The Questions That Change School Culture (And They’re Not the Ones You Think)

Source: Dr. Jim Masters

via:  

https://www.sustainableteaching.org

Summary for Educators 

Educational leaders often focus heavily on systems, compliance requirements, and instructional frameworks, yet overlook the foundational human elements that determine whether those systems succeed. In The Questions That Change School Culture (And They’re Not the Ones You Think), Dr. Jim Masters emphasizes that strong school cultures are not built primarily through evaluation rubrics, walkthrough schedules, or professional development calendars. Instead, sustainable improvement begins with a deeper focus on relationships, trust, and a genuine sense of care for educators as individuals.

Dr. Masters challenges leaders to rethink their starting point. Rather than asking how to improve instruction first, he encourages leaders to ask three essential culture-building questions:

1. Does your staff feel cared for?
2. Do they have a trusted peer or adult to turn to?
3. Do they feel valued and part of the school community?

These questions may appear simple, but they reveal whether the emotional and professional foundation necessary for instructional growth actually exists. When teachers feel disconnected, unsupported, or undervalued, even the most carefully designed instructional initiatives often fail to gain traction. According to Masters, culture is not a secondary consideration—it is the condition that determines whether improvement efforts take root.

A key insight in the article is the difference between collecting feedback and truly listening. Many schools rely on surveys or quick digital check-ins, yet these tools often fail to capture the nuance of teachers’ experiences. Masters advocates for intentional, scheduled conversations in which leaders listen without interrupting, defending, or immediately proposing solutions. These “heart-to-heart” discussions signal respect and create space for educators to speak honestly about both challenges and opportunities for growth.

One particularly powerful question Masters recommends asking teachers is: “On a scale of 1 to 10, how supported do you feel?” This question shifts the focus from performance to partnership. By asking about support, leaders implicitly acknowledge their own responsibility in shaping working conditions. The question also opens the door to specific, actionable feedback that can guide leadership decisions.

However, collecting feedback alone is insufficient. Masters emphasizes the importance of establishing visible systems for responding to what educators share. Trust grows when teachers see evidence that their voices lead to meaningful action. Leaders can strengthen credibility by identifying recurring themes in feedback, documenting response steps, and clearly communicating what changes are possible. When certain requests cannot be fulfilled due to budget or policy constraints, transparent explanations help maintain trust.

The article highlights the importance of follow-through. Culture improves not because leaders promise change, but because they demonstrate consistency in honoring commitments. Scheduling follow-up conversations, providing updates, and acknowledging progress signal that feedback is valued rather than ignored. These visible actions reinforce the belief that leadership is genuinely invested in staff well-being.

Masters also encourages leaders to begin with manageable actions that demonstrate responsiveness. Small adjustments—such as modifying meeting structures, participating in collaborative planning sessions, or offering personalized notes of appreciation—can quickly communicate that leadership is listening. These early actions build momentum and create goodwill that supports larger structural changes over time.

Importantly, Masters frames culture-building as both immediate and long-term work. While systemic improvements related to staffing, workload, or scheduling may take time, early signals of care help create the trust necessary for sustained transformation. Teachers are more willing to engage in improvement efforts when they believe leaders genuinely understand and value their experiences.

For school leaders, the article offers a powerful reminder: culture is not built through slogans or isolated initiatives. It is built through consistent conversations, visible responsiveness, and a willingness to prioritize people before processes. When educators feel cared for, connected, and supported, instructional improvement becomes not only possible, but sustainable.

Ultimately, Masters encourages leaders to reflect on a simple but profound question: When was the last time you sat down with a teacher simply to listen? The answer may reveal more about school culture than any data dashboard ever could.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com