Bottery, M. 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. (1996). L. There have been strong responses to the lack of critical awareness of these processes. Prasad, P. Ruiz-Quintanilla, A. International Journal for Leadership in Education, 4(4), 367381. School culture can have an positive. & | Cookies (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) Diversity and the demands of leadership. 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. Walker, A. There is also a preference to face facts whether positive or negative. , & Who. J. | How to buy (Hargreaves 1995; Maslowski 2001, pp. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). 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. (2005). & In previous papers we have described the evolution of this project in detail (Stoll and Fink, 1988, 1989a, 1989b, Fink and Stoll, 1992). If culture embeds, among other things, power relations, then the issue of programs matching or challenging dominant cultures becomes a matter of negotiating competing notions of appropriate power relations, political and social structures. & & Chan, B. (1997). The processes of cultural change in schools have been considered extensively in the literature (e.g. 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. Brunner Preparation of aspiring principals in Singapore: a partnership model. But what is an ineffective school? Collard, J. C. Its view of human nature is there a belief that people are essentially good, neutral or evil? In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. & Foskett, N. Nor is it amoral. 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. 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. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. The attempt to mould culture in any direction involves alignment with some and challenge to others. Published 1996. 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. In the context of education this is seen through the promotion of policies and practices around the globe that have been initially developed in the west, based often on western approaches to educational management and the key concept of economic rationalism. 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. & Hanges The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Educational Management & Administration, 26(1), 720. 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. Stier insists that the latter cannot be achieved by content competencies alone. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? Stoll, & Mackay, 2014). In many countries the principal may indeed be key. 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. Here we shall consider three of these perspectives which we believe provide diverse insights reflections on the tangible components of culture and a number of models of those components in action; consideration of the organizational scales at which culture is important in educational contexts; and a systems view of culture which enables the areas of potential management influence of culture in schools to be identified. Boston: Allyn and Bacon. Shah, S. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. This book assists people inside and outside schools to . 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. 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. 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. (2001). Cultural inputs have many facets these will include the external cultural context (society, community and economy at local, regional and national scales), and the cultures brought to the school by all those engaging with it (teachers, parents, pupils, for example). This paper's focus is school culture as 10. 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. Identity based and reputational leadership: an American Indian approach to leadership. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. (2001). ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. 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). Mills, M. Leaders navigate cultural choices which are always constrained. Accessed online 16.2.07. Throughout the world a great deal of effort and money has been expended in the name of educational change. International Journal for Leadership in Education, 4(4), 2029. (1995). Journal of Management Development, 15(5), 421. 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 Coleman, C. Lumby et al. Gender and race in leadership preparation: a constrained discourse. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. Walker, J. International Studies in Educational Administration, Thomas, D. C. (2001). Culture can then be viewed in shorthand as: Another output lies in the cultural characteristics and values of the young people who are the product of the school once they have completed their time there. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. M. . Where there is any element of selectivity of pupils, whether by ability/prior achievement or by geography or by capacity to pay, then the school will be involved in processes of cultural selection. & San Francisco: Jossey-Bass. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. Bush, T. ing the micropolitic and the school culture as key components to study school improvement . More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. We are using cookies to provide statistics that help us give you the best experience of our site. Asia Pacific Journal of Education, Cardno, C. 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. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. C. A welfarist culture, alternatively, emphasizes the individual needs of pupils. In (2001). Story 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. (2006). Dorfman, P. W. 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. 210223). The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. Educational Management and Administration. A person in charge is not required. , & (Eds. & 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. 8-9; Stoll and Fink 1995). 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: C (2005). It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. Begley, P. Bjerke, B. Intercultural Education. 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. & A number of research areas seem indicated as urgently required. , Iles, P. Online publication date: May 2009, Print ISBN: 9780415988476 While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. Cross-cultural issues in development of leaders. Prasad They may also tackle the issue of how culture can be managed. Walker, A. 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. Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. (1991). Bajunid, I. org/10.4135/9781446219362 Keywords: Commentary. They begin by discussing the historical, social and organizational forces that create continuity in education; which . G. 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. Educational leadership: an Islamic perspective. School Effectiveness and School Improvement. & (2005). Leadership for a new century; authenticity, intentionality, spirituality and sensibility. Sparrow, P. (Eds. Moller, J. (1999). 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 . , Prosser, J. Cultures consequences: management in Saudi Arabia. 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. Hooijberg, R. (2006). P. & & Jacky Lumby Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. Wallace, M. Journal of Cross-Cultural Psychology. Davis , Good schools of this were 1965 the context of change a story of change - the Halton effective school project school effectiveness can inform school improvement the possibilities and challenges of school improvement school . we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. Stoll and Fink (1996) developed a model in determining the school culture. The dynamic culture of (1997). There exists a considerable literature on culture, which provides a range of conceptualizations. 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. However, boundaries are permeable. London: Sage. It would appear that teachers have one view, government another, and various segments of the community still another. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). A similar situation is the case in Norway and in Japan (Moller, 2000). In A second early example from the US of a description of a cultural type was the shopping mall school. (2001, October). Washington Middle School located in La Habra, California - CA. Essentially it makes a questionable assumption. School administration in China: a look at the principals role. London: Falmer. Dorfman Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? Jackson, D. As Foskett and Lumby (2003, p. 8) indicate: British Educational Research Journal, 32(3), 363386. , 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. Sarason, S. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Introduction. (1996). Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. The first is that leaders are passive ambassadors of culture. 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. International Journal of Leadership in Education, 4(4), 293296. (1996). Sarason, S. Tin, L. This unique culture will reveal itself through a number of institutional characteristics: While these representations are identifiable and mostly tangible, the illusiveness of the concept of culture lies in the fact that it is an holistic concept which is more than the sum of these component parts. Journal of Educational Administration, 36(1), 828. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace.
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