Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). London: Sage. (1996). 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. Leadership and intercultural dynamics. & Understanding Schools as Organisations 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). New York: Teachers College Press. Watch online from home or on the go. (1996). , Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. 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). The Leadership Quarterly, 7(2), 163187. 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. Journal of Research in Leader Education, Taras, V. 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. 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. with The interrelationship of culture with leadership and its development is the focus of this chapter. , & , (2001). Leadership and Organization Development Journal, 14(1), 3035. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Two typologies are developed. There is also a preference to face facts whether positive or negative. R. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Accultured, automatic, emotional responses preclude awareness of internalized culture. as cited in Stoll, Fink & Earl, 2003, p. 132). 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. All leadership development has embedded cultural values. London: Penguin. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Rowney, J. 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. International Studies in Educational Administration, Thomas, D. C. 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. 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. In Washington Middle School located in La Habra, California - CA. Ribbins Education Leadership Review, 3(2), 2831. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. & Dorfman Dorfman, P. W. 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. (Eds. Bryant, M. 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. ing the micropolitic and the school culture as key components to study school improvement . British Educational Research Journal, 32(3), 363386. House 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. Exploring the cultural context of school improvement in Thailand. A person in charge is not required. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. ), Educational management: Redefining theory, policy and practice (pp. Washington, K. (Hargreaves 1995; Maslowski 2001, pp. Cultures and Organisations: Software of the Mind. (2004). Ranade, M. No one theory of leadership is implied. , , & Fernandez J. 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. 6886). 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). Watch Events 3 Live Search by typing your school, event, association. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. Hanges 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. Wisdom gained, wisdom given: instituting PBL in a Chinese culture. (Eds. Dorfman, P. W. 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. (Ed.). House, R. J. The purpose of this book is to re-orient the current agenda in education towards learning. 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. | Promotions 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. House, R. & The attempt to mould culture in any direction involves alignment with some and challenge to others. (2003). School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). & 17). Everyone expects superiors to enjoy privileges, and status symbols are very important. (1999). (Eds. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. (1996). | How to buy A new typology of school-level values is reported in three cultural contexts. M. Salaman Discourse and Organization. & (2000). Improving. Sparrow, P. (2001). The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. (1996). Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Lumby et al. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. This unique culture will reveal itself through a number of institutional characteristics: While these representations are identifiable and mostly tangible, the illusiveness of the concept of culture lies in the fact that it is an holistic concept which is more than the sum of these component parts. Conflict and change. Walker, A. & Their description of each provides significant detail of the culture of the type. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. org/10.4135/9781446219362 Keywords: You can find out more in our Privacy Policy. 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. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Ruiz-Quintanilla, A. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. An international perspective on leadership preparation. International Studies in Educational Administration, 32(2), 417. Wallace, M. Published 1996. 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. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. Revisiting the Culture of the School and the Problem of Change. 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. 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. 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. There have been strong responses to the lack of critical awareness of these processes. (2007). , School culture, school effectiveness and school improvement. International Studies in Educational Administration. & Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. Goddard, T. 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. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . N. & Collard, J. For the purposes of this chapter, these two snapshots highlight issues that result from consideration of culture, such as who are the primary leaders and how might the leadership theory used in their development be shaped in response to differing ontological, epistemological and axiological assumptions? The processes of cultural change in schools have been considered extensively in the literature (e.g. But the real purpose of schools was, is, and always will be about learning. (2001). C. 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. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. International Journal for Leadership in Education, 4(4), 2029. Another output lies in the cultural characteristics and values of the young people who are the product of the school once they have completed their time there. Preparation and development programs therefore face a twofold challenge: In the next section we shall examine the issues of culture and leadership preparation and development. Javidan Educational Management and Administration. Journal of Cross-Cultural Psychology. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. London: Paul Chapman. 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. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. , | Cookies 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. London: Sage. 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. (2007). 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. Wang, H. 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. However, such a perspective ignores the ability of schools to select many of the cultural inputs. . Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. & 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. However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. 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. 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 Global forces, national mediations and the management of educational institutions. , 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. , Fullan, M. 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. After graduation, 76% of students from this school go on to attend a 4-year college. 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. The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. 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. Prosser, 1998). (2002). 210223). 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. E. V. Velsor, E. V. (2001). (Eds. (2001). In this line, a study . P. Leaders navigate cultural choices which are always constrained. Sarason, S. Brunner Walker, J. (forthcoming). 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. (2000) Leadership and Culture in Chinese Education. The (racially neutral) politics of education: a critical race Theory perspective. & 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. The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. The concept of culture has appeared frequently in analyses of both. While these are different aims, they both involve intercultural fluency. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? The New Meaning of Educational Change (3rd ed.). Cranston, N. K. Young In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). International Journal for Leadership in Education, 4(4), 321332. Stoll and Fink (1996) developed a model in determining the school culture. Journal of Managerial Psychology, 1(2), 95117. E. (1997). Farrar, E. Louque, 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. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. Bell (Eds. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. G. A key influence on culture within and beyond schools has been globalization. (Eds. P., Glatter Hiltrop, J. , , , , Davis Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. Prasad A. International Journal of Leadership in Education, 8(3), 207221. Lumby, J. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. Essentially it makes a questionable assumption. The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. P. J. 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. 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). Prasad, P. (2007). 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. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. (1998). Finally, we identify key issues and areas for future research. Teacher cultures have received most . 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. Chinese culture and leadership. Lakomski, G. A second early example from the US of a description of a cultural type was the shopping mall school. (1991). Journal of Educational Administration, 36(1), 828. & Hoyle, E. Reading, MA: Addison Wesley. Informa UK Limited, an Informa Group Company Home | About RHO | Collections , , 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. Heck, R. (1990). International Journal for Leadership in Education, 7(2),127146. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. However House et al. This paper's . Bush, T. (1997). 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. Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. 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). Hanges, S. Mills, M. Handy, C. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. The dynamic culture of Dalin's(1995) typology of schools. & Bush Foskett, N.
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