This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. School administration in China: a look at the principals role. Duke, D. L. E. Murphy Hallinger, P. Images of Organization, Powell, A. G. Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. , Professing educational leadership: conceptions of power. 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. | Contact us | Help & FAQs At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. ), Handbook of Leadership Development (pp. M. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). A number of research areas seem indicated as urgently required. 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. Wallace, M. 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). Conflicting expectations, demands and desires. DiTomaso, N. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. Diversity and the demands of leadership. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. (Eds. 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 this line, a study . 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. M. 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. Hoppe, M. H. (1997). Librarian resources A welfarist culture, alternatively, emphasizes the individual needs of pupils. (2003). (2007). (1993). 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: Finally, we identify key issues and areas for future research. While these are different aims, they both involve intercultural fluency. The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. M. P. The third element of the system is the cultural output of the school. | Cookies & We present here a small number of examples in order to illustrate a range of typologies. & In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. Leithwood, K. (1996). Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. 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. The first is that leaders are passive ambassadors of culture. (1997). (2004). 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. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). , (2001). The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Exploring the cultural context of school improvement in Thailand. (2004). One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. C+. Lopez, G. R. Educational leadership in East Asia: implications of education in global society. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. Prasad Paper presented to the M. (2007). ISBN: 9781135277017. (1998). Culture and Agency. Rusch, E. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. (Hoppe, 2004, p. 333). Cincinnati: South Western. Lumby et al. org/10.4135/9781446219362 Keywords: For example, North American and European development assert a cultural commitment to inclusion and equality for all. Bryant (1998) suggests that as a consequence school leadership as conceived in the US is unlikely to be appropriate to Native American educational leaders whose culture and consequent conception of leadership is very different. G. Heck, R. , Panel 4 A Typology of School Cultures. Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. (2004). Leadership learning the praxis of dilemma management. 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 assumed commonality in attributes and behaviors may also be evident in axiological assumptions. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . P. However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. Kaur Hayers, P. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. 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. Coleman, C. Hwang, K. K. House, R. , (2004). They may also tackle the issue of how culture can be managed. 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. (1999). (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) International Journal of Educational Management, 5(3), 45. Leading and Managing Education: International Dimensions. & (2005). 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. School culture and culture in general are often labeled as self-evident. Stier, J. Bell (Hargreaves 1995; Maslowski 2001, pp. 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. 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. Buckingham: Open University Press. Celikten, 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). (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) M. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. of the teachers, students and school community. Managing diversity in transnational project teams. Story P. J. Introduction. Stoll (2000) gave a general definition on the foundations of school's cultures. Tin, L. Kennedy, A. (2005). School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. 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. Conflict and change. (2006). San Francisco, CA: Jossey-Bass. (2001). None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. The attempt to mould culture in any direction involves alignment with some and challenge to others. 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. (Litvin, 1997, pp. Journal of Educational Administration, 36(1), 828. (1996). Everyone expects superiors to enjoy privileges, and status symbols are very important. P. W. 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: 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. 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. 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). 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. 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. 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. Matching culture to preparation and development engages with what is perceived to be universal, what appears to be distinctive to the region or nation or group of people, and what is unique to the individual. Towards a framework of investigating leadership praxis in intercultural. Hodgkinson, C. 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. Understanding Schools as Organisations Leadership for a new century; authenticity, intentionality, spirituality and sensibility. 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). 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. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. 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. N. 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. 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. Walker, A. 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. (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. 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. There exists a considerable literature on culture, which provides a range of conceptualizations. After graduation, 76% of students from this school go on to attend a 4-year college. Adler, N. 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. & 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. R. E. V. Velsor, E. V. 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. The adoption of similar sets of competences, for example, reflects to some degree airbrushing out the influence of local culture (Davis, 2001; Macpherson, Kachelhoffer & El Nemr, 2007). Instead there are history, context, process, interactivity, power relations and change. , & & Celebration and humour"we feel good about ourselves" a holistic concept. . , 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. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. ), Strategic Human Resource Management (pp. typology of Rosenholtz (1989) differentiates static and dynamic school culture. Hanges, S. (Forthcoming). Journal of Educational Administration, 334(5), 1231. The chapter considers five main themes. (2003). Ribbins London: Sage. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. 6886). Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). 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. 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. 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. , By continuing to use the site 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. 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. Educational leadership: an Islamic perspective. London: Sage. House, R. J. We need to work in organisations, collectively developing an understanding of where they are going and what is important. Walker, A. 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). 420421). 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.
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