Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? Wang, H. Hallinger 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. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. In Bridges, E. & International Studies in Educational Administration, 32(2), 417. Many of our schools are good schools - if this were 1965. P. W. 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. Hallinger, P. | Privacy policy , Walker, A. In Cultures consequences: management in Saudi Arabia. Crawford San Francisco, CA: Jossey-Bass. Consequently, although there is relatively little empirical data on which to draw, the issue of fit between culture and the conception, development and enactment of leadership has become a key concern. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. M. At first sight these components of culture may be thought to be significantly outside the control of schools themselves. Mller See all results for "" Log In La Habra High School . , 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. Mills, M. Bush, T. (1999). The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. (2003). Wisdom gained, wisdom given: instituting PBL in a Chinese culture. 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. Leaders navigate cultural choices which are always constrained. 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. org/10.4135/9781446219362 Keywords: From showcase to shadow: understanding dilemmas of managing workplace diversity. 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. (2004). Fullan, M. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. , A welfarist culture, alternatively, emphasizes the individual needs of pupils. Organisational Culture and Leadership. La Habra High School - La Habra, CA - nfhsnetwork.com It's about Learning (and It's about Time) - Louise Stoll, Dean Fink & They may also tackle the issue of how culture can be managed. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. 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. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. Leithwood School Culture Stoll Article Set3 2000 | PDF - Scribd Educational Management & Administration, Bush, T. , & (2004). There exists a considerable literature on culture, which provides a range of conceptualizations. Archer, M. 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. , London: McGraw-Hill. (1996). 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. Mabey Moral leadership in education: an Indian perspective. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. Culture and Agency. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Teacher cultures have received most . A similar situation is the case in Norway and in Japan (Moller, 2000). Aitken, R. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Conflict and change. Kennedy, A. Paper presented to the Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. 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. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. 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. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. Ruiz-Quintanilla, A. Cultural differences can be observed at a range of organizational scales. . International Journal of Leadership in Education, 4(4), 293296. The (racially neutral) politics of education: a critical race Theory perspective. Who. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Sapre, P. (2005). (2001, October). C Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. (1996). The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). Multiple perspectives on values and ethical leadership. School Culture, School Effectiveness and School Improvement , & 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. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Cranston, N. Heck, R. Lumby, J. N. 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. Culture Typology - West Virginia Department of Education Bottery, M. In 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. Cultural Influences on Leadership and Organizations: Project Globe. (2001). Duignan, P. 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. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. 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. & P. J. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. Elmes Stoll, L., & Fink, D. (1996). Changing our schools: Linking school Instead there are history, context, process, interactivity, power relations and change. (1998). 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? Intercultural Education. 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. (1998). Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. (2007). ), Strategic Human Resource Management (pp. Brunner The aim is to encourage leaders to address obliviousness to their own culture and challenge approaches which may inappropriately embed a single culture and/or a culture alien to some participants. Heck, R. Professing educational leadership: conceptions of power. (1986). Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. Commission on Educational Issues. Instead there are history, context, process, interactivity, power relations and change. (1997). The processes of cultural change in schools have been considered extensively in the literature (e.g. 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). The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. For example, North American and European development assert a cultural commitment to inclusion and equality for all. Hoppe, M. H. Moller, J. Young 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. Sarason, S. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). , & 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). 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. & 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. Journal of Cross-Cultural Psychology. His ideas were widely influential. The School Culture Typology is a self-reflective tool and related activity designed to identify a school-wide perspective of the "type" of culture that exists in a school. 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. School Culture. 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. Buckingham: Open University Press. Diagnostic Potential of Hargreaves' Model of School Culture 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. 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. Adler, N. M. Coleman, C. Nick Foskett, Print publication date: July 2008 However, Lumby et al. We have looked at three theoretical aspects of culture here. London: Paul Chapman. 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. (Ed.). The culture of a school is one of its critical organizational characteristics.
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