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. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. The chapter considers five main themes. I am a member of the publication's editorial board and strongly support the publication, Authored by: In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. Those undertaking preparation for development may have differing value priorities which are culturally shaped. In this line, a study . Reading, MA: Addison Wesley. Throughout the world a great deal of effort and money has been expended in the name of educational change. 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. Chinese culture and leadership. Many of our schools are good schools - if this were 1965. 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. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. & (2003). (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) Aitken, R. of the teachers, students and school community. Duignan, P. While these are different aims, they both involve intercultural fluency. Panel 3. M. (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. Mller | Contact us | Help & FAQs Choices will continue as culture evolves and the perspectives of all players mutate over time. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. DiPaola, M.F. P. W. Hwang, K. K. (2007). 331360). Walker, A. Prosser, J. Ruiz-Quintanilla, A. 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 . Wong, K-C. (Eds. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. (2004). Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? R. J. (Litvin, 1997, pp. 210223). Heck, R. Conflict and change. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). Tippeconic, J. Stoll, & Mackay, 2014). School culture and culture in general are often labeled as self-evident. Commission on Educational Issues. Leadership and intercultural dynamics. (2001). R. Louque, A. In Bjork, L. 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). Educational Leadership: Ambiguity, Professionals and Managerialism. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? Bennett In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . Downloaded by [Teldan Inc] at 05:45 14 September 2015 . House Leader development across cultures. House C. D. Washington, K. Two typologies are developed. 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. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? | Privacy policy 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. (1982). 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. & (2002). . There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Murphy N. Sports. , The attempt to mould culture in any direction involves alignment with some and challenge to others. Cultures consequences: management in Saudi Arabia. Leading and Managing Education: International Dimensions. 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. 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. , & & Leading educational change in East Asian schools. Kachelhoffer, P. Stoll and Fink (1996) developed a model in determining the school culture. Identity based and reputational leadership: an American Indian approach to leadership. Hallinger 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 . 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. eBook ISBN: 9780203872239 Adobe It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). (2002). (2003). 17). Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. , Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Everyone expects superiors to enjoy privileges, and status symbols are very important. 206207). School principals in transition. 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. A tentative model and case study. Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? Preparation of aspiring principals in Singapore: a partnership model. P., Glatter However, such a perspective ignores the ability of schools to select many of the cultural inputs. & (Eds. & & Hofstede, G. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. 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. Cultural differences can be observed at a range of organizational scales. 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. School Effectiveness and School Improvement. Journal of Managerial Psychology, 1(2), 95117. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). However, boundaries are permeable. & 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. Journal of Educational Administration, 334(5), 1231. However, these may be taken-for-granted, and only apparent to those designing and delivering development when a lack of fit is pointed out by specific groups. And, of course, the selection of principals by governors, education boards or regional/national education authorities is a key mechanism through which the cultural inputs to a school will be strongly controlled. 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. (1971). , A person in charge is not required. 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. Educational Management & Administration, Billot, J. There exists a considerable literature on culture, which provides a range of conceptualizations. P. J. You can find out more in our Privacy Policy. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. (1985). 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). 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. International Journal for Leadership in Education, 4(4), 321332. We have looked at three theoretical aspects of culture here. House, R. J. Challenging the boundaries of sameness: leadership through valuing difference. Informa UK Limited, an Informa Group Company Home | About RHO | Collections 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. C. International Studies in Educational Administration. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. Celikten, M. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. 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 radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. El Nemr, M. 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. ), Effective educational leadership (pp. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. Each of the cultures influences and is influenced by each of the others. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Educational Management and Administration. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. 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. 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. Education Leadership Review, 3(2), 2831. Kantamara, P. 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). School administration in China: a look at the principals role. In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. This paper's focus is school culture as 10. M. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Cultures and Organisations: Software of the Mind. 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. Culture also impacts on delivery. , Hallinger, P. Culture can then be viewed in shorthand as: Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. Prasad, P. G, Crow For example, North American and European development assert a cultural commitment to inclusion and equality for all. 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. Culture and Agency. 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. Organizational development in the Arab world. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. In 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). Hallinger, P. Bolam Journal of Educational Administration, 36(1), 828. , Sarason, S. (1997). The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. A. In Bryant, M. 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. San Francisco: Jossey-Bass. Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. 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. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. Gupta & Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. (1993). 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. Elmes & Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). ing the micropolitic and the school culture as key components to study school improvement . School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. 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. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). Accultured, automatic, emotional responses preclude awareness of internalized culture. , , None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. E. (Eds. Ali, A. Foskett, N. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. & M. Organisational Culture and Leadership. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. Educational Management & Administration, Bush, T. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. Cross-cultural issues in development of leaders. In However, Lumby et al. Cartwright, M. Managing diversity in transnational project teams. 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. We are using cookies to provide statistics that help us give you the best experience of our site. 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.
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