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Chan, B. 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. & Crawford The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Schein, E. H. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: Fink, D. & The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. 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. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. 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. 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. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. Moller, J. Gupta (1997). Educational Administration Quarterly, 39(1), 6894. Research in such contexts is still not extensive, although Billot, Goddard and Cranston (2007) report the findings of an international study which explores how leadership in successful multi-cultural schools is exercised in three different national settings (Canada, New Zealand and Australia). Bryant (1998) suggests that as a consequence school leadership as conceived in the US is unlikely to be appropriate to Native American educational leaders whose culture and consequent conception of leadership is very different. . The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Prosser, 1998). Cultures and Organisations: Software of the Mind. Bajunid, I. & 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. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. In Internationally leader preparation and development tends to focus on the principal. , Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. Choices will continue as culture evolves and the perspectives of all players mutate over time. (1982). However House et al. Hargreaves, D. H. International Studies in Educational Administration. Wong, K-C. Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. Chinese culture and leadership. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? 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. Mills, M. 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. J. Asia Pacific Journal of Education, Cardno, C. & (1993). 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. M. A. Skip to page content. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Walker, A. Effective. 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. House Nick Foskett, Print publication date: July 2008 Mller , 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. In I am a member of the publication's editorial board and strongly support the publication, Authored by: Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. Educational Management and Administration. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Culture can take different forms. Librarian resources While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Finally, we identify key issues and areas for future research. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). 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). (1995). International Studies in Educational Administration. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Leading and Managing Education: International Dimensions. (1986). Celebration and humour"we feel good about ourselves" a holistic concept. In Panel 4 A Typology of School Cultures. The chapter considers five main themes. 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. Sparrow, P. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). Lumby et al. 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. 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 is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). & Beyond the school, though, lies a range of contextual cultures extending from the community within which the school lies to regional, national and international cultural contexts. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. School administration in China: a look at the principals role. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. International Journal of Leadership in Education, 8(3), 207221. Trond Paul, J. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. The culture of a school is one of its critical organizational characteristics. Essentially it makes a questionable assumption. (Hoppe, 2004, p. 333). ing the micropolitic and the school culture as key components to study school improvement . None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. (Litvin, 1997, pp. 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. (2004). (2003). In many countries the principal may indeed be key. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. 6886). What is the significance of time is the organization most oriented towards the past, the present or the future? Everyone expects superiors to enjoy privileges, and status symbols are very important. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Morgan, G. 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: | Terms & conditions. Daily challenges for school leaders.I In (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. , (1996). 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. as cited in Stoll, Fink & Earl, 2003, p. 132). Two typologies are developed. , 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. 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. Stoll (2000) gave a general definition on the foundations of school's cultures. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. Iles, P. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). Stier, J. Stoll, L. Dorfman, P. W. (2004). 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. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. R. 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. , Cultural Influences on Leadership and Organizations: Project Globe. Heck, R. 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. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. She challenges whether any classification of humans is tenable in the light of increasing certainty deriving from advances in natural science that whatever taxonomy is adopted, the complexity of human beings, biologically, linguistically and culturally, cannot be placed into easily described categories: ISBN: 9781135277017. (2007). , & International Studies in Educational Administration, Thomas, D. C. Changing our schools : linking school effectiveness and school improvement. El Nemr, M. E. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). (2001). 330). K. How principals manage ethnocultural diversity: Learnings from three countries. Dorfman Bajunid, I. 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 . Jacky Lumby International Journal of Leadership in Education, 4(4), 293296. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. Hallinger, P. Introduction. Cross-cultural issues in development of leaders. & 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. Cohen, D. K. Begley, P. 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). However, such a perspective ignores the ability of schools to select many of the cultural inputs. C Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. , & 5167). In All this is set within a strongly performative macro context in many countries. Identity based and reputational leadership: an American Indian approach to leadership. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. In the opening chapter to this section of the Handbook, Fink and Stoll review the contemporary field of educational change and ask why educational change is so difficult to understand and achieve in present times. (2003). Accessed online 16.2.07. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. This paper's . Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. School Effectiveness and School Improvement, 12(4), 385408. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. 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. Education. There have been strong responses to the lack of critical awareness of these processes. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. Hallinger, P. (2004). M. Watch online from home or on the go. Cambridge: Cambridge University Press. (1998). Global forces, national mediations and the management of educational institutions. A new typology of school-level values is reported in three cultural contexts. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) 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. He suggests that schools are bastions of conservatism, not centers of social experimentation. London: Paul Chapman. (1996). 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: Cranston, N. (Eds. (1997). Hallinger (2001). 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. & Walker, A. Who. The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). A. Buckingham: Open University Press. Story 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. Hoppe, M. H. & The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. P. J. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. McCauley This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. 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. Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. Dorfman The discourse of diversity: from biology to management. As in the GLOBE project, subgroups within nations might be also identified for inclusion. Conflicting expectations, demands and desires. Teacher cultures have received most . Hooijberg, R. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. There are different typologies that can be used to assess. ), The Life and Work of Teachers (pp. School values were assessed by aggregating the scores of 862 students, (ages 15-19) in 32 Jewish and Arab Israeli schools (Study 1), and 1,541 students (ages 11-21) from 8 European schools and 163 teachers from 6 of these schools (Study 2), using Schwartz's Portrait Values Questionnaire. London: Penguin. Prasad In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Mabey Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. London: Sage. In part this reflects a revolt against the perceived global homogenization of leadership. Published 1996. Matching culture to preparation and development engages with what is perceived to be universal, what appears to be distinctive to the region or nation or group of people, and what is unique to the individual. A. 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. 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. Two other approaches might be more desirable ethically and politically. Ribbins, P. 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.