House, R. J. Rusch, E. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. 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. (Eds. (1996). Adler, N. Brunner She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. 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. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. School culture can have an positive. International Studies in Educational Administration, 32(2), 417. 331360). Hallinger, P. A similar situation is the case in Norway and in Japan (Moller, 2000). 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. of the teachers, students and school community. Cultural Influences on Leadership and Organizations: Project Globe. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). & (1996). P. C Watch Events 3 Live Search by typing your school, event, association. 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. (Eds. London: Sage. 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. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. (Forthcoming). In. Hiltrop, J. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. R. 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. Finally, we identify key issues and areas for future research. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. 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. N. Nor is it amoral. For example, North American and European development assert a cultural commitment to inclusion and equality for all. 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: A. London: Penguin. Who. 143158). New York: Teachers College Press. Chan, B. (2001, October). Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. Educational leadership in East Asia: implications of education in global society. Journal of Educational Administration, 34(5), 7497. , , (2001). International Journal of Leadership In Education, 4(4),297307. Leithwood, K. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. Prosser, J. Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. Bjerke, B. (2003). Educational leadership: an Islamic perspective. (1997). 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 third element of the system is the cultural output of the school. School Effectiveness and School Improvement, 12(4), 385408. Lopez, G. R. Educational Management & Administration, Billot, J. Sports. ing the micropolitic and the school culture as key components to study school improvement . (1996). The attempt to mould culture in any direction involves alignment with some and challenge to others. In this line, a study . Matching culture to preparation and development engages with what is perceived to be universal, what appears to be distinctive to the region or nation or group of people, and what is unique to the individual. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. 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. Jackson, D. Asia Pacific Journal of Education, Cardno, C. 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. They may also tackle the issue of how culture can be managed. Buckingham: Open University Press. International Journal for Leadership in Education, 4(4), 401414. 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. & Improving. org/10.4135/9781446219362 Keywords: Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. 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. & House The processes of cultural change in schools have been considered extensively in the literature (e.g. For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . , Any research which attempts to map such differences in concept and practice will face severe methodological challenges. 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. Duignan, P. 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. Lakomski, G. , The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. , & Hwang, K. K. 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. Hanges P. Skip to page content. , C+. V. Bennett (1991). . Ogawa (2004). The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. In 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. & All leadership development has embedded cultural values. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. Essentially it makes a questionable assumption. 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. It will therefore involve engagement with the moral choices which lie at the heart of leadership. (2001). 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. ), Educational management: Redefining theory, policy and practice (pp. , 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? (1998). A welfarist culture, alternatively, emphasizes the individual needs of pupils. (2003). International Journal for Leadership in Education, 4(4), 321332. Hallinger Online publication date: May 2009, Print ISBN: 9780415988476 Hodgkinson, C. However culture is often defined in broad general terms as, for example, the way we do things around here (Deal & Kennedy, 1982), obscuring complex and contested conceptualizations. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. London: Falmer. (Hargreaves 1995; Maslowski 2001, pp. (2007). (2002). & Published 1996. Kennedy, A. Each of the cultures influences and is influenced by each of the others. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. (1993). Leadership and intercultural dynamics. 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. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. 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. typology of Rosenholtz (1989) differentiates static and dynamic school culture. Ruiz-Quintanilla, A. Archer, M. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. , Stoll and Fink (1996) created a typology of five types of school culture: moving (dynamic and successful determination to keep developing), cruising (rather complacent, often with privileged learners who achieve despite little school dynamism), strolling (neither particularly effective or ineffective, but long term not keeping pace with change), ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. Hargreaves, D. H. House, R. J. House, R. (2005). 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. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. 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. (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. (2001). At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. Farrar, E. 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. 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 . Lumby, J. Shah, S. Nick Foskett, Print publication date: July 2008 Elmes 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 There are different typologies that can be used to assess. 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. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Handy, C. Bottery, M. Moral leadership in education: an Indian perspective. (1971). (Eds. (1999). 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. International Journal of Educational Management, 5(3), 45. 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). 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. Managing diversity in transnational project teams. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). London: Sage. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. He suggests that schools are bastions of conservatism, not centers of social experimentation. P. W. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . 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. (1991). (Hoppe, 2004, p. 333), 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. Educational Management & Administration, 26(1), 720. Educational Leadership: Ambiguity, Professionals and Managerialism. 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. 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. However, the findings which result from research in one location may lead to indiscriminate transfer of assumptions, such as the primary location of leadership in the principal. Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). 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. Choices will continue as culture evolves and the perspectives of all players mutate over time. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp.

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