ABSTRACT
This chapter explores how quality use of research can be enacted and supported at an organisational level through a school's culture, leadership and infrastructure. Drawing on educators’ survey and interview responses, it shows how:
understanding “quality use as a culture” is about examining what quality use of research involves at the school level and what it requires of schools as organisations;
educators’ accounts of using research well in practice strongly endorse the importance of the three organisational enablers of culture, leadership and infrastructure;
a supportive school culture is one that encourages collective or collaborative research use and feels trusted and safe when staff take informed risks;
a supportive leadership is one that models quality research use in their own practice and promotes such use in the work of others across the school;
a supportive infrastructure is one that provides developmental support through professional learning and material support in terms of time and research access;
fostering quality research use within organisations requires integrating culture, leadership and infrastructure in multi-faceted, dynamic and multi-layered ways; and
thinking about the influence of, and connections between, culture, leadership and infrastructure can help leaders to support quality research use at the school level.
