture aim at a change in performance that requires careful democratic action, as it is about decision-making and jointly agreed actions by educators at school level (Maranda et al., 2013). If school teachers come together around common goals, it is possible to adopt and deepen the strategies used, fostering a school culture that is responsive to the needs of the students in a particular classroom; improving educational practices in different classrooms (Harris et al., 2021; Johannesson, 2020; Muijs et al., 2014; Kennedy, 2014). Participants highlighted aspects of performance by mentioning opportunities for expansion: “I refer to the model of experiential and STEAM education included in the school curriculum as the most important phenomenon of innovative culture in our institution. A new model of education that obtains the acronym P.A.T.S (Lith. “patirdamas, atrasdamas, tyrinėdamas suprasi”; Eng. “by experiencing, discovering, exploring you will understand) inevitably leads to changes in the education process” (T4). Preparing and making good use of available resources to nurture a culture of innovation: “The whole IT side and FabLab workshop equipment, innovative classrooms, various projects that bring investment to the school” (T5).

3.3. Motivating other teachers

Participants in the study feel positive when they not only encourage and motivate their colleagues, but also when they are appreciated for the creative potential they have shown and when they go on to do original activities: “When school managers noticed my inclination to ICT, they hung an interactive board in my classroom twelve years ago without any consideration. It’s <… > not only an appreciation, but also an incentive to work even more innovatively” (T4).

The innovative organizational culture was identified by the participants in the study when discussing specific activities and their implementation stages, not only in terms of their classroom or subject, but also in terms of the whole school community, which is linked to the school leader’s need to take care of the institution and the educational environment (A. Hargreaves & Fullan, 2019; Visvizi et al., 2019). In addition, research participants identified a very important area that supports school culture, which is the encouragement of all members of the community, which lays a positive foundation for creating an environment conducive to learning (commonwealth standards framework for teachers and school leaders, 2016; Makrooni, 2019; Woofter, 2019). Lithuania’s culture-building activities for innovative teacher organizations are deep and non-superficial. Examples of activities show an understanding of how the transformation of organizational culture can be created. Community in the organization occurs in a commonality of views, which is achieved through discussion and joint work.

4. Discussion and future study

The results are the start of a Lithuania-wide study of teachers who have already been nominated and are working innovatively, transforming the education community, and creating an innovative school culture. When talking about innovative, change-oriented educational practices, it should be remembered that education is a social fact, and that conventional educational practices are determined by traditional and social factors (Fullan & Quinn, 2020; Fullan et al., 2020; Fullan, 2019, 2020; Étienne & Fumat, 2014). The moment when a teacher meets with students and tries to help them acquire knowledge and skills can be very challenging if the teacher fails to do so. This encounter can become difficult if the teacher feels left alone, does not know what and how to change and improve, is unable to explain to the pupils why it is necessary, and the pedagogical situation is not conducive to the pupils’ development. However, the encounter will usually be successful if the teacher, because of his/her attention and concern for the individual student and for all the students, is able to guide them, allowing each one to learn a little more, grow and develop (Fullan & Quinn, 2020; Étienne & Fumat, 2014).

The research covers the characteristics of the activities of the Lithuanian innovative teachers who participated in the study, as well as an individual and in-depth picture of the teacher’s leadership within the organization. Teachers identify aspects of school culture building by highlighting and seeing themselves as change initiators, mobilizers of the teacher community, and idea disseminators, who are able to create the desired change in the organization by their example. The findings of our study are directly related to the documented traits of teacher leaders, such as the ability to change the surrounding environment (undefined), the initiation of engaging and relevant activities for students, and the unification of the educational community (Good school concept, 2015). The study provides a deeper look at the unique experiences of the most innovative teachers nominated in Lithuania. The most innovative teachers had already been selected by the juries that nominated them. Our study reaffirmed that teachers’ activities are consistent with the definitions of teacher leaders in theory and are similar to other studies in which teachers’ activities are related to novelty, individual initiative, collective action, understanding, and innovative behavior (Jamrog et al., 2006; Kalkan et al., 2020; Khan et al., 2020; Shayah & Zehou, 2019).

All of the teachers-leaders in the study highlighted the quality of education and the need for continuous learning as reasons for wanting to work innovatively. This shows that teacher-leaders are motivated and want to work with quality. The role of teacher leaders is important and significant, as they are able to develop professionally, become autonomous, and evaluate and take responsibility for educational practice and its improvement (Fullan & Quinn, 2020; Fullan, 2019). It is important that teachers are willing to take part in such activities themselves, on a voluntary basis. The ongoing need to learn is a good way to target changes in educational practice, to adapt to the needs of pupils (Fullan & Gallagher, 2020; Fullan, 2020). It is clear that problem-solving must become an essential element of change in school educational practice, as it is a factor in both the individual and social development of each person (Fullan et al., 2020; Fullan, 2019, 2020; Raby et al., 2013).

