(1996). (2007). Professing educational leadership: conceptions of power. 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. , 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. (Eds. See all results for "" Log In La Habra High School . School Effectiveness and School Improvement, 12(4), 385408. Hwang, K. K. International Journal for Leadership in Education, 4(4), 2029. 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. Towards a framework of investigating leadership praxis in intercultural. Culture and Agency. 143158). Finally, we identify key issues and areas for future research. Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. Daily challenges for school leaders.I In Instead there are history, context, process, interactivity, power relations and change. (1999). Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. Zhang, J. H. 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. UCEA. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. eBook ISBN: 9780203872239 Adobe ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. (2001). The (racially neutral) politics of education: a critical race Theory perspective. Salaman M. In 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. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. Journal of Management Development, 15(5), 421. (1996). The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. & Dorfman, P. W. 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. However, process models may not mesh with some cultures. 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 . Organizational change, leadership and learning: culture as cognitive process. The attempt to mould culture in any direction involves alignment with some and challenge to others. In 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. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. International Journal of Leadership in Education, 4(4), 293296. C House Its view of human nature is there a belief that people are essentially good, neutral or evil? In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. Sapre, P. More research of this kind, exploring fit not only to the dominant culture of the nation/region, but also fit to the multiple cultures within the nation or region would provide a potentially powerful antidote to programs which are currently not culturally inclusive. Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation P. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). (1996). (2004). 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. While awareness of and reflection on hegemonic theory may be of use, its global dominance in preparation and development seems inappropriate on a number of grounds. , Discourse and Organization. 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. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. (2002). Wong, K-C. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). This paper's focus is school culture as 10. A new typology of school-level values is reported in three cultural contexts. & Stier insists that the latter cannot be achieved by content competencies alone. This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. (2004). Dorfman, P. W. Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? 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). | Contact us | Help & FAQs (2001). Stier, J. 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. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. 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. A. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Two typologies are developed. A. Ribbins Mansour, J. M. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Javidan 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. Al-Meer, A. We are using cookies to provide statistics that help us give you the best experience of our site. Cambridge: Cambridge University Press. (Eds. Gender and race in leadership preparation: a constrained discourse. Leithwood, K. In recognizing that culture has dimensions at a wide range of scales of analysis, we explicitly acknowledge that it raises challenges for school leaders in relation to each of these scales. P., Glatter 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. Bryant, M. The purpose of this book is to re-orient the current agenda in education towards learning. , M. For example, North American and European development assert a cultural commitment to inclusion and equality for all. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). These elements are but the tangible appearance of the underpinning set of values and beliefs, which shape the intended outcomes of the educational enterprise within a school. Prasad The chapter aims to avoid becoming ensnared in the complexity of culture by confining its discussion to a sample of illustrative examples of both simple and complex conceptualizations. 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. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. Tuition is $13,400 for the highest grade offered. If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. 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. (2006). Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. 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). Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. In this line, a study . (1996). (2001). Bolam Coleman, C. (Litvin, 1997, pp. London: Paul Chapman. 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. 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. Subordinates expect superiors to act autocratically. M. | Privacy policy | Promotions & (2000) Leadership and Culture in Chinese Education. Many of our schools are good schools - if this were 1965. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. , A similar situation is the case in Norway and in Japan (Moller, 2000). P. J. Aitken, R. The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. 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. (2002). The Place of Culture in Social Theory. As Foskett and Lumby (2003, p. 8) indicate: ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. London: Sage. Educational Administration Quarterly, 39(1), 6894. 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. & Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. , (2001). . The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. R. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. Wallace, M. , (2001). as cited in Stoll, Fink & Earl, 2003, p. 132). Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. Lumby, J. Educational Management & Administration, 26(1), 720. Jackson, D. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? (2002). 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. Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. , & In Global forces, national mediations and the management of educational institutions. org/10.4135/9781446219362 Keywords: Hallinger, P. 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. In. (Eds. & (1996). ISBN: 9781135277017. 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. London: Sage. Everyone expects superiors to enjoy privileges, and status symbols are very important. School culture, school effectiveness and school improvement. But what is an ineffective school? (2001). , Cranston, N. Introduction. Such a knowledge base would allow theory to be developed in a more culturally aware way. Hooijberg, R. & In Intercultural Education. (1997).Organizational behaviour (3rd ed.). 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. P.J. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. (1998). Moral leadership in education: an Indian perspective. Changing Our Schools: Linking School Effectiveness and School Improvement. (1999). London: Paul Chapman. Watch online from home or on the go. Moller, J. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. From showcase to shadow: understanding dilemmas of managing workplace diversity. 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. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. This paper's . Stoll, L. There are different typologies that can be used to assess. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. , & & , Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). Bottery asserts that there is a risk through this that there may be emerging a perspective that defines what looks increasingly like a global picture of management practice. (Eds. Two examples will suffice to illustrate this, though. Hofstede, G. , Cultures and Organisations: Software of the Mind. 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. 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. Published 1996. Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. 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). 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 can have an positive. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. He suggests that schools are bastions of conservatism, not centers of social experimentation. However House et al. Sports. (1998). 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. 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. & 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. (1997). As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. Young However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. International Journal for Leadership in Education, 7(2),127146. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Reading, MA: Addison Wesley. Accultured, automatic, emotional responses preclude awareness of internalized culture. J. Leadership and intercultural dynamics. V. As in the GLOBE project, subgroups within nations might be also identified for inclusion. 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.