5167). Dorfman, P. W. His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. Stoll, L. Bolam An international perspective on leadership preparation. 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. The aim is to encourage leaders to address obliviousness to their own culture and challenge approaches which may inappropriately embed a single culture and/or a culture alien to some participants. Accultured, automatic, emotional responses preclude awareness of internalized culture. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. (1996). Culture also impacts on delivery. J. M. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Watch Events 3 Live Search by typing your school, event, association. Walker, A. Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. From showcase to shadow: understanding dilemmas of managing workplace diversity. Understanding Schools as Organisations Celebration and humour"we feel good about ourselves" a holistic concept. Louque, A. Its view of human nature is there a belief that people are essentially good, neutral or evil? M. Can leadership enhance school effectiveness? Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. There exists a considerable literature on culture, which provides a range of conceptualizations. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. (1998). Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. L. (Eds. Hofstede, G. A number of summative frameworks for analyzing culture have therefore been developed which seek to reduce the complexity of culture to simplified types which can be labeled for ease of comprehension. Identity based and reputational leadership: an American Indian approach to leadership. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. (2006). Published 1996. 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. & 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. (1998). Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. (2001). Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. ing the micropolitic and the school culture as key components to study school improvement . Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. Hargreaves, D. H. 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. British Educational Research Journal, 32(3), 363386. , Hallinger, P. Ribbins The government of Thailand sought to introduce the western concept of school-based management, but found this problematic in the context of an existing societal culture, typical amongst the staff of Thai schools, in which deference to senior management and leadership made the introduction of collaborative and distributed approaches to leadership very difficult. (2002). The New Meaning of Educational Change (3rd ed.). If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. Cartwright, M. Organizational development in the Arab world. House, R. J. Iles, P. In Finally, we identify key issues and areas for future research. ISBN: 9781135277017. P. Journal of School Leadership, Coleman, M. Leaders navigate cultural choices which are always constrained. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. (forthcoming) point up the greater sensitivity within some cultures where responsibility for success is group owned and/ or where maintaining face is a high priority. (2004). 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: Revisiting the Culture of the School and the Problem of Change. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. Stier, J. In terms of cultural inputs it is important that leaders within a school have the skills and knowledge to read the cultural landscape of the school, to recognize those aspects of it which can be controlled or manipulated, and decide which should be influenced and in what ways. However, boundaries are permeable. The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. Two other approaches might be more desirable ethically and politically. More research of this kind, exploring fit not only to the dominant culture of the nation/region, but also fit to the multiple cultures within the nation or region would provide a potentially powerful antidote to programs which are currently not culturally inclusive. Gupta Hofstede, G. Educational Management & Administration, 26(1), 720. The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. 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. (Eds. 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. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. It will therefore involve engagement with the moral choices which lie at the heart of leadership. & Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. of the teachers, students and school community. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. Culture is the set of beliefs, values and behaviors, both explicit and implicit, which underpin an organization and provide the basis of action and decision making, and is neatly summarized as the way we do things around here. 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. (2001). Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. | Contact us | Help & FAQs (2001). (2007). Teacher cultures have received most . Journal of Research in Leader Education, Taras, V. International Journal for Leadership in Education, 4(4), 401414. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation Exploring the cultural context of school improvement in Thailand. Hodgkinson, C. (Eds. Lumby et al. 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 . Kaur Hayers, P. International Journal for Leadership in Education, 4(4), 321332. Educational Leadership: Ambiguity, Professionals and Managerialism. , It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. Stier insists that the latter cannot be achieved by content competencies alone. Many of our schools are good schools - if this were 1965. Wisdom gained, wisdom given: instituting PBL in a Chinese culture. Fullan, M. Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. Culture can then be viewed in shorthand as: 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 . (1991). , Nick Foskett, Print publication date: July 2008 (1986). The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. The chapter considers five main themes. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. & (1996). & 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. This may be interpreted in several ways ranging from the operational to the political. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. The purpose of this book is to re-orient the current agenda in education towards learning. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). Instead there are history, context, process, interactivity, power relations and change. The International Journal of Educational Management, 15(2), 6877. House, R. J. In many countries the principal may indeed be key. (Eds. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. (Ed.). However, over a decade ago, Heck (1996) suggested that advances in statistical methods held some hope of achieving conceptual and metric equivalence in investigating theoretical models across nations and within organizations. International Journal for Leadership in Education, 4(4), 2029. The organization's relationship to its environment. (2005). The Culture of the School and the Problem of Change. (Eds. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? Hoppe, M. H. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. & 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. (1996). Tin, L. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. & In Elmes Hoyle, E. Aitken, R. (2000) Leadership and Culture in Chinese Education. These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. The Australian Principals Centre: A model for the accreditation and professional development of the principalship. