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However, Lumby et al. Educational Management & Administration, 26(1), 720. , , (2006). The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. (1995). Iles, P. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) (2007). ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. In (1971). (Eds. 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. Changing Our Schools: Linking School Effectiveness and School Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. Education. (Hoppe, 2004, p. 333). (1993). ), Handbook of Leadership Development (pp. A perspective on women principals in Turkey. However, boundaries are permeable. By continuing to use the site There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Walker, J. Hallinger, P. Journal of Educational Administration, 36(1), 828. London: Sage. All this is set within a strongly performative macro context in many countries. Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. Nor is it amoral. K. 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), Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. , , & 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. 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. 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 . A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. As within continents or regions, within each nation, a common culture cannot be assumed, the differences between the culture of Native Americans, Hispanic and African American women and that of white males within the United States being an example given above. Ruiz-Quintanilla, A. 210223). Begley, P. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. Leading educational change in East Asian schools. The chapter considers five main themes. Firstly, it examines key theoretical models and perspectives on culture. Educational Management and Administration. (2005). Javidan 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. 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. (1999). The processes of cultural change in schools have been considered extensively in the literature (e.g. The purpose of this book is to re-orient the current agenda in education towards learning. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. In many countries the principal may indeed be key. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. G, Crow , 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. School Culture. Bjerke, B. International Journal for Leadership in Education, 7(2),127146. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. 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. Journal of School Leadership, 12(2), 693720. Culture also impacts on delivery. (2001, October). (1991). Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. 331360). Prasad In 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. Fink, D. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. 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. L. (2001). (2006). Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. A key influence on culture within and beyond schools has been globalization. El Nemr, M. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). School Culture, School Effectiveness and School Improvement , & 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: Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. 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. Hanges (2004). Despite the widespread acknowledgement that culture varies considerably and that leadership preparation and development could be adjusted in relation to the culturally embedded ontological, epistemological and axiological differences between cultures, the content, method of delivery and assessment of preparation and development shows relatively little variation throughout the world (Bush & Jackson, 2002). (1986). | Cookies For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Celebration and humour"we feel good about ourselves" a holistic concept. Intercultural Education. C. J. Sparrow, P. In fact, Hofstedes work shows very great variation within regions. It will therefore involve engagement with the moral choices which lie at the heart of leadership. , 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. M. , British Educational Research Journal, 32(3), 363386. Bush, T. , & Deciding which cultural assumptions to attempt to embed in the design and delivery of development, including the degree to which they will replicate or challenge dominant cultures; Deciding how best to equip leaders with intercultural competence, so that they in their turn can decide which cultural assumptions to attempt to embed in their school leadership, including the degree to which they will replicate or challenge dominant cultures. In part this reflects a revolt against the perceived global homogenization of leadership. The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. Educational leadership in East Asia: implications of education in global society. Adler, N. Bajunid, I. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. 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. 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. Hooijberg, R. J. Bajunid, I. No one theory of leadership is implied. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. In 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). London: McGraw-Hill. Hallinger, P. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. Salaman None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. However, Cardno (2007) argues that the dilemma created by the need to give negative feedback and to save face, for example in appraisal, often emphasized as a cultural context in Chinese societies, is in fact universal. Watch Events 3 Live Search by typing your school, event, association. , According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. Educational Management & Administration, Bush, T. C. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. (1998). A new typology of school-level values is reported in three cultural contexts. (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. Ogawa Those undertaking preparation for development may have differing value priorities which are culturally shaped. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. It is also a response to the greater sensitivity brought about by the increasing diversity within many societies and the insistence that a perspective based on a single dominant culture risks sustaining a hegemonic, ineffective and excluding approach. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. & ERIC - EJ570149 - How Leaders Influence the Culture of Schools (Eds. The culture of a school is one of its critical organizational characteristics. (2005). Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. | Contact us | Help & FAQs Introduction. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. Instead there are history, context, process, interactivity, power relations and change. School values were assessed by aggregating the scores of 862 students, (ages 15-19) in 32 Jewish and Arab Israeli schools (Study 1), and 1,541 students (ages 11-21) from 8 European schools and 163 teachers from 6 of these schools (Study 2), using Schwartz's Portrait Values Questionnaire. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). However, such a perspective ignores the ability of schools to select many of the cultural inputs. as cited in Stoll, Fink & Earl, 2003, p. 132). Davis A welfarist culture, alternatively, emphasizes the individual needs of pupils. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. P. W. ), Effective educational leadership (pp. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. , & M. The aim is to encourage leaders to address obliviousness to their own culture and challenge approaches which may inappropriately embed a single culture and/or a culture alien to some participants. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. 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. Aitken, R. Ali, A. At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). House, R. J. 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. 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. ), The Life and Work of Teachers (pp. & 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. (2004), Understanding valuation processes; exploring the linkage between motivation and action. (2001). 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. The dynamic culture of Dalin's(1995) typology of schools. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. London: Sage. Organisational Culture and Leadership. 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). Their typology distinguishes club, role, task and person cultures in organizations, and enables a simple analysis of the dominant cultural themes within a school or a team. (Forthcoming). Any research which attempts to map such differences in concept and practice will face severe methodological challenges. (2004). Global forces, national mediations and the management of educational institutions. School Effectiveness and School Improvement, 12(4), 385408. Consequently, although there is relatively little empirical data on which to draw, the issue of fit between culture and the conception, development and enactment of leadership has become a key concern. Challenging the boundaries of sameness: leadership through valuing difference. 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. In There have been strong responses to the lack of critical awareness of these processes. 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. org/10.4135/9781446219362 Keywords: ), Strategic Human Resource Management (pp. 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. House, R. J. Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. Dorfman Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . Accultured, automatic, emotional responses preclude awareness of internalized culture. Culture can take different forms. Conflicting expectations, demands and desires. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. (1997). (Litvin, 1997, pp. Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? What is the significance of time is the organization most oriented towards the past, the present or the future? 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 . A second early example from the US of a description of a cultural type was the shopping mall school. (2004). 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). 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. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. 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. SAGE Books - School Culture - SAGE Publications Inc Everyone expects superiors to enjoy privileges, and status symbols are very important. & , Begley, P. An international perspective on leadership preparation.