In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. In a strict sense we might argue that the culture of every educational institution is unique, derived from the context in which the school operates and the values of those who have led or been part of the organization over time. 143158). Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. DiTomaso, N. . , Dorfman, P. W. Effective. & Two other approaches might be more desirable ethically and politically. (Eds. (1996). Everyone expects superiors to enjoy privileges, and status symbols are very important. London: Sage. Zhang, J. H. & (2001). Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. 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. (1996). At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. We have looked at three theoretical aspects of culture here. Boston: Allyn and Bacon. (2002). & However, Lumby et al. & (1996). Such a knowledge base would allow theory to be developed in a more culturally aware way. 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 . McCauley 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. Two distinctive views of this connection can be identified (Collard, 2006). Ali, A. Prasad In The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. 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. you are agreeing to our use of cookies. We are using cookies to provide statistics that help us give you the best experience of our site. & (Eds. (1999). Goddard, T. Corporate rituals: The rites and fituals of corporate life. 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? Rusch, E. 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. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. London: Paul Chapman. Journal of Managerial Psychology, 1(2), 95117. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Informa UK Limited, an Informa Group Company Home | About RHO | Collections Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? (Ed.). 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. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Walker, A. House, R. , & The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. , 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. (1986). Librarian resources Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. M. Choices will continue as culture evolves and the perspectives of all players mutate over time. & , In Intercultural Education. 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. Mills, M. 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. In the education sector, the PLC provides a pathway to a learning organisation: one which comprises 'a group of people who take an active, re ective, collaborative, (1996). The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Managing diversity in transnational project teams. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. London: Paul Chapman. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Heck, R. Published 1996. 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: Organizational change, leadership and learning: culture as cognitive process. The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. Washington, K. Online publication date: May 2009, Print ISBN: 9780415988476 However House et al. Journal of Educational Administration, 36(1), 828. Professing educational leadership: conceptions of power. Who. Journal of Research in Leader Education, Taras, V. Firstly, it examines key theoretical models and perspectives on culture. By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). . Bjerke, B. 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. Gupta Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: (2001). and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. 210223). The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. We need to work in organisations, collectively developing an understanding of where they are going and what is important. , The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Gronn, P. 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. The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Rowney, J. & , (2004). Kaur Hayers, P. 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). Leadership and intercultural dynamics. (2005). R. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. 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. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. 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 Walker, A. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. Instead there are history, context, process, interactivity, power relations and change. , Abstract. Foskett, N. ), Handbook of Leadership Development (pp. Morgan, G. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. 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. Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). (1997). Culture also impacts on delivery. , & M. 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). School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. Internationally leader preparation and development tends to focus on the principal. The Culture of the School and the Problem of Change. Cambridge: Cambridge University Press. (2001). Stoll, L. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. A number of summative frameworks for analyzing culture have therefore been developed which seek to reduce the complexity of culture to simplified types which can be labeled for ease of comprehension. 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. A. However, such a perspective ignores the ability of schools to select many of the cultural inputs. | Contact us | Help & FAQs Conflicting expectations, demands and desires. Ribbins As within continents or regions, within each nation, a common culture cannot be assumed, the differences between the culture of Native Americans, Hispanic and African American women and that of white males within the United States being an example given above. 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. 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. The chapter considers five main themes. (2007). 206207). | Privacy policy 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. Their description of each provides significant detail of the culture of the type. Its view of human nature is there a belief that people are essentially good, neutral or evil? For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Panel 3. , C. Cohen, D. K. A tentative model and case study. 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: (Eds. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). (Hoppe, 2004, p. 333). The Leadership Quarterly, 7(2), 163187. 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. Prosser, J. 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. Bajunid, I. (2003). (2001). There are different typologies that can be used to assess. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. 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. Coleman, C. Story Skip to page content. & Farrar, E. A. 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. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. (Forthcoming). (2004). Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. 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: No one theory of leadership is implied. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. T. In previous papers we have described the evolution of this project in detail (Stoll and Fink, 1988, 1989a, 1989b, Fink and Stoll, 1992). & eBook ISBN: 9780203872239 Adobe Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). 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. Sapre, P. Hofstede, G. School administration in China: a look at the principals role. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. In fact, Hofstedes work shows very great variation within regions. Leader development across cultures. Bennett But what is an ineffective school? International Journal for Leadership in Education, 4(4), 321332. Hallinger, P. A perspective on women principals in Turkey. Bajunid, I. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Washington Middle School located in La Habra, California - CA. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. Challenging the boundaries of sameness: leadership through valuing difference. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). , , Schein, E. H. Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . While these are different aims, they both involve intercultural fluency. Identity based and reputational leadership: an American Indian approach to leadership. San Francisco, CA: Jossey-Bass. As Foskett and Lumby (2003, p. 8) indicate: Prasad M. Lakomski, G. House A more flexible and subtle shaping will be needed. 330). Louque, A. Each of the cultures influences and is influenced by each of the others. Educational leadership: an Islamic perspective. L. Stoll, D. Fink. , 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. Can leadership enhance school effectiveness? (1998). Those undertaking preparation for development may have differing value priorities which are culturally shaped. 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). Sarason, S. & (2002). Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. 17). (2007). 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. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Journal of Cross-Cultural Psychology. E. typology of Rosenholtz (1989) differentiates static and dynamic school culture. Two typologies are developed. The concept of culture has appeared frequently in analyses of both. 8-9; Stoll and Fink 1995). Lumby et al. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. & Collard, J. (2005). Cultural diversity and group work effectiveness. (1990). International Journal of Educational Management, 5(3), 45. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). 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. Hoyle, E. 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. Stier, J. V. Cultural Influences on Leadership and Organizations: Project Globe. (1991). Ruiz-Quintanilla, A. (1998). (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) Education. 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. The Place of Culture in Social Theory. P.J. 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. & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). In this line, a study . 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. See all results for "" Log In La Habra High School . Finally, we identify key issues and areas for future research. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Bryant, M. Sparrow, P. Tin, L. Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. Brunner , (2001). In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . The typology tool was first developed in 1997 as a hands-on, practical method of defining for discussion purposes a school's stage or type of culture. Journal of Management Development, 15(5), 421. (2005). 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. (1993). (2005). Handy, C. 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. Mills Bottery (1999) has described this as managerial globalization, in which the adoption of western managerialist approaches and business-based forms of accountability underpins educational reform and development. 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. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. The organization's relationship to its environment. The purpose of this book is to re-orient the current agenda in education towards learning. (1996). Bridges, E. 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. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women.
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