It would appear that teachers have one view, government another, and various segments of the community still another. 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). 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). R. International Studies in Educational Administration, Thomas, D. C. In 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 . 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. 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). School Culture Stoll Article Set3 2000 | PDF - Scribd ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. 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. Changing our schools : linking school effectiveness and school improvement. (1997). Sarason, S. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). In (2001). See all results for "" Log In La Habra High School . Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. 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. Sparrow, P. Coleman, C. P. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. ), The Life and Work of Teachers (pp. (2007). London: McGraw-Hill. They begin by discussing the historical, social and organizational forces that create continuity in education; which . Teacher cultures have received most . Brunner We present here a small number of examples in order to illustrate a range of typologies. (2004). G. 5167). 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. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Multiple perspectives on values and ethical leadership. Towards a framework of investigating leadership praxis in intercultural. (1996). The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. London: Sage. 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). 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. Walker, A. Two typologies are developed. (1997). In & M. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). Hallinger, P. , eBook ISBN: 9780203872239 Adobe (2003). C. , & Journal of Cross-Cultural Psychology. Journal of Educational Administration, 34(5), 7497. P., Glatter ERIC - EJ570149 - How Leaders Influence the Culture of Schools 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 . Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. Handy, C. 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. ), Educational management: Redefining theory, policy and practice (pp. 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. This search included empirical studies and theoretical pieces. From the approach adopted for teaching and learning, to the cultural values espoused in the pastoral and ethical functions of the school, to the relative value ascribed to possible destinations for pupils beyond school, the fabric of school life will be imbued by these cultural processes. Cincinnati: South Western. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. (2002). , San Francisco, CA: Jossey-Bass. 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). , Journal of Management Development, 15(5), 421. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. 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. It involves consideration of fit to the culture of each individual school but also the necessity to equip leaders to engage with their own organizations culture, to sustain, develop or challenge it. 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. (1996). 420421). V. Dorfman 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. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? 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. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. 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. (1986). , (2007). 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. London: Sage. 17). , Two examples will suffice to illustrate this, though. Reading, MA: Addison Wesley. J. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. 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. . Leaders interact with culture at the organizational level both in terms of efforts to include the multiple cultures which may be present and also to sustain, adapt or change the dominant culture. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. 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. , In Cultures consequences: management in Saudi Arabia. Farrar, E. (2002). One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. Dorfman, P. W. Begley, P. Heck, R. 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. Goddard, T. By continuing to use the site Hiltrop, J. We are using cookies to provide statistics that help us give you the best experience of our site. (2000) Leadership and Culture in Chinese Education. School culture and culture in general are often labeled as self-evident. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. Trond Hooijberg, R. 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. Changing our schools : linking school effectiveness and school The organization's relationship to its environment. Deciding which cultural assumptions to attempt to embed in the design and delivery of development, including the degree to which they will replicate or challenge dominant cultures; Deciding how best to equip leaders with intercultural competence, so that they in their turn can decide which cultural assumptions to attempt to embed in their school leadership, including the degree to which they will replicate or challenge dominant cultures. London: Paul Chapman. London: Paul Chapman. Organizational change, leadership and learning: culture as cognitive process. A second early example from the US of a description of a cultural type was the shopping mall school. Stoll, & Mackay, 2014). At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. (2001). Sarason, S. A person in charge is not required. R. J. Mills, M. , & Aitken, R. L. UCEA. , & 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. . 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. (PDF) School culture - ResearchGate Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. 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. , 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. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Hofstede, G. Cohen, D. K. 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). Mabey A preparation for school leadership: International perspectives. (2000). New York: Teachers College Press. Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. 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. Changing Our Schools: Linking School Effectiveness and School (Eds. Washington Middle School located in La Habra, California - CA. 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: Culture Typology - West Virginia Department of Education Librarian resources P. Firstly, it examines key theoretical models and perspectives on culture. Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. Diversity and the demands of leadership. (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. A similar situation is the case in Norway and in Japan (Moller, 2000). There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Boston: Allyn and Bacon. 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. (1997). (1991). 8-9; Stoll and Fink 1995). M. 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. (1995). Their description of each provides significant detail of the culture of the type. 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. J. Tuition is $13,400 for the highest grade offered. (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. Hallinger, P. (2005). Lumby et al. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. (2004). P. Ribbins (forthcoming) point up the greater sensitivity within some cultures where responsibility for success is group owned and/ or where maintaining face is a high priority. (Eds. London: Sage. The Culture of the School and the Problem of Change. International Studies in Educational Administration, 29(2) 3037. (Eds. 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. & It is probably for this reason that . 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. Culture can then be viewed in shorthand as: Head teachers in rural China: aspects of ambition. Challenging the boundaries of sameness: leadership through valuing difference. Cultural Influences on Leadership and Organizations: Project Globe. DiTomaso, N. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. The Leadership Quarterly, 7(2), 163187. Walker, A. (2003). (2001). Mills Bush, T. Ranade, M. (2006). Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Deal, T. 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. 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. How principals manage ethnocultural diversity: Learnings from three countries. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). Conflict and change. While these are different aims, they both involve intercultural fluency. Bjork, L. In (2004). & Instead there are history, context, process, interactivity, power relations and change. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? 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. 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. (1996). Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. C+. (2001). 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). La Habra Education & Schools | La Habra, CA - Official Website Qiang, H. ), Handbook of Leadership Development (pp. A welfarist culture, alternatively, emphasizes the individual needs of pupils. (1998). School Effectiveness and School Improvement, 12(4), 385408. 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. (2006). An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. | Cookies Journal of Educational Administration, 334(5), 1231. Leithwood In The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. 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. Hoppe, M. H. 178190). 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. , 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. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. Accultured, automatic, emotional responses preclude awareness of internalized culture. Javidan Bryant, M. & & Zhang, J. H. M. D. 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). The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. of the teachers, students and school community. PDF School improvement trajectories: an empirical typology - Harvard University (1986). & She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . & There are different typologies that can be used to assess. A Typology of School Culture Stoll& Fink (1996) Improving Declining 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.