In At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. Bennett Instead there are history, context, process, interactivity, power relations and change. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. Changing our schools : linking school effectiveness and school improvement. (1999). 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: Deal, T. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). You can find out more in our Privacy Policy. Bhindi J. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. This paper's focus is school culture as 10. Dorfman Stoll and Fink (1996) developed a model in determining the school culture. International Journal for Leadership in Education, 4(4), 2029. Educational Management & Administration, 26(1), 720. typology of Rosenholtz (1989) differentiates static and dynamic school culture. Bush, T. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. 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. 206207). Bajunid, I. Published 1996. | Contact us | Help & FAQs 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. The Leadership Quarterly, 7(2), 163187. Prosser, J. 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. Javidan Salaman (2001). Hallinger, P. 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. Education Leadership Review, 3(2), 2831. 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. Bell However, such a perspective ignores the ability of schools to select many of the cultural inputs. Cultures consequences: management in Saudi Arabia. In previous papers we have described the evolution of this project in detail (Stoll and Fink, 1988, 1989a, 1989b, Fink and Stoll, 1992). In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Moller, J. (1990). 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). Ribbins, P. (1996). Leadership and intercultural dynamics. Boosting pupil's progress development Working together to respond to changing context Know where they are going and having the will and skill to get there Possess norms of improving schools1.MOVING REFERS ON THE FOLLOWING: & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. Culture can then be viewed in shorthand as: Revisiting the Culture of the School and the Problem of Change. 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. Such a knowledge base would allow theory to be developed in a more culturally aware way. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. In (2003). While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. 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. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. 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. 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. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. Heck, R. Throughout the world a great deal of effort and money has been expended in the name of educational change. Categorization of groups which might be assumed to hold a culture in common is therefore problematic. Chinese culture and leadership. 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 Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. . 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. Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. Heck, R. ), Educational management: Redefining theory, policy and practice (pp. From showcase to shadow: understanding dilemmas of managing workplace diversity. No one theory of leadership is implied. (Litvin, 1997, pp. (Forthcoming). Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Intercultural Education. Deciding which cultural assumptions to attempt to embed in the design and delivery of development, including the degree to which they will replicate or challenge dominant cultures; Deciding how best to equip leaders with intercultural competence, so that they in their turn can decide which cultural assumptions to attempt to embed in their school leadership, including the degree to which they will replicate or challenge dominant cultures. Cross-cultural issues in development of leaders. Journal of Research in Leader Education, Taras, V. Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. International Journal for Leadership in Education, 4(4), 321332. 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. DiPaola, M.F. 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. New York: Teachers College Press. There exists a considerable literature on culture, which provides a range of conceptualizations. Bottery, M. (2004). The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. & Walker, A. 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. Lumby et al. Matching culture to preparation and development engages with what is perceived to be universal, what appears to be distinctive to the region or nation or group of people, and what is unique to the individual. 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). Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). (1998). 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. 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. (1997). (2001). Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. Wang, H. V. Ribbins Prosser, 1998). Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . L. Stoll, D. Fink. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. (Eds. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. Organizational change, leadership and learning: culture as cognitive process. Conflict and change. House, R. J. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. School culture can have an positive. & 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. Developing the argument further, Litvins point is that even within an apparently homogeneous group there will be wide variation in culture related to the multiple characteristics, history and context of each individual. A person in charge is not required. (2001). (Eds. Essentially it makes a questionable assumption. Cartwright, M. 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? (2000). Online publication date: May 2009, Print ISBN: 9780415988476 International Studies in Educational Administration, 29(2) 3037. Culture can take different forms. Leading educational change in East Asian schools. In this line, a study . A. R. The typology tool was first developed in 1997 as a hands-on, practical method of defining for discussion purposes a school's stage or type of culture. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. (1999). org/10.4135/9781446219362 Keywords: Walker, J. (1985). (1991). (2001). Gupta (2005). Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. 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. Educational Management and Administration. Cambridge: Cambridge University Press. Cultural influences on organizational leadership. & All this is set within a strongly performative macro context in many countries. Archer (1996, p. 1) contends that the notion of culture remains inordinately vague to the extent that poverty of conceptualization leads to culture being grasped rather than analysed. Global forces, national mediations and the management of educational institutions. International Journal of Leadership in Education, 4(4), 293296. (1997). However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. Aitken, R. In A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Educational leadership: an Islamic perspective. (1986). 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). Walker, A. E. V. Velsor, E. V. A. 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. All leadership development has embedded cultural values. (1998). 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. & Finally, we identify key issues and areas for future research. Who. Understanding Schools as Organisations Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. Subordinates expect superiors to act autocratically. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. (1998). These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics. 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 . & Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. Teacher cultures have received most . As a second exemplar, in China the millennia long influence of Confucianism has led to a compliance culture, the impact of this cultural norm being a tendency to see change as an event rather than a process (Hallinger, 2001, p. 67). & Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Stoll (2000) gave a general definition on the foundations of school's cultures. We present here a small number of examples in order to illustrate a range of typologies. (2006). It involves consideration of fit to the culture of each individual school but also the necessity to equip leaders to engage with their own organizations culture, to sustain, develop or challenge it. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) Watch Events 3 Live Search by typing your school, event, association. McCauley Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. 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. (Ed.). 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. Begley, P. However culture is often defined in broad general terms as, for example, the way we do things around here (Deal & Kennedy, 1982), obscuring complex and contested conceptualizations. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. I refer students to this publication for new research articles or for my work, Acquisition of this publication will benefit department, faculty and student needs, I am a member of the publication's editorial board and strongly support the publication. 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. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. Towards a framework of investigating leadership praxis in intercultural. By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). There are different typologies that can be used to assess. , Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. Sparrow, P. , Any research which attempts to map such differences in concept and practice will face severe methodological challenges. Shah, S. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. Celikten, M. 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. 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: & Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). , & , & ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. 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.

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