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. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) 206207). (2005). This search included empirical studies and theoretical pieces. San Francisco, CA: Jossey-Bass. Begley, P. & (2002). However, Lumby et al. (Hoppe, 2004, p. 333). 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. London: Paul Chapman. International Studies in Educational Administration, 29(2) 3037. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). Paul, J. Many of our schools are good schools - if this were 1965. Throughout the world a great deal of effort and money has been expended in the name of educational change. Day K. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. Hoyle, E. House (1997).Organizational behaviour (3rd ed.). Dorfman, P. W. Two distinctive views of this connection can be identified (Collard, 2006). 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. Bennett School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Crawford (2004). How principals manage ethnocultural diversity: Learnings from three countries. In many countries the principal may indeed be key. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? Curricula and delivery which are founded on a set of cultural assumptions, even those which are dominant within the region or country, are likely to miss the mark for many. Firstly, it examines key theoretical models and perspectives on culture. 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. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Kantamara, P. Louque, A. School Effectiveness and School Improvement. 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. In Global forces, national mediations and the management of educational institutions. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. 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. & (2002). Hallinger, P. Dorfman, P. W. But the real purpose of schools was, is, and always will be about learning. , A person in charge is not required. Another output lies in the cultural characteristics and values of the young people who are the product of the school once they have completed their time there. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. (1999). of the teachers, students and school community. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Coleman, C. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . ), Educational management: Redefining theory, policy and practice (pp. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. , Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. But what is an ineffective school? Leithwood 143158). We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. (1986). Conflicting expectations, demands and desires. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. Walker, A. , , Panel 3. The first is that leaders are passive ambassadors of culture. P. International Journal for Leadership in Education, 4(4), 367381. Buckingham: Open University Press. Bush Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. Organisational Culture and Leadership. This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. The purpose of this book is to re-orient the current agenda in education towards learning. 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? 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. San Francisco: Jossey-Bass. We present here a small number of examples in order to illustrate a range of typologies. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. We are using cookies to provide statistics that help us give you the best experience of our site. 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. (Eds. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. (2005). (2005). Changing the culture of a school or of a leadership development program is therefore not a finite endeavor. Rowney, J. & Two other approaches might be more desirable ethically and politically. (2001). you are agreeing to our use of cookies. (2004), Understanding valuation processes; exploring the linkage between motivation and action. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. 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. 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. Cartwright, M. (2003). , 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. 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. 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). None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. Heck, R. You can find out more in our Privacy Policy. Sarason, S. At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). 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. Duignan, P. The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. M. 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. A number of research areas seem indicated as urgently required. The interrelationship of culture with leadership and its development is the focus of this chapter. Duke, D. L. Improving. In , (1971). Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. , G. Begley, P. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. & . However House et al. Lopez, G. R. Everyone expects superiors to enjoy privileges, and status symbols are very important. Bridges, E. (2001, October). Leithwood, K. Revisiting the Culture of the School and the Problem of Change. Sparrow, P. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. A tentative model and case study. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Each of the cultures influences and is influenced by each of the others. 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. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. (1996). There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Hallinger, P. Towards a framework of investigating leadership praxis in intercultural. Cambridge: Cambridge University Press. Culture can take different forms. (2002). (2001). 2 C. BELLEI ET AL. (2006). A new typology of school-level values is reported in three cultural contexts. Reading, MA: Addison Wesley. (2001). C. D. The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Schein, E. H. 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. Stoll, & Mackay, 2014). (2007). He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. R. J. Finally, we identify key issues and areas for future research. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Journal of Research in Leader Education, Taras, V. A. This may be interpreted in several ways ranging from the operational to the political. (1996). 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. 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. (1998). There exists a considerable literature on culture, which provides a range of conceptualizations. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. 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. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. 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. At first sight these components of culture may be thought to be significantly outside the control of schools themselves. C (2004). Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). School Effectiveness and School Improvement, 12(4), 385408. However, process models may not mesh with some cultures. (forthcoming). Such a knowledge base would allow theory to be developed in a more culturally aware way. Nick Foskett, Print publication date: July 2008 Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). Head teachers in rural China: aspects of ambition. Culture and Agency. A second early example from the US of a description of a cultural type was the shopping mall school. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. 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.
