Elmes Gupta Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? 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: Tippeconic, J. London: Sage. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? (Eds. 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. Educational Management & Administration, 26(1), 720. Hallinger, P. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). 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. Hofstede, G. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . While these are different aims, they both involve intercultural fluency. 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. Improving. Al-Meer, A. International Journal of Leadership in Education, 8(3), 207221. 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. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Prosser, J. In P. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. (2000) Leadership and Culture in Chinese Education. However House et al. Towards a framework of investigating leadership praxis in intercultural. 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. We are using cookies to provide statistics that help us give you the best experience of our site. Fink, D. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: (Eds. International Studies in Educational Administration. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Subordinates expect superiors to act autocratically. V. , School culture can have an positive. Prosser, 1998). A second early example from the US of a description of a cultural type was the shopping mall school. P. W. 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. Conflicting expectations, demands and desires. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. In the context of education this is seen through the promotion of policies and practices around the globe that have been initially developed in the west, based often on western approaches to educational management and the key concept of economic rationalism. However, such a perspective ignores the ability of schools to select many of the cultural inputs. Its view of human nature is there a belief that people are essentially good, neutral or evil? They suggest the spiritual values embedded in the teaching of Vivekananda, Tagore and Ghandi would provide a more culturally appropriate basis for the leadership of education than the currently Western values which relate in part to the colonial history of the nation. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. Lumby, J. Javidan Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). The Leadership Quarterly, 7(2), 163187. 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. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. (2007). , Cultural diversity and group work effectiveness. (1996). Leadership learning the praxis of dilemma management. School Culture. London: Paul Chapman. , As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Bhindi 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 . For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). (1996). 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. Stoll, L. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. you are agreeing to our use of cookies. Hofstede, G. 331360). (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. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. with International Journal for Leadership in Education, 4(4), 367381. A. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. 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. Culture can then be viewed in shorthand as: 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. 210223). G, Crow E. & Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. London: Falmer. 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. House Bush (2001). Leadership and intercultural dynamics. (Eds. Such simple categorizations provide briefly interesting analytical tools to assist school leaders in gaining an initial understanding of their school culture, but are of limited wider utility. You can find out more in our Privacy Policy. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Shah, S. 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 first relates to the ways the day-to-day operations of the school interact with the outside world. Hanges, S. 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. Duignan, P. The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. There have been strong responses to the lack of critical awareness of these processes. (2002). Much leadership theory reflects Anglophone and particularly US culture which Hoppe (2004, p. 335) suggests is consistently described as being individualistic, egalitarian, performance derived, comfortable with change, and action-and-data-oriented. Dorfman London: Paul Chapman. 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. Kachelhoffer, P. Fullan (2001) has suggested that recognizing the need for, and understanding the processes involved in, cultural change are essential tools of leadership development, for it is in establishing a culture of change in school that successful school development can occur. The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Bajunid, I. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. 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). Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. 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. Daily challenges for school leaders.I In Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? (1985). Two other approaches might be more desirable ethically and politically. Leithwood, K. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. School Effectiveness and School Improvement. (1996). The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. , P.J. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). The (racially neutral) politics of education: a critical race Theory perspective. Journal of Educational Administration, 334(5), 1231. Hoyle, E. (1996). , , , & Cultural Influences on Leadership and Organizations: Project Globe. 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). DiPaola, M.F. Washington, K. (2006). & Complex and important concept School culture is one of the most complex and important concepts in education. (2004). , Walker, A. (1999). 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. . , & (2001, October). L. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. (2001). Leading and Managing Education: International Dimensions. Mansour, J. M. Changing our schools : linking school effectiveness and school improvement. 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. (1998). Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Newbury Park, CA: Sage. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. Foskett, N. Boston: Allyn and Bacon. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. Nor is it amoral. 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). Wong, K-C. (1997). Hallinger, P. 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. Hallinger, P. 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. 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. , & | Contact us | Help & FAQs Fernandez (2005). ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. M. D. , A welfarist culture, alternatively, emphasizes the individual needs of pupils. 143158). 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. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . (1993). London: Sage. (Litvin, 1997, pp. 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. 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. School administration in China: a look at the principals role. For example, North American and European development assert a cultural commitment to inclusion and equality for all. Cohen, D. K. The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. London: Sage. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Lumby et al. International Journal for Leadership in Education, 4(4), 321332. London: Paul Chapman. 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. | How to buy Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. As Foskett and Lumby (2003, p. 8) indicate: New York: Teachers College Press. Cranston, N. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. 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. 420421). Sports. 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. DiTomaso, N. Commission on Educational Issues. From showcase to shadow: understanding dilemmas of managing workplace diversity. Research concerning leadership in multinational corporations defines three components of cultural fluency, cognitive complexity, emotional energy and psychological maturity (Iles & Kaur Hayers, 1997, p. 105). M. P. J. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. School principals in transition. The challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. (Eds. Not only may there be particular cultural assumptions about the relationship between staff and principal, the principal and regional/national authorities, but underpinning ontological assumptions may be distinctive. R. J. School culture . 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). His ideas were widely influential. (Hargreaves 1995; Maslowski 2001, pp. The International Journal of Educational Management, 15(2), 6877. Leaders navigate cultural choices which are always constrained. Culture is the set of beliefs, values and behaviors, both explicit and implicit, which underpin an organization and provide the basis of action and decision making, and is neatly summarized as the way we do things around here. Internationally leader preparation and development tends to focus on the principal. Sarason, S. C. Two distinctive views of this connection can be identified (Collard, 2006). & Ruiz-Quintanilla, A. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). 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. (2006). Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. Corporate rituals: The rites and fituals of corporate life. (2003). Heck, R. Ribbins, P. & (2003). Hwang, K. K. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Mills, M. K. Gender and race in leadership preparation: a constrained discourse. Fullan, M. 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. , (2001). As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. (1996). San Francisco: Jossey-Bass. 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. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. Accessed online 16.2.07. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. International Studies in Educational Administration. 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. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. An international perspective on leadership preparation. 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. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. Global forces, national mediations and the management of educational institutions. By continuing to use the site In 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. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. 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. (2004). 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. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. (Ed.). (2007). Stoll and Fink (1996) developed a model in determining the school culture. 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). (Eds. (2001). Journal of Management Development, 15(5), 421. Rusch, E. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. 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. M. Brunner Louque, A. Panel 3. (2005). | Terms & conditions. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. typology of Rosenholtz (1989) differentiates static and dynamic school culture. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Celebration and humour"we feel good about ourselves" a holistic concept. Sparrow, P. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem.
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