& Who. 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. 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. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. International Studies in Educational Administration, 32(2), 417. | Terms & conditions. Cross-cultural issues in development of leaders. Adler, N. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. Deal, T. 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. Women and leadership: The views of women who are . & The Culture of the School and the Problem of Change. Duignan, P. Fullan, M. , & International Journal for Leadership in Education, 4(4), 367381. Its view of human nature is there a belief that people are essentially good, neutral or evil? Rusch, E. Identity based and reputational leadership: an American Indian approach to leadership. 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). Ranade, M. Gupta Accessed online 16.2.07. The model identifies seven dimensions of organizational context that shape resultant culture, based on a series of key questions: These questions provide a helpful analytical framework, which can be applied in most educational contexts, and which seeks to identify the underlying values and beliefs within a school. Lumby, J. Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? Gupta , Such a knowledge base would allow theory to be developed in a more culturally aware way. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Mills School culture and culture in general are often labeled as self-evident. (2007). Educational