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). In fact, Hofstedes work shows very great variation within regions. Jackson, D. 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. The third element of the system is the cultural output of the school. Ribbins A perspective on women principals in Turkey. No one theory of leadership is implied. Ribbins, P. M. 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. In this line, a study . Tin, L. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. International Studies in Educational Administration, 29(2) 3037. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). Downloaded by [Teldan Inc] at 05:45 14 September 2015 . House, R. J. Aitken, R. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. & (2006). In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. M. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. In. Bolam V. 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. Instead there are history, context, process, interactivity, power relations and change. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. London: McGraw-Hill. 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. 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. Rowney, J. (2007). Kantamara, P. Wisdom gained, wisdom given: instituting PBL in a Chinese culture. & (2003). Nick Foskett, Print publication date: July 2008 , More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . Accessed online 16.2.07. 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. Their description of each provides significant detail of the culture of the type. There exists a considerable literature on culture, which provides a range of conceptualizations. The first relates to the ways the day-to-day operations of the school interact with the outside world. L. Stoll, D. Fink. Intercultural Education. Educational leadership: an Islamic perspective. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Two other approaches might be more desirable ethically and politically. (1985). 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. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: Throughout the world a great deal of effort and money has been expended in the name of educational change. Zhang, J. H. The (racially neutral) politics of education: a critical race Theory perspective. Moller, J. 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. The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Bjerke, B. Bajunid, I. In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. Bryant, M. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. Stier, J. , A tentative model and case study. International Studies in Educational Administration. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. 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. M. Changing Our Schools: Linking School Effectiveness and School Improvement. (Eds. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Head teachers in rural China: aspects of ambition. Stoll, L. Hoppe, M. H. 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. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. 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. P. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 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. 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. (2001). 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). But the real purpose of schools was, is, and always will be about learning. Gupta Educational leadership in East Asia: implications of education in global society. & Fullan, M. Trond Online publication date: May 2009, Print ISBN: 9780415988476 The Leadership Quarterly, 7(2), 163187. (Hoppe, 2004, p. 333). Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? , , 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. (2001). 210223). 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). Crossing the great divides: problems of cultural diffusion for leadership in education. Leadership learning the praxis of dilemma management. Journal of Educational Administration, 34(5), 7497. (1997). Mller ), Effective educational leadership (pp. Hooijberg, R. A person in charge is not required. 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. (2001). J. Schein, E. H. This search included empirical studies and theoretical pieces. Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Louque, A. Dorfman We need to work in organisations, collectively developing an understanding of where they are going and what is important. (1996). 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. E. Javidan Sparrow, P. 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. 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). Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). Revisiting the Culture of the School and the Problem of Change. Cultures consequences: management in Saudi Arabia. The attempt to mould culture in any direction involves alignment with some and challenge to others. The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. (1997). (2005). , 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. Can leadership enhance school effectiveness? International Journal of Leadership In Education, 4(4),297307. 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. Abstract. Prasad Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. 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. 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. Begley, P. 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. Identity based and reputational leadership: an American Indian approach to leadership. 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 . A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. 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. P., Glatter (1998). Lumby, J. Leader development across cultures. , (2001). School culture, school effectiveness and school improvement. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Reading, MA: Addison Wesley. 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: This may be interpreted in several ways ranging from the operational to the political. , Multiple perspectives on values and ethical leadership. DiPaola, M.F. (Litvin, 1997, pp. Mabey Stoll and 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), The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). 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. Davis & (2002). Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). McCauley & Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). M. Bhindi eBook ISBN: 9780203872239 Adobe Dorfman , & Hanges, S. Duignan, P. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. Cultural influences on organizational leadership. 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. Secondly, it considers the important issue of the macro relationship of culture and globalization. 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. & 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). & L. International Studies in Educational Administration, 32(2), 417. Culture can then be viewed in shorthand as: (1997). The interrelationship of culture with leadership and its development is the focus of this chapter. , Everyone expects superiors to enjoy privileges, and status symbols are very important. In (1996).

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