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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). Hallinger, P. Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. After graduation, 76% of students from this school go on to attend a 4-year college. as cited in Stoll, Fink & Earl, 2003, p. 132). 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. Goddard, T. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. , & Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. (1986). In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. & Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. Lumby, J. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. In fact, Hofstedes work shows very great variation within regions. (2007). of the teachers, students and school community. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. But the real purpose of schools was, is, and always will be about learning. Educational Management & Administration, Billot, J. ), Strategic Human Resource Management (pp. 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. , (1996). Archer, M. Prasad London: Paul Chapman. 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. , 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. A. 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. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . M. House, R. J. Professing educational leadership: conceptions of power. E. V. Velsor, E. V. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? 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. Bolam Teacher cultures have received most . Tippeconic, J. 5167). Those undertaking preparation for development may have differing value priorities which are culturally shaped. 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 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. (1998). Kachelhoffer, P. Hwang, K. K. (2006). 331360). School principals in transition. (2002). | Contact us | Help & FAQs The dynamic culture of (Eds. (Eds. Research in such contexts is still not extensive, although Billot, Goddard and Cranston (2007) report the findings of an international study which explores how leadership in successful multi-cultural schools is exercised in three different national settings (Canada, New Zealand and Australia). He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. ), The Life and Work of Teachers (pp. PDF The Professional Learning Community - ed Celikten, M. Despite the widespread acknowledgement that culture varies considerably and that leadership preparation and development could be adjusted in relation to the culturally embedded ontological, epistemological and axiological differences between cultures, the content, method of delivery and assessment of preparation and development shows relatively little variation throughout the world (Bush & Jackson, 2002). | Cookies Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. There have, of course, been many more attempts to categorize school cultures, each offering a particular perspective to illuminate the nature and effects of culture. Mabey Kantamara, P. 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. Prasad, P. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Conflicting expectations, demands and desires. T. , 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: Cincinnati: South Western. Asia Pacific Journal of Education, Cardno, C. A preparation for school leadership: International perspectives. Everyone expects superiors to enjoy privileges, and status symbols are very important. Hiltrop, J. Finally, we identify key issues and areas for future research. (2001, October). Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. UCEA. Lopez, G. R. 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. Heck, R. & Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. International Studies in Educational Administration, Thomas, D. C. (1971). Ruiz-Quintanilla, A. School Values Across Three Cultures: A Typology and Interrelations Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . International Studies in Educational Administration. 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. There exists a considerable literature on culture, which provides a range of conceptualizations. This paper's . There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Mller See all results for "" Log In La Habra High School . Moral leadership in education: an Indian perspective. Revisiting the Culture of the School and the Problem of Change. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). P. J. (Eds. 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. Changing Our Schools: Linking School Effectiveness and School Improvement. Leithwood, K. Teacher perceptions of school culture and their organizational (1998). (1996). Trond PDF "Head, Heart and Hands Learning" - A challenge for - CORE (1997).Organizational behaviour (3rd ed.). Crawford Kennedy, A. Sparrow, P. C 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. 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. 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. 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). 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. International Studies in Educational Administration. Stoll, L. Al-Meer, A. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. 206207). As we shall demonstrate later in the chapter, it is getting to understand these values and beliefs that is a critical first step for educational leaders in developing the skills to manage, develop and evolve culture in their school. These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks. Two typologies are developed. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Bush Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. A tentative model and case study. Sports. Wong, K-C. The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. (2006). 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. House The processes of cultural change in schools have been considered extensively in the literature (e.g. School Culture, School Effectiveness and School Improvement & Newbury Park, CA: Sage. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). Cultural inputs have many facets these will include the external cultural context (society, community and economy at local, regional and national scales), and the cultures brought to the school by all those engaging with it (teachers, parents, pupils, for example). The first is that leaders are passive ambassadors of culture. PDF Professional Learning Communities: Developing a School-Level - ed It will therefore involve engagement with the moral choices which lie at the heart of leadership. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. 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. 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. Adler, N. Two other approaches might be more desirable ethically and politically. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. Sarason, S. Bridges, E. 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 paper reviews the literature on 'what works' in school improvement taken from a number of sourcesfrom effective schools studies, from accounts by headteachers who have turned schools around. 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. Schein, E. H. It is also a response to the greater sensitivity brought about by the increasing diversity within many societies and the insistence that a perspective based on a single dominant culture risks sustaining a hegemonic, ineffective and excluding approach. Walker, A. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Elmes (2005). , Culture and Agency. & 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. & Journal of School Leadership, Coleman, M. Educational Management and Administration. London: Paul Chapman. Cultures and Organisations: Software of the Mind. (1996). 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. 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: Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. However, process models may not mesh with some cultures. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. 2 C. BELLEI ET AL. & Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. 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. Stier insists that the latter cannot be achieved by content competencies alone. They begin by discussing the historical, social and organizational forces that create continuity in education; which . Online publication date: May 2009, Print ISBN: 9780415988476 (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. 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. The Culture of the School and the Problem of Change. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). & , Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. We need to work in organisations, collectively developing an understanding of where they are going and what is important. , Jacky Lumby Published 1996. (2004). Many of our schools are good schools - if this were 1965. Two typologies are developed. (2007). & However, such a perspective ignores the ability of schools to select many of the cultural inputs. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. Educational Change: Easier Said than Done | SpringerLink , 143158). 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. School Culture, School Effectiveness and School Improvement Head teachers in rural China: aspects of ambition. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Fullan (2001) has suggested that recognizing the need for, and understanding the processes involved in, cultural change are essential tools of leadership development, for it is in establishing a culture of change in school that successful school development can occur. This book assists people inside and outside schools to . Rowney, J. A key influence on culture within and beyond schools has been globalization. & Qiang, H. & Iles, P. Diversity and the demands of leadership. (1996). Prosser, J. 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, 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. , Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Categorization of groups which might be assumed to hold a culture in common is therefore problematic. 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. Hargreaves, D. H. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Stier, J. International Studies in Educational Administration, 29(2) 3037. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. Schein (1985, p.6) considers the basic essence of an organisation's culture to be: Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). (2003). While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Journal of Research in Leader Education, Taras, V. (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. & Organizational change, leadership and learning: culture as cognitive process. , London: Sage. , & , 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. 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. International Journal for Leadership in Education, 7(2),127146. In Lumby, J. 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. , Paul, J. Ali, A. Hallinger 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.