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. | How to buy Mills, M. (2003). In recognizing that culture has dimensions at a wide range of scales of analysis, we explicitly acknowledge that it raises challenges for school leaders in relation to each of these scales. Rowney, J. In fact, Hofstedes work shows very great variation within regions. , (2001). Bjork, L. Firstly, it examines key theoretical models and perspectives on culture. , The model identifies seven dimensions of organizational context that shape resultant culture, based on a series of key questions: These questions provide a helpful analytical framework, which can be applied in most educational contexts, and which seeks to identify the underlying values and beliefs within a school. (2004). At first sight these components of culture may be thought to be significantly outside the control of schools themselves. Dorfman . Journal of School Leadership, 12(2), 693720. 2 C. BELLEI ET AL. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . San Francisco: Jossey-Bass. R. J. , UCEA. Leadership and intercultural dynamics. , Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. (2001). Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. London: Paul Chapman. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). 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. 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. This paper's focus is school culture as 10. A preparation for school leadership: International perspectives. House, R. C+. Salaman One consequence is that there is currently no precise means of assessing dimensions variously labeled as cultural distance or degree of diversity (Iles & Kaur Hayers, 1997, p. 107) or diversity amount and diversity degree (Thomas, 1999; Taras & Rowney, 2007); that is the differences between the culture of one location of leader development and another, or the extent of cultural differences within a leader development group. Foskett, N. (2002). London: Sage. Introduction. & ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. Paul, J. Leaders interact with culture at the organizational level both in terms of efforts to include the multiple cultures which may be present and also to sustain, adapt or change the dominant culture. , Brunner Training and educating principals for such cultural literacy is the focus of later sections in this chapter. Beyond the school, though, lies a range of contextual cultures extending from the community within which the school lies to regional, national and international cultural contexts. (2003). In parallel, preparation and development sometimes include an element of raising awareness of cultures deemed to be other than that of the majority or the dominant group, what Stier (2003, p. 84) refers to as content-competencies, generally targeted at increasing knowledge of minority groups within the region or nation. Everyone expects superiors to enjoy privileges, and status symbols are very important. & & Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. International Journal for Leadership in Education, 7(2),127146. , & Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). , Bryant, M. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. Commission on Educational Issues. Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. Educational leadership in East Asia: implications of education in global society. Curricula and delivery which are founded on a set of cultural assumptions, even those which are dominant within the region or country, are likely to miss the mark for many. Nevertheless, school leadership that supports, stimulates, and facilitates teacher learning, has been found to be a key condition for collaborative teacher learning (Stoll & Kools, 2017). Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). C. (2001). & Mansour, J. M. Organizational change, leadership and learning: culture as cognitive process. A tentative model and case study. 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). Javidan Bajunid, I. It would appear that teachers have one view, government another, and various segments of the community still another. A major international study, The Global Leadership and Organizational Effectiveness (GLOBE) project, aimed to establish which leadership behavior was universally viewed as contributing to leadership effectiveness (House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, p. 3). P. J. Bottery, M. It is probably for this reason that . This search included empirical studies and theoretical pieces. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. (Eds. & & The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. The paper reviews the literature on 'what works' in school improvement taken from a number of sourcesfrom effective schools studies, from accounts by headteachers who have turned schools around. There is also a preference to face facts whether positive or negative. Asia Pacific Journal of Education, Cardno, C. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: The concept of culture has appeared frequently in analyses of both. Al-Meer, A. 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). typology of Rosenholtz (1989) differentiates static and dynamic school culture. Preparation of aspiring principals in Singapore: a partnership model. Improving. (Eds. Kantamara, P. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). 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. You can find out more in our Privacy Policy. In In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. A number of research areas seem indicated as urgently required. Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. R. J. 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. Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. Hwang, K. K. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. 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. Cultural Influences on Leadership and Organizations: Project Globe. P. W. Informa UK Limited, an Informa Group Company Home | About RHO | Collections Subordinates expect superiors to act autocratically. School Culture. (2001, October). The dynamic culture of If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. Skip to page content. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. (2001). Who. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Preparation and development programs therefore face a twofold challenge: In the next section we shall examine the issues of culture and leadership preparation and development. (2002). Sparrow, P. International Journal of Leadership In Education, 4(4),297307. Much of it has been misdirected and some of it wasteful. 17). Conflict and change. 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. , (1999). For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). San Francisco, CA: Jossey-Bass. , Hanges (1997). 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. Similarly, the selection of teaching staff provides at least an implicit and possibly an explicit mechanism of shaping a key cultural input into the school. Instead there are history, context, process, interactivity, power relations and change. Lumby, J. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. & Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. They begin by discussing the historical, social and organizational forces that create continuity in education; which . (Eds. (2007). Culture is so rooted in all aspects of human activity that its all encompassing nature may limit its usefulness in practice to conceptualizing leadership and shaping the development of leaders. The challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. Jacky Lumby (2007). While these are different aims, they both involve intercultural fluency. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). Hallinger, P. Corporate rituals: The rites and fituals of corporate life. Multiple perspectives on values and ethical leadership. Chan, B. 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. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. This book assists people inside and outside schools to . G. Panel 3. Educational Management & Administration, Bush, T. However House et al. 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. Throughout the world a great deal of effort and money has been expended in the name of educational change. Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. Prosser, 1998). and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature.
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