The culture of a school is one of its critical organizational characteristics. C+. They begin by discussing the historical, social and organizational forces that create continuity in education; which . Librarian resources Gupta J. Sapre, P. Rowney, J. Educational Management and Administration. This paper's . (1999). After graduation, 76% of students from this school go on to attend a 4-year college. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). 210223). 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). Lumby, J. 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. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. Ogawa We would also suggest that pupils, although seldom asked, would hold . Educational Management & Administration, Billot, J. DiPaola, M.F. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. 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. (1996). San Francisco, CA: Jossey-Bass. At the operational scale, the leader may focus on the culture within the institution in order to facilitate the achievement of institutional improvement, with culture conceptualized as an agent of change. International Studies in Educational Administration, 32(2), 417. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). However, Lumby et al. 17). Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. Leading educational change in East Asian schools. & In many countries the principal may indeed be key. Choices will continue as culture evolves and the perspectives of all players mutate over time. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. The concept of culture has appeared frequently in analyses of both. 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. & 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 (Eds. Women and leadership: The views of women who are . Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. 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). & J. International Journal for Leadership in Education, 4(4), 2029. Walker, A. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). Those attempting to loosen the bonds of dominant cultures implicit in preparation and development programs research and write within the very dominant orientations they are trying to question (Gronn, 2001). Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. The Shopping Mall High School: Winners and Losers in the Educational Marketplace; National Association of Secondary School Principals (U.S.); National Association of Independent Schools. (forthcoming). The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. Firstly, it examines key theoretical models and perspectives on culture. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. 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? Prasad, P. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. , International Journal for Leadership in Education, 4(4), 401414. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. 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. International Journal for Leadership in Education, 4(4), 321332. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. ), Educational management: Redefining theory, policy and practice (pp. G, Crow Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Cross-cultural understandings of leadership: themes from Native American interviews. C. D. Mansour, J. M. M. A challenge to dominant cultures and the evolution of cultures which are seen as fitting will be achieved only by persistent efforts to increase the intercultural fluency of all involved, in part by increasing the evidence base, and in part through detailed translation of such evidence to impact the design and delivery of the development of leaders. (Eds. According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). 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. Two typologies are developed. 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. Improving. International Journal of Leadership in Education, 8(3), 207221. & House, R. Hwang, K. K. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. (2003). London: Paul Chapman. , Walker, A. The International Journal of Educational Management, 15(2), 6877. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. London: Penguin. 2 C. BELLEI ET AL. & C. 420421). Dorfman, P. W. (2005). The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. Journal of Educational Administration, 334(5), 1231. Wong, K. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . 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. Journal of School Leadership, 12(2), 693720. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. & 331360). & Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). (1997).Organizational behaviour (3rd ed.). Managing diversity in transnational project teams. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. The first relates to the ways the day-to-day operations of the school interact with the outside world. Accultured, automatic, emotional responses preclude awareness of internalized culture. Sarason, S. T. , (2000). Exploring the cultural context of school improvement in Thailand. Lumby et al. 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: , Fernandez 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. Javidan Many of our schools are good schools - if this were 1965. 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. Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. 8-9; Stoll and Fink 1995). School culture can have an positive. School principals in transition. Educational leadership: an Islamic perspective. (1996). 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. Begley, P. 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. 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 . & A number of research areas seem indicated as urgently required. (2001). Can leadership enhance school effectiveness? In. 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. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? School Effectiveness and School Improvement, 12(4), 385408. & Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. 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. | Contact us | Help & FAQs 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. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. Prasad 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. 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. (2002). 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. DiTomaso, N. 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 . V. . Journal of School Leadership, Coleman, M. 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. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. 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. Published 1996. However, these may be taken-for-granted, and only apparent to those designing and delivering development when a lack of fit is pointed out by specific groups. House 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. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. 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. Hallinger, P. 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. (2004). J. Stoll (2000) gave a general definition on the foundations of school's cultures. | Promotions We present here a small number of examples in order to illustrate a range of typologies. Organizational development in the Arab world. Teacher cultures have received most . Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. Ranade, M. (Ed.). Rusch, E. Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). London: Paul Chapman. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. & Sparrow, P. & A welfarist culture, alternatively, emphasizes the individual needs of pupils. 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. Introduction. Dorfman Journal of Educational Administration, 36(1), 828. , (1997). 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. International Studies in Educational Administration, Thomas, D. C. , & British Educational Research Journal, 32(3), 363386. G. The discourse of diversity: from biology to management. Commission on Educational Issues. & you are agreeing to our use of cookies. Intercultural Education. 330). 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. Murphy Washington, K. (2004). 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 Downloaded by [Teldan Inc] at 05:45 14 September 2015 . (2001). The dynamic culture of Wisdom gained, wisdom given: instituting PBL in a Chinese culture. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. Leithwood 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: Internationally leader preparation and development tends to focus on the principal. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. E. V. Velsor, E. V. 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. It will therefore involve engagement with the moral choices which lie at the heart of leadership. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. (2003). (2000) Leadership and Culture in Chinese Education. All this is set within a strongly performative macro context in many countries. However, process models may not mesh with some cultures. 6886). Hanges, S. , Leithwood, K. (2001). The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. Tuition is $13,400 for the highest grade offered. Journal of Management Development, 15(5), 421. 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. 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. 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. However, boundaries are permeable. 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. P. J. Walker, J. How principals manage ethnocultural diversity: Learnings from three countries. 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. 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. A similar situation is the case in Norway and in Japan (Moller, 2000). (2004). While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Journal of Cross-Cultural Psychology. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. 178190). Subordinates expect superiors to act autocratically. 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). A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. House, R. J. 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). Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. International Journal of Educational Management, 5(3), 45. (1996). Cartwright, M. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Gender and race in leadership preparation: a constrained discourse. 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 radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. (2005). This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. 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. Their description of each provides significant detail of the culture of the type. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). However, such a perspective ignores the ability of schools to select many of the cultural inputs. Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. In the opening chapter to this section of the Handbook, Fink and Stoll review the contemporary field of educational change and ask why educational change is so difficult to understand and achieve in present times. Mills, M. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Effective. In Dorfman and House (2004) suggest three competing propositions: that cultural congruence in development and leadership is more effective; that cultural difference can be stimulating and bring about positive change; that leadership is universal activity. Lakomski, G. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. Categorization of groups which might be assumed to hold a culture in common is therefore problematic. (Eds. (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. P. Prosser, J. 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). Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? The processes of cultural change in schools have been considered extensively in the literature (e.g. Boston: Allyn and Bacon. & Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. , & Systems theory enables us to conceptualize every school and educational organization as being characterized 1) by a range of inputs, 2) by the processes in operation within the school, and 3) by a set of outputs and in each of these three elements of the system we can identify culture as a key component. & Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). The purpose of this book is to re-orient the current agenda in education towards learning. Morgan, G. . Leader development across cultures. 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. 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. Revisiting the Culture of the School and the Problem of Change. From showcase to shadow: understanding dilemmas of managing workplace diversity. Paper presented to the Chan, B. International Journal of Leadership In Education, 4(4),297307. Mller 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. Celebration and humour"we feel good about ourselves" a holistic concept. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. C. Culture can then be viewed in shorthand as: Bajunid, I. Everyone expects superiors to enjoy privileges, and status symbols are very important. Hanges & Jackson, D. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. 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. An international perspective on leadership preparation. Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . Hoppe (2004) suggests that experiential learning proves enjoyable and effective for US leaders while French and German leaders often view this approach as time-wasting childs play (p. 353).

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