Schools simply work better when deep-seated myths, beliefs, and assumptions take visible form in rituals, artifacts, and ceremonies. School culture exists whether or not principals pay any attention to it, but consciously nurturing it is the essence of leadership. Leaders influence culture mostly by appeals to the expressive side of human nature. People are not moved by logical appeals as much as by art, poetry, music, rituals, dance, and story-telling. Expressive activity evokes emotions, touches values, and creates a sense of community, resulting in a dialogue that runs much deeper than ordinary conversation.
Deal provides numerous examples of leaders using symbolic activities.
Another principal, leading an outdoor staff retreat, asked each teacher to write on a piece of wood a personal behavior or attitude he or she would give up to make the school a better place. Teachers read aloud what they had written, and then tossed the wood into a large bonfire, symbolically consuming the negativity. Deal sees schools as being at an important crossroads. Either they can continue to overemphasize efficiency and rationality, thereby exacting a heavy human toll, or they can regain a sense of spirit by allowing for imagination, playfulness, and celebration. Their particular concern is the split between the technical and symbolic dimensions of leadership.