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. , Wallace, M. The International Journal of Educational Management, 15(2), 6877.
La Habra Education & Schools | La Habra, CA - Official Website Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Ruiz-Quintanilla, A. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. Bolam (2001). Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. Crawford Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? A tentative model and case study. Cultural differences can be observed at a range of organizational scales. Bjork, L. Abstract. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. This book assists people inside and outside schools to . 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. As Foskett and Lumby (2003, p. 8) indicate: Leader development across cultures. , , Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. Buckingham: Open University Press. Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? International Journal of Leadership In Education, 4(4),297307. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change.
School Culture, School Effectiveness and School Improvement Accessed online 16.2.07. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Walker, A. 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). House, R. J. The Place of Culture in Social Theory. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). In Sports. There have been strong responses to the lack of critical awareness of these processes. , Revisiting the Culture of the School and the Problem of Change. Moral leadership in education: an Indian perspective. Dorfman, P. W. 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. (1993). M. Firstly, it examines key theoretical models and perspectives on culture. Rowney, J. House, R. J. & Leithwood
Changing Our Schools: Linking School Effectiveness and School Stoll (2000) gave a general definition on the foundations of school's cultures. ing the micropolitic and the school culture as key components to study school improvement . Prasad, P. It would appear that teachers have one view, government another, and various segments of the community still another. Images of Organization, Powell, A. G. 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. The GLOBE project was undertaken in a business context. In Lumby et al. The first relates to the ways the day-to-day operations of the school interact with the outside world. Dorfman, P. W. Louque, A. Kachelhoffer, P. 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. (Eds. Cultural diversity and group work effectiveness. The interrelationship of culture with leadership and its development is the focus of this chapter. 143158). Journal of School Leadership, Coleman, M. Journal of Research in Leader Education, Taras, V. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. 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 a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. eBook ISBN: 9780203872239 Adobe . Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). School principals in transition. Prosser, 1998).
stoll and fink typology of school culture - masar.group (1999). & International Journal for Leadership in Education, 4(4), 321332. They begin by discussing the historical, social and organizational forces that create continuity in education; which . (Ed.). Collard, J. 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? (2000) Leadership and Culture in Chinese Education. Lakomski, G. 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. C. Each of the cultures influences and is influenced by each of the others. Begley, P. Categorization of groups which might be assumed to hold a culture in common is therefore problematic.
PDF School culture - Educational Leaders 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. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. 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. Salaman 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. House A. The first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. (2002). (2001). & Intercultural Education. Hallinger, P. McCauley Two typologies are developed. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. Murphy 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. Managing diversity in transnational project teams. 2 C. BELLEI ET AL. London: Sage. There is also a preference to face facts whether positive or negative. Hoppe, M. H. 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. School culture, school effectiveness and school improvement. 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. ), The Life and Work of Teachers (pp. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). (Eds. 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. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. 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). (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. According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. Journal of Educational Administration, 34(5), 7497. Bjerke, B. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. New York: Teachers College Press. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. Walker, A. School administration in China: a look at the principals role.