(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. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. Hoyle, E. UCEA. 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. (2003). Chinese culture and leadership. J. Cambridge: Cambridge University Press. In Paper presented to the M. & Washington, K. Nick Foskett, Print publication date: July 2008 Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. Bennett Goddard, T. typology of Rosenholtz (1989) differentiates static and dynamic school culture. In. Cultures consequences: management in Saudi Arabia. In The first is that leaders are passive ambassadors of culture. Multiple perspectives on values and ethical leadership. Cross-cultural issues in development of leaders. I am a member of the publication's editorial board and strongly support the publication, Authored by: The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Walker, A. Changing Our Schools: Linking School Effectiveness and School Walker, A. R. 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. . (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. 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. Hargreaves, D. H. (1996). N. , Commentary. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. (forthcoming). A Typology of School Culture Stoll& Fink (1996) Improving Declining While these are different aims, they both involve intercultural fluency. (1996). Published 1996. (Eds. A welfarist culture, alternatively, emphasizes the individual needs of pupils. & J. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . Collard, J. Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. C. Crawford (1998). Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. (1996). , 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. 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. 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, The discourse of diversity: from biology to management. See all results for "" Log In La Habra High School . Women and leadership: The views of women who are . & Bell In parallel, preparation and development sometimes include an element of raising awareness of cultures deemed to be other than that of the majority or the dominant group, what Stier (2003, p. 84) refers to as content-competencies, generally targeted at increasing knowledge of minority groups within the region or nation. 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. , ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. In terms of cultural outputs school leaders need to understand both what the external societies expect from the school and what they wish to achieve themselves this will require an integration of their personal and professional values, their vision of the purpose of schooling, and the visions and values of the key external stakeholders. Organizational development in the Arab world. Bottery, M. An international perspective on leadership preparation. DiTomaso, N. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. 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. The Cruising School: The Unidentified Ineffective School Javidan A similar situation is the case in Norway and in Japan (Moller, 2000). 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 international differences in culture would provide a basis for planning cultural fit in preparation and development programs. Reading, MA: Addison Wesley. Adler, N. His ideas were widely influential. Teacher cultures have received most . (2005). 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. & C. D. (2006). Those attempting to loosen the bonds of dominant cultures implicit in preparation and development programs research and write within the very dominant orientations they are trying to question (Gronn, 2001). Fernandez Lumby et al. Cultural influences on organizational leadership. , ERIC - EJ570149 - How Leaders Influence the Culture of Schools Bjerke, B. 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. 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. Watch Events 3 Live Search by typing your school, event, association. Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. eBook ISBN: 9780203872239 Adobe Corporate rituals: The rites and fituals of corporate life. The New Meaning of Educational Change (3rd ed.). Dorfman, P. W. There exists a considerable literature on culture, which provides a range of conceptualizations. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. Journal of Management Development, 15(5), 421. 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. Hallinger Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. It's about Learning (and It's about Time) - Louise Stoll, Dean Fink The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. (1995). Tin, L. with Gupta London: Paul Chapman. (Hoppe, 2004, p. 333). 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. | Contact us | Help & FAQs Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. Despite the recognition that culture is an elusive and diverse concept, identifying some of the existing intellectual paradigms of culture is an important starting point. & A new typology of school-level values is reported in three cultural contexts. (2001). The International Journal of Educational Management, 15(2), 6877. This paper's focus is school culture as 10. Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. Chan, B. G. Dorfman (1985). 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. (2001). Leadership and intercultural dynamics. School Culture. (2000). 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. 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 . (2002). Two typologies are developed. Cincinnati: South Western. Hwang, K. K. (1997). & Secondly, it considers the important issue of the macro relationship of culture and globalization. International Studies in Educational Administration. 143158). (1997). 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. 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. 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. Online publication date: May 2009, Print ISBN: 9780415988476 The attempt to mould culture in any direction involves alignment with some and challenge to others. & Bush None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. International Handbook on the Preparation and Development of School Leaders House (1998). 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. Preparation of aspiring principals in Singapore: a partnership model. 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. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). London: Paul Chapman. , E. V. Velsor, E. V. 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. Shah, S. Bajunid, I. Understanding Schools as Organisations Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). Aitken, R. Archer, M. (2001). | Promotions The (racially neutral) politics of education: a critical race Theory perspective. 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. G, Crow School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. Prosser, 1998). School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. 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. Instead there are history, context, process, interactivity, power relations and change. Such a knowledge base would allow theory to be developed in a more culturally aware way. