(Ed.). Intercultural Education. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. Jacky Lumby , She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Wang, H. 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. School culture can have an positive. A tentative model and case study. (Eds. , Hargreaves, D. H. 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. 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. Wong, K. (2006). Ribbins, P. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. 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. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Kennedy, A. Tin, L. 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. A. Mills & 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. Published 1996. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. | Contact us | Help & FAQs As we shall demonstrate later in the chapter, it is getting to understand these values and beliefs that is a critical first step for educational leaders in developing the skills to manage, develop and evolve culture in their school. Adler, N. , & Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. M. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. Global forces, national mediations and the management of educational institutions. & This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. 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. The purpose of this book is to re-orient the current agenda in education towards learning. (2003). International Journal for Leadership in Education, 7(2),127146. Lumby, J. International Journal of Educational Management, 5(3), 45. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. Educational Management & Administration, 26(1), 720. & Much of it has been misdirected and some of it wasteful. ), Effective educational leadership (pp. Gupta Bush, T. Complex and important concept School culture is one of the most complex and important concepts in education. (1999). (1986). Javidan (2004) also found evidence of 35 aspects of leadership which are culturally specific, for example, the degree to which compassion, status-consciousness, autonomy and domination are perceived to contribute to effective leadership is culturally contingent. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) 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. as cited in Stoll, Fink & Earl, 2003, p. 132). Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. Dorfman This paper's . International Journal for Leadership in Education, 4(4), 309319. International Journal for Leadership in Education, 4(4), 321332. 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). , (1996). Chan, B. Cultural differences can be observed at a range of organizational scales. 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. (1996). (2004). There have been strong responses to the lack of critical awareness of these processes. In Al-Meer, A. Wong, K-C. (Hargreaves 1995; Maslowski 2001, pp. Dorfman, P. W. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 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. Crossing the great divides: problems of cultural diffusion for leadership in education. | How to buy , 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), 401414. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Wallace, M. Skip to page content. San Francisco: Jossey-Bass. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. Hallinger, P. How principals manage ethnocultural diversity: Learnings from three countries. 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. Hofstede, G. Subordinates expect superiors to act autocratically. London: Falmer. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. (2001). He suggests that schools are bastions of conservatism, not centers of social experimentation. Louque, A. (2005). As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. 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 Bell 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. Research in such contexts is still not extensive, although Billot, Goddard and Cranston (2007) report the findings of an international study which explores how leadership in successful multi-cultural schools is exercised in three different national settings (Canada, New Zealand and Australia). You can find out more in our Privacy Policy. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. It is probably for this reason that . 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. This paper's focus is school culture as 10. 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. Lopez, G. R. Prasad While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. (2001). Sparrow, P. 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. K. , (2001). We are using cookies to provide statistics that help us give you the best experience of our site. Young An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. We present here a small number of examples in order to illustrate a range of typologies. Lumby et al. 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. & & ), Handbook of Leadership Development (pp. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. Bush, T. A similar situation is the case in Norway and in Japan (Moller, 2000). , R. J. Challenging the boundaries of sameness: leadership through valuing difference. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. 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). & Schein, E. H. Head teachers in rural China: aspects of ambition. 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. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. (Hoppe, 2004, p. 333), 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. 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. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? 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. 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. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. The New Meaning of Educational Change (3rd ed.). C. (Litvin, 1997, pp. 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. & For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. 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. Cohen, D. K. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. 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. (1985). International Studies in Educational Administration. Sports. Daily challenges for school leaders.I In Journal of Research in Leader Education, Taras, V. Leithwood Can leadership enhance school effectiveness? (2005). M. Begley, P. In , 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. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. E. , School principals in transition. In part this reflects a revolt against the perceived global homogenization of leadership. Reading, MA: Addison Wesley. (1995). In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . Boston: Allyn and Bacon. , Hallinger, P. Kantamara, P. (Eds. From the approach adopted for teaching and learning, to the cultural values espoused in the pastoral and ethical functions of the school, to the relative value ascribed to possible destinations for pupils beyond school, the fabric of school life will be imbued by these cultural processes. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. (2006). Leadership for a new century; authenticity, intentionality, spirituality and sensibility. While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. (1991). Leadership and Organization Development Journal, 14(1), 3035. Leading educational change in East Asian schools. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. 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. 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). 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. Dorfman, P. W. Discourse and Organization. Towards a framework of investigating leadership praxis in intercultural. Farrar, E. M. Panel 4 A Typology of School Cultures. (2006). Fullan, M. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. & The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Bolam (2004). In the absence of a similarly complex or authoritative study of the cultural factors in educational leadership, the design of much preparation and development seems to adhere to an assumed commonality and to avoid detailed engagement with the culturally contingent (Lumby et al., forthcoming), resulting in an international curriculum for school leadership preparation (Bush & Jackson, 2002, pp. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. (Eds. Ali, A. Fernandez In ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. & J. (1996). Hanges, S. , 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. Choices will continue as culture evolves and the perspectives of all players mutate over time. Sarason, S. A perspective on women principals in Turkey. Chinese culture and leadership. In Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. Duignan, P. Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. M. This book assists people inside and outside schools to . Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. Iles, P. Rusch, E. 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. 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. (2001). Finally, we identify key issues and areas for future research. Murphy School culture, therefore, is most clearly "seen" in the ways people relate to and work together; the management of the school's structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus. 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. & Cranston, N. (1991). A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. . Educational Administration Quarterly, 39(1), 6894. (1997). Educational Management & Administration, Bush, T. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. Brunner Wisdom gained, wisdom given: instituting PBL in a Chinese culture. British Educational Research Journal, 32(3), 363386. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. By continuing to use the site 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. Essentially it makes a questionable assumption. Corporate rituals: The rites and fituals of corporate life. N. Bennett House, R. J. Revisiting the Culture of the School and the Problem of Change. School Effectiveness and School Improvement, 12(4), 385408. , Cultural diversity and group work effectiveness. For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. However, process models may not mesh with some cultures. Educational Leadership: Ambiguity, Professionals and Managerialism. UCEA. The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. El Nemr, M. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . (1996). Hallinger (2001) also points to the ubiquitous use of theories such as Learning Organization and School Based Management, which are firmly embedded in similar cultural norms. Gronn, P. Javidan The processes of cultural change in schools have been considered extensively in the literature (e.g. As Foskett and Lumby (2003, p. 8) indicate: School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school's structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of . . Introduction. London: Sage. (1996). Education Leadership Review, 3(2), 2831. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? (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. Hiltrop, J. Washington Middle School located in La Habra, California - CA. 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). While these are different aims, they both involve intercultural fluency. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. Stoll (2000) gave a general definition on the foundations of school's cultures. International Journal of Leadership In Education, 4(4),297307. 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). It enriches the theory related to school culture and the research findings that have been identified in the Western settings. Culture can then be viewed in shorthand as: Leaders navigate cultural choices which are always constrained. (1990). (2001). Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm.
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