Prosser, J. & (1999). M. & Collard, J. The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. (2002). Such simple categorizations provide briefly interesting analytical tools to assist school leaders in gaining an initial understanding of their school culture, but are of limited wider utility. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . Hoppe asserts that US leaders find difficulty with accepting supportive relationships. (1999). Leithwood Hooijberg, R. Stoll & Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change . Bjork, L. London: Paul Chapman. New York: Teachers College Press. (2000) Leadership and Culture in Chinese Education. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. | Privacy policy We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: Educational Management & Administration, Billot, J. Zhang, J. H. Stoll, L. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. London: Paul Chapman. In A key influence on culture within and beyond schools has been globalization. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Bjerke, B. Abstract. Organizational change, leadership and learning: culture as cognitive process. & Revisiting the Culture of the School and the Problem of Change. G. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. Despite the widespread acknowledgement that culture varies considerably and that leadership preparation and development could be adjusted in relation to the culturally embedded ontological, epistemological and axiological differences between cultures, the content, method of delivery and assessment of preparation and development shows relatively little variation throughout the world (Bush & Jackson, 2002). 2 C. BELLEI ET AL. & In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. They begin by discussing the historical, social and organizational forces that create continuity in education; which . Hoppe, M. H. However, the findings which result from research in one location may lead to indiscriminate transfer of assumptions, such as the primary location of leadership in the principal. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. (2003). We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. The School Culture Typology is a self-reflective tool and related activity designed to identify a school-wide perspective of the "type" of culture that exists in a school. Bush, T. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). Hofstede, G. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? Qiang, H. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) They suggest the spiritual values embedded in the teaching of Vivekananda, Tagore and Ghandi would provide a more culturally appropriate basis for the leadership of education than the currently Western values which relate in part to the colonial history of the nation. Cartwright, M. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. Newbury Park, CA: Sage. Buckingham: Open University Press. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Educational Management & Administration, 26(1), 720. Preparation of aspiring principals in Singapore: a partnership model. (forthcoming). Heck, R. Hiltrop, J. N. The Culture of the School and the Problem of Change. There have been strong responses to the lack of critical awareness of these processes. Watch online from home or on the go. I am a member of the publication's editorial board and strongly support the publication, Authored by: He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. Despite the recognition that culture is an elusive and diverse concept, identifying some of the existing intellectual paradigms of culture is an important starting point. & Panel 4 A Typology of School Cultures. There are different typologies that can be used to assess. For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. London: Sage. In a strict sense we might argue that the culture of every educational institution is unique, derived from the context in which the school operates and the values of those who have led or been part of the organization over time. Bottery asserts that there is a risk through this that there may be emerging a perspective that defines what looks increasingly like a global picture of management practice. , The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Journal of Educational Administration, 334(5), 1231. . For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. (2003). They may also tackle the issue of how culture can be managed. Accultured, automatic, emotional responses preclude awareness of internalized culture. Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: (2007). Walker, A. While these are different aims, they both involve intercultural fluency. Stoll, & Mackay, 2014). Bolam The Place of Culture in Social Theory. , Fernandez The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. C. Cultural Influences on Leadership and Organizations: Project Globe. Begley, P. Much leadership theory reflects Anglophone and particularly US culture which Hoppe (2004, p. 335) suggests is consistently described as being individualistic, egalitarian, performance derived, comfortable with change, and action-and-data-oriented. 17). These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks. Two distinctive views of this connection can be identified (Collard, 2006). Firstly, it examines key theoretical models and perspectives on culture. Dorfman International Studies in Educational Administration, 32(2), 417. Mills Adler, N. (Eds. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. Iles, P. , Wisdom gained, wisdom given: instituting PBL in a Chinese culture. (2004). Research concerning leadership in multinational corporations defines three components of cultural fluency, cognitive complexity, emotional energy and psychological maturity (Iles & Kaur Hayers, 1997, p. 105). Women and leadership: The views of women who are . Stier, J. House Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. with , (2001). Can leadership enhance school effectiveness? The political perspective would see educational leaders as seeking to generate in their pupils and staff a critical view of society, to challenge existing orthodoxies and to become citizens able to participate in social and cultural change. , The third element of the system is the cultural output of the school. . Goddard, T. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. Wang, H. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. Not only may there be particular cultural assumptions about the relationship between staff and principal, the principal and regional/national authorities, but underpinning ontological assumptions may be distinctive. Asia Pacific Journal of Education, Cardno, C. There exists a considerable literature on culture, which provides a range of conceptualizations. P. W. School Effectiveness and School Improvement. Culture and Agency. ), Strategic Human Resource Management (pp. Each of these contexts has a culture that expresses itself conceptually, verbally, behaviorally and visually, and which is a product of the complex interaction of communities, socio-economic contexts and contrasts, ethnic and faith-based values and beliefs, and the history of that community as a whole and of the individuals within it. No one theory of leadership is implied. & London: Sage. , , Skip to page content. , , British Educational Research Journal, 32(3), 363386. The chapter aims to avoid becoming ensnared in the complexity of culture by confining its discussion to a sample of illustrative examples of both simple and complex conceptualizations. Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. She challenges whether any classification of humans is tenable in the light of increasing certainty deriving from advances in natural science that whatever taxonomy is adopted, the complexity of human beings, biologically, linguistically and culturally, cannot be placed into easily described categories: The discourse of diversity: from biology to management. Javidan International Studies in Educational Administration. Lumby, J. ), Handbook of Leadership Development (pp. Shah, S. Hallinger, P. Crawford & (2001, October). (1997). Leader development across cultures. In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). Morgan, G. A more flexible and subtle shaping will be needed. & Training and educating principals for such cultural literacy is the focus of later sections in this chapter. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Foskett, N. (Hargreaves 1995; Maslowski 2001, pp. Sarason, S. Lakomski, G. For the purposes of this chapter, these two snapshots highlight issues that result from consideration of culture, such as who are the primary leaders and how might the leadership theory used in their development be shaped in response to differing ontological, epistemological and axiological assumptions? (1993). , & It would appear that teachers have one view, government another, and various segments of the community still another. Journal of School Leadership, 12(2), 693720. M. P. Two examples will suffice to illustrate this, though. 330). org/10.4135/9781446219362 Keywords: In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . & Organizational development in the Arab world. Sparrow, P. Moller, J. (2001). Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? (2001). A new typology of school-level values is reported in three cultural contexts. (Eds. Stoll and Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change), struggling (ineffective but trying to address issues), and finally sinking (ineffective and not improving). Walker, A. A welfarist culture, alternatively, emphasizes the individual needs of pupils. & , The cacophony of objections highlights the failure of development programs to accommodate the diversity of culture within one geographic area as much as across widely distant locations. A tentative model and case study. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. Leaders navigate cultural choices which are always constrained. Essentially it makes a questionable assumption. & Their typology distinguishes club, role, task and person cultures in organizations, and enables a simple analysis of the dominant cultural themes within a school or a team. , 143158). At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. The chapter considers five main themes. Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. (2006). It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. . Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. (2003). J. Hallinger (2001) also points to the ubiquitous use of theories such as Learning Organization and School Based Management, which are firmly embedded in similar cultural norms. & (2003). Introduction. And, of course, the selection of principals by governors, education boards or regional/national education authorities is a key mechanism through which the cultural inputs to a school will be strongly controlled. Culture can then be viewed in shorthand as: Cultural globalization is the international transfer of values and beliefs, and while strictly it is multi-directional it is typically perceived as dominated by the spread of western, particularly American, values and symbols across the globe. (2001). ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. Just as there is an interplay between culture and modes of delivery, assessment may also be rendered more or less effective by the degree of cultural fit. ), Effective educational leadership (pp. , The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. Throughout the world a great deal of effort and money has been expended in the name of educational change. Research in such contexts is still not extensive, although Billot, Goddard and Cranston (2007) report the findings of an international study which explores how leadership in successful multi-cultural schools is exercised in three different national settings (Canada, New Zealand and Australia). It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. Bottery (1999) has described this as managerial globalization, in which the adoption of western managerialist approaches and business-based forms of accountability underpins educational reform and development. Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. House, R. J. In L. Stoll, D. Fink. Elmes International Journal for Leadership in Education, 4(4), 309319. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: & A number of research areas seem indicated as urgently required. Conflicting expectations, demands and desires. , Bajunid, I. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. Bhindi (2003). Walker, A. While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. Bush Commentary. This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. International Studies in Educational Administration, 29(2) 3037. A primary aim of the chapter therefore is to explore how we understand culture in its infinitely variable expressions, and how it relates to the design and implementation of leadership preparation and development programs. ), Educational management: Redefining theory, policy and practice (pp. This book assists people inside and outside schools to . Brunner International Studies in Educational Administration. We present here a small number of examples in order to illustrate a range of typologies. Lumby et al. Walker, J. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? | Contact us | Help & FAQs (1996). (1985). Bennett Cultural diversity and group work effectiveness. Crossing the great divides: problems of cultural diffusion for leadership in education. , In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Javidan While awareness of and reflection on hegemonic theory may be of use, its global dominance in preparation and development seems inappropriate on a number of grounds. , It is also a response to the greater sensitivity brought about by the increasing diversity within many societies and the insistence that a perspective based on a single dominant culture risks sustaining a hegemonic, ineffective and excluding approach. & While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. Tin, L. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Tippeconic, J. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. Cross-cultural understandings of leadership: themes from Native American interviews. This paper's . This search included empirical studies and theoretical pieces. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. Jackson, D. The first is that leaders are passive ambassadors of culture. P., Glatter At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). Coleman, C. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. (Forthcoming). Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. The organization's relationship to its environment. Schein, E. H. Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. typology of Rosenholtz (1989) differentiates static and dynamic school culture. V. Two other approaches might be more desirable ethically and politically. The New Meaning of Educational Change (3rd ed.). There have, of course, been many more attempts to categorize school cultures, each offering a particular perspective to illuminate the nature and effects of culture. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. (Litvin, 1997, pp. Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. Chan, B. How principals manage ethnocultural diversity: Learnings from three countries. Journal of Cross-Cultural Psychology. In part this reflects a revolt against the perceived global homogenization of leadership. & Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require.
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