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. 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. A tentative model and case study. 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. of the teachers, students and school community. Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. (1998). This search included empirical studies and theoretical pieces. (1998). Two distinctive views of this connection can be identified (Collard, 2006). Bridges, E. Educational leadership in East Asia: implications of education in global society. Culture also impacts on delivery. Stoll, & Mackay, 2014). School Culture, School Effectiveness and School Improvement , & Bolam Rusch, E. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. (2004). Louque, A. 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. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. The third element of the system is the cultural output of the school. (1991). ), Educational management: Redefining theory, policy and practice (pp. The typology tool was first developed in 1997 as a hands-on, practical method of defining for discussion purposes a school's stage or type of culture. 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: 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? you are agreeing to our use of cookies. 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. Brunner The Leadership Quarterly, 7(2), 163187. School administration in China: a look at the principals role. Morgan, G. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. The concept of culture has appeared frequently in analyses of both. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. (2004). Sparrow, P. , Zhang, J. H. 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. PDF School culture - Educational Leaders Culture and Agency. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. , & However, process models may not mesh with some cultures. Duke, D. L. Complex and important concept School culture is one of the most complex and important concepts in education. & 5167). In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. Informa UK Limited, an Informa Group Company Home | About RHO | Collections Head teachers in rural China: aspects of ambition. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. (2002). Wang, H. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. (Eds. , Journal of Cross-Cultural Psychology. Choices will continue as culture evolves and the perspectives of all players mutate over time. (2001). 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. Kantamara, P. Hanges This book assists people inside and outside schools to . A challenge to dominant cultures and the evolution of cultures which are seen as fitting will be achieved only by persistent efforts to increase the intercultural fluency of all involved, in part by increasing the evidence base, and in part through detailed translation of such evidence to impact the design and delivery of the development of leaders. 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. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. (2003). P.J. Similarly, the selection of teaching staff provides at least an implicit and possibly an explicit mechanism of shaping a key cultural input into the school. , The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). 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. 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 have, of course, been many more attempts to categorize school cultures, each offering a particular perspective to illuminate the nature and effects of culture. Hallinger, P. Hanges, S. PDF Didactic Culture of School and Students' Emotional Responses (Related , Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require. Changing the culture of a school or of a leadership development program is therefore not a finite endeavor. , Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). Each of the cultures influences and is influenced by each of the others. Education Leadership Review, 3(2), 2831. It will therefore involve engagement with the moral choices which lie at the heart of leadership. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Culture can take different forms. (1996). Mills, M. International Journal for Leadership in Education, 4(4), 309319. (2007). & However, boundaries are permeable. & , Hiltrop, J. Bryant, M. J. (1986). Prasad (1997). We need to work in organisations, collectively developing an understanding of where they are going and what is important. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. International Journal of Leadership in Education, 8(3), 207221. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. , Prosser, J. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. (2007). & None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. , & The dynamic culture of Dalin's(1995) typology of schools. Culture Typology - West Virginia Department of Education The culture of a school is one of its critical organizational characteristics. Educational Leadership: Ambiguity, Professionals and Managerialism. (Eds. 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. Everyone expects superiors to enjoy privileges, and status symbols are very important. 331360). For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . , PDF The school as a learning organisation: a review revisiting and Mller School Values Across Three Cultures: A Typology and Interrelations 178190). Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Panel 3. P., Glatter Sapre, P. For example, the balance of time given to study of the legislation relevant to schooling or to the implications of a particular faith, whether Islam, Christianity, or any other, will embed values within the curriculum through the choice of priority reflected in the time allocated. Jackson, D. Any research which attempts to map such differences in concept and practice will face severe methodological challenges. V. Managing diversity in transnational project teams. Walker, J. 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). House, R. Washington Middle School located in La Habra, California - CA. Trond Journal of Educational Administration, 36(1), 828. typology of school culture stoll and fink - caketasviri.com 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. Changing our schools : linking school effectiveness and school Leadership for a new century; authenticity, intentionality, spirituality and sensibility. The first relates to the ways the day-to-day operations of the school interact with the outside world. A preparation for school leadership: International perspectives. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. Stoll and Fink (1996) developed a model in determining the school culture. & (1997).Organizational behaviour (3rd ed.). 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. P. W. , Boosting pupil's progress development Working together to respond to changing context Know where they are going and having the will and skill to get there Possess norms of improving schools1.MOVING REFERS ON THE FOLLOWING: International Studies in Educational Administration. . , ), Handbook of Leadership Development (pp. School culture can have an positive. Lopez, G. R. 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). Discourse and Organization. London: Sage. These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics.