Can the use of aphorisms within a school’s professional development programme help to embed a culture of high expectations among teaching staff?
Emma-Maria Robertson, MA Educational Leadership, FCCT
This study explores whether the deliberate use of aphorisms within a school’s professional development programme can support the development of a shared culture of high expectations among teaching staff. Conducted in a small school in Spain undergoing significant organisational change, the research responds to a leadership challenge of creating greater alignment within a diverse and, at times, divided teaching team.
Drawing on literature relating to teacher cognition (Borg, 2003), collective teacher efficacy (Hattie, 2012) and effective professional development (Desimone, 2009), alongside work on heuristics (Kahneman, 2011) and organisational culture (Schein, 2010), the study examines the role of concise, shared language as a potential mechanism for shaping professional thinking and practice. Aphorisms were introduced sequentially through CPD sessions and reinforced through leadership practice over the course of approximately one academic term.
Adopting an interpretivist approach, data were collected through staff surveys, observations and professional reflections, allowing for an exploration of both perceived and observable impact. The findings suggest that aphorisms can contribute to greater alignment in professional language and, in some cases, influence teacher thinking and classroom practice. However, their impact was uneven and dependent on factors including staff engagement, clarity of understanding and consistency of reinforcement.
The study concludes that while aphorisms can act as effective heuristics supporting decision-making and shared expectations, they are not sufficient in isolation. Their effectiveness depends on how they are embedded within wider systems of professional practice and supported through sustained leadership. The findings highlight the importance of alignment between language, belief and behaviour, and offer implications for the design of CPD and leadership approaches aimed at cultural change. In doing so, the study contributes to understanding how shared language may function as a practical tool for influencing teacher cognition and supporting cultural alignment in complex school contexts.
Explore the full research study below, including its findings, implications for leadership and recommendations for practice.
Freire Robertson 