The empirical study confirms the theoretical truths that describe the pervasiveness of archetypes, values, and attitudes in and through each fragment of an organization’s culture (Schein, 2010). This theory is also supported by the fact that the creation of an innovative organizational culture needs to go through stages from planning to the implementation of the idea, to the publicity and dissemination in the school community (Theofilidis, 2012). In addition, the support and encouragement of teacher leaders by the administration are crucial for building a school culture. This is evidenced by the insights of participant T4 in our study: “The most supportive is school management. Not only does it motivate you with regular thanks for your extra work and responsibilities, but it also provides a small bonus to your salary and offers you help when we encounter problems” (T4). It is important that these teachers not only keep motivating their colleagues, but that they themselves are rewarded not only with thanks but also with financial incentives. This issue is particularly relevant in the Lithuanian context, as teachers’ salaries are not high. The monthly salary for a teacher with a qualification category and up to two years of teaching experience (one post) from January 2021 is €1214.4 before tax. This means that a teacher does not receive €1,000 in hand when he or she starts working (Joteikaitė, 2020). From the perspective of the next study and for an even deeper understanding of transformational leadership experiences, we transformed the study into a biographical one, revealing the importance of life stages in transformational leadership, while examining the experiences of teacher leaders and other educators in the same organization, revealing the interaction of community members in building an organizational culture.

5. Study limitations

The small number of teachers who participated in the study limited the fact that the data do not reflect the views of the general public on issues of organizational culture development. However, the data from our study are very important in making political and strategic decisions. Furthermore, the experiences of the study participants are also important for school leaders, who can use the data to research and self-assess whether they have leaders in the organization to help create and nurture culture. In addition, the responses of the study participants show what kind of school culture they want to work in, which motivates them to act. These experiences are important for achieving transformational changes in educational practices. The interview analysis offers a visual description that helps us understand the teachers’ leadership roles both in the educational process by working with students and in the school community. We believe that this study allows us to anticipate the perspectives of teacher leadership development, issues of educational practice, and fostering school culture. We believe that our research can be transferred and applied in the unique context of another state, explaining the experiences of teacher leaders in creating an organizational culture.

6. Conclusions

The phenomenon of transformative leadership is a general, positive aspiration of an organization for well-being, which is associated with the personal and collective growth of community members. Influence, motivation, encouragement, and attention to others are used to empower action. The experience of transformative leadership of teachers is felt through communication with others, when differences in attitudes emerge, through changing educational activities within the organization by organizing discussions and sharing experiences. As teacher-leaders themselves, teachers see leadership as continuous learning and development, focusing on others, initiating change and building community.

All teacher-leaders in the study associate the development of innovative behaviours with the quality of education and developments in education. Experiencing transformational leadership, the innovative teachers in the country who took part in the study feel a sense of purpose in taking the most innovative initiatives, in seeing their contribution to change, in receiving feedback, in continuous improvement, and in a sense of continuity. Feeling free, and being able to create and respond flexibly to changing contexts, teachers who took part in this study developed in an innovative way because they can create an environment that is conducive to creative and innovative work, even when it means making efforts to do so.

Preparation of the team for innovative culture, planning, implementation of planned activities, management of existing innovations, acting upon them, fostering, and promoting creativity are the most important principles of building the school’s organizational culture. Importantly, teacher-leaders link their work to creating a culture of innovation, motivating fellow teachers and mobilizing the community. In a school with such teacher-leaders, change is initiated by the teachers themselves, not by the administrators. Teachers see themselves as part of the school community, and see the organization and its culture as dependent on them.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Daiva Jakavonytė-Staškuvienė

Daiva Jakavonytė-Staškuvienė Head of the Didactics Research Cluster, Vytautas Magnus University, Lithuania. European Commission Inspector of Pre-school and Primary Education in European Schools, Representative of Lithuania. Research interests include: Curriculum theory, pedagogy, general didactics, didactics of elementary language arts education, integrated didactics of languages, Cooperative learning, Assessment of students’ learning and progress, teacher leadership that transforms educational practice.

Aida Barkauskienė

Aida Barkauskienė Master’s degree in Educational Management from Vytautas Magnus University, successful primary school teacher for 6 years. Research interests include: Transformative leadership that changes school culture and teacher practice.