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: 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. G. Leading and Managing Education: International Dimensions. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. Skip to page content. Prasad , & 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. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). 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. Stoll and Fink (1996) developed a model in determining the school culture. Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. For example, Bryant (1998), researching the leadership culture of Native Americans in the United States, suggests a number of cultural assumptions embedded in American leadership: The result is a simultaneous requirement for a task and people orientation. Cambridge: Cambridge University Press. International Journal for Leadership in Education, 4(4), 2029. 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. Gupta (2001). 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. Leading educational change in East Asian schools. (2005). 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. Chan, B. & The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. 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. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). 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. 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. C. , Handy, C. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. Two typologies are developed. Many of our schools are good schools - if this were 1965. But what is an ineffective school? (1998). Diversity and the demands of leadership. & Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. DiTomaso, N. There have been strong responses to the lack of critical awareness of these processes. 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 . 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. & School Culture. In & Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. | How to buy Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. (2002). However, process models may not mesh with some cultures. Preparation of aspiring principals in Singapore: a partnership model. 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 dynamic culture of As Foskett and Lumby (2003, p. 8) indicate: & , (2005). Journal of Managerial Psychology, 1(2), 95117. (2002). Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. Fink, D. M. , (2002). Journal of Cross-Cultural Psychology. Women and leadership: The views of women who are . 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. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. Ribbins, P. 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. Hargreaves, D. H. Louque, A. 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? International Journal for Leadership in Education, 4(4), 401414. According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. London: Paul Chapman. (Eds. Journal of Educational Administration, 334(5), 1231. (2001). (2005). (1997).Organizational behaviour (3rd ed.). The processes of cultural change in schools have been considered extensively in the literature (e.g. & Discourse and Organization. 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. London: Sage. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. & In 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. Jackson, D. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Fullan, M. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. Lakomski, G. For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). Shah, S. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. Leithwood, K. By continuing to use the site Young 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). (2005). Bryant, M. School culture and culture in general are often labeled as self-evident. 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. & Published 1996. & 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. ), Handbook of Leadership Development (pp. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. , Paper presented to the P. Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. , 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. Paul, J. Conflicting expectations, demands and desires. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. & Morgan, G. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Intercultural Education. Head teachers in rural China: aspects of ambition. 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. (1999). Cultural diversity and group work effectiveness. However, boundaries are permeable. The concept of culture has appeared frequently in analyses of both. Can leadership enhance school effectiveness? 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 Journal for Leadership in Education, 4(4), 309319. Zhang, J. H. org/10.4135/9781446219362 Keywords: Boston: Allyn and Bacon. Leadership learning the praxis of dilemma management. & 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 . , | Privacy policy 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. Macro Relations: Culture and Globalization, Culture and Leadership Global Perspectives, Preparing Leadership for Cultural Fluency, Culture and Leadership Issues and Future Research, International Handbook on the Preparation and Development of School Leaders, Lumby, Walker, Bryant, Bush & Bjork, forthcoming, House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, http://www.thunderbird.edu/wwwfiles/ms/globe/Links/process.pdf, http://www.ucea.org/JRLE/pdf/vol1/issue1/Tippeconic.pdf, http://www.ucea.org/JRLE/pdf/vol1/issue1/Walker.pdf, conceptually, through the ideas that are valued and promoted, verbally, through the language, terminology and discourses in use, behaviorally, through the activities, social interactions and rituals that occur, visually, through the designs and styles adopted by the organization in its physical and material components. Sarason, S. Such a knowledge base would allow theory to be developed in a more culturally aware way. Cultural influences on organizational leadership. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). 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. But the real purpose of schools was, is, and always will be about learning. London: McGraw-Hill. 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. M. 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). ISBN: 9781135277017. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. 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). Schein (1985, p.6) considers the basic essence of an organisation's culture to be: Culture also impacts on delivery. , (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. London: Paul Chapman. Subordinates expect superiors to act autocratically. 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. 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. , Challenging the boundaries of sameness: leadership through valuing difference. Stoll, L. International Journal for Leadership in Education, 4(4), 321332. (1998). Wong, K. (2003). (forthcoming). In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Bush, T. Professing educational leadership: conceptions of power. Gupta Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? Changing Our Schools: Linking School Effectiveness and School Improvement. 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. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. , Bush In This search included empirical studies and theoretical pieces. 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. (1985). Journal of School Leadership, 12(2), 693720. International Studies in Educational Administration. & While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. The attempt to mould culture in any direction involves alignment with some and challenge to others. you are agreeing to our use of cookies. (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. 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. Mabey (2006). In the education sector, the PLC provides a pathway to a learning organisation: one which comprises 'a group of people who take an active, re ective, collaborative, A person in charge is not required. All leadership development has embedded cultural values. Librarian resources A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Heck, R. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions.
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