(Eds. & ), Educational management: Redefining theory, policy and practice (pp. (Eds. 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. Their description of each provides significant detail of the culture of the type. Organizational change, leadership and learning: culture as cognitive process. Farrar, E. Dorfman, P. W. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Nick Foskett, Print publication date: July 2008 (2001). Walker, A. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Mabey , & 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. ), Effective educational leadership (pp. Categorization of groups which might be assumed to hold a culture in common is therefore problematic. Lumby, J. & In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. 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. All this is set within a strongly performative macro context in many countries. Hiltrop, J. The dynamic culture of The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. The GLOBE project was undertaken in a business context. & 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. The third element of the system is the cultural output of the school. These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. (2005). 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. Ribbins, P. 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. Bjork, L. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. Kaur Hayers, P. How principals manage ethnocultural diversity: Learnings from three countries. (2006). 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. London: Sage. Fernandez The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). 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? Educational Management & Administration, Billot, J. | Privacy policy 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). School culture can have an positive. P., Glatter & & M. (1991). Young Culture also impacts on delivery. 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. 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. , & 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. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. The notions of cultural diffusion and cultural fit assume that programs designed to take account of the cultural expectations and preferences of participants are more likely to lead to effective learning and resulting practice. 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. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. , ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. International Studies in Educational Administration. (Eds. Bryant, M. Head teachers in rural China: aspects of ambition. Journal of School Leadership, Coleman, M. 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). 210223). Mansour, J. M. 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. Nor is it amoral. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. (2001). , Walker, A. Sarason, S. House This may be interpreted in several ways ranging from the operational to the political. 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. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. 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. Lumby et al. 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), Jackson, D. 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. (2000) Leadership and Culture in Chinese Education. It is probably for this reason that . International Studies in Educational Administration, 29(2) 3037. (2007). School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. However House et al. Can leadership enhance school effectiveness? & Sarason, S. Wong, K-C. J. Informa UK Limited, an Informa Group Company Home | About RHO | Collections Paul, J. Newbury Park, CA: Sage. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. (2004), Understanding valuation processes; exploring the linkage between motivation and action. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. Mller K. (1997). 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. 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). 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. House, R. J. 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). Tippeconic, J. A preparation for school leadership: International perspectives. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Ali, A. (1999). 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). 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. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. (2005). R. J. However, Lumby et al. Bryant, M. International Studies in Educational Administration. 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. Dorfman Wang, 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. 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. Morgan, G. R. (2001). Bajunid, I. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. Hallinger, P. A more flexible and subtle shaping will be needed. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. 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. Kantamara, P. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. P. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. Daily challenges for school leaders.I In Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. Subordinates expect superiors to act autocratically. Al-Meer, A. School Culture Edited by: Jon Prosser Publisher: SAGE Publications Ltd Publication year: 1999 Online pub date: June 19, 2012 Discipline: Education Subject: Social/Philosophical Foundations, School Culture & Climate, Sociology of Education (general) DOI: https:// doi. with 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. 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. Those undertaking preparation for development may have differing value priorities which are culturally shaped. 420421). Curricula and delivery which are founded on a set of cultural assumptions, even those which are dominant within the region or country, are likely to miss the mark for many. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). Accultured, automatic, emotional responses preclude awareness of internalized culture. 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. & Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. (2003). The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. Murphy we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. Skip to page content. You can find out more in our Privacy Policy. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. Bush, T. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). In 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. Coleman, C. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. In In previous papers we have described the evolution of this project in detail (Stoll and Fink, 1988, 1989a, 1989b, Fink and Stoll, 1992). C. D. Sapre, P. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. A new typology of school-level values is reported in three cultural contexts. & Commentary. Qiang, H. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. 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. , Journal of Managerial Psychology, 1(2), 95117. Managing diversity in transnational project teams. | Free trial Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. (2003). The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. , Hargreaves, D. H. Bridges, E. & , & (2002). 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. We would also suggest that pupils, although seldom asked, would hold . Cultures consequences: management in Saudi Arabia. ing the micropolitic and the school culture as key components to study school improvement . Gupta Educational Administration Quarterly, 39(1), 6894. 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. 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 . She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . 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. as cited in Stoll, Fink & Earl, 2003, p. 132). 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. The interrelationship of culture with leadership and its development is the focus of this chapter. School Culture. 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. Commission on Educational Issues. Leading and Managing Education: International Dimensions. Panel 4 A Typology of School Cultures. International Journal of Educational Management, 5(3), 45. V. Fullan, M. 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. N. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. C 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. London: Falmer. In Online publication date: May 2009, Print ISBN: 9780415988476 . Exploring the cultural context of school improvement in Thailand. By continuing to use the site (2005). , Conference of the Commonwealth Council for Educational Administration and Management, Collard, J.
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