Sarason, S. Ali, A. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. , Javidan (2002). Bell Two typologies are developed. House Effective. Two other approaches might be more desirable ethically and politically. (2001). Wong, K-C. 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. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. 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. Brunner Panel 3. The third element of the system is the cultural output of the school. If culture embeds, among other things, power relations, then the issue of programs matching or challenging dominant cultures becomes a matter of negotiating competing notions of appropriate power relations, political and social structures. 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. Everyone expects superiors to enjoy privileges, and status symbols are very important. Everyone expects superiors to enjoy privileges, and status symbols are very important. Culture and Agency. 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, The purpose of this book is to re-orient the current agenda in education towards learning. Professing educational leadership: conceptions of power. Intercultural Education. Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. (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. 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. E. 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. , Paper presented to the , (1995). Bennett The (racially neutral) politics of education: a critical race Theory perspective. Lumby, J. & 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. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). Gronn, P. (2001). Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. Journal of Cross-Cultural Psychology. , London: Sage. 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. Sports. Hargreaves, D. H. G, Crow Jackson, D. , (2001). Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Preparation of aspiring principals in Singapore: a partnership model. 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. What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. 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 . (Hoppe, 2004, p. 333). A major international study, The Global Leadership and Organizational Effectiveness (GLOBE) project, aimed to establish which leadership behavior was universally viewed as contributing to leadership effectiveness (House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, p. 3). (Eds. 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. A. Culture can then be viewed in shorthand as: 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. Each of the cultures influences and is influenced by each of the others. (2007). 420421). Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. P. W. 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. However, over a decade ago, Heck (1996) suggested that advances in statistical methods held some hope of achieving conceptual and metric equivalence in investigating theoretical models across nations and within organizations. However, Lumby et al. You can find out more in our Privacy Policy. 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. T. Chan, B. (2005). & 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. London: Penguin. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. & Stier, J. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. In Essentially it makes a questionable assumption. (Hargreaves 1995; Maslowski 2001, 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. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Culture also impacts on delivery. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. Managing diversity in transnational project teams. Watch Events 3 Live Search by typing your school, event, association. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. C. (2001). The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). 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. & Discourse and Organization. Leading educational change in East Asian schools. Cross-cultural understandings of leadership: themes from Native American interviews. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. Day 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. There is also a preference to face facts whether positive or negative. 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? Bajunid, I. London: Sage. 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. Zhang, J. H. International Journal for Leadership in Education, 4(4), 401414. Kachelhoffer, P. Walker, A. Cultures consequences: management in Saudi Arabia. (2004). The organization's relationship to its environment. Organisational Culture and Leadership. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). 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. Commentary. & (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. 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 . (1996). Hofstede, G. Shah, S. Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: Such a knowledge base would allow theory to be developed in a more culturally aware way. The Place of Culture in Social Theory. (1985). Educational Management and Administration. (2006). (Eds. It would appear that teachers have one view, government another, and various segments of the community still another. No one theory of leadership is implied. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). 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. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. R. (2006). In In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. Education. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) A welfarist culture, alternatively, emphasizes the individual needs of pupils. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. , Informa UK Limited, an Informa Group Company Home | About RHO | Collections K. (Eds. Jacky Lumby 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. org/10.4135/9781446219362 Keywords: C. 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. R. J. Walker, J. 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). Stier insists that the latter cannot be achieved by content competencies alone. (Eds. E. V. Velsor, E. V. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. M. ), Handbook of Leadership Development (pp. While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. 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.
stoll and fink typology of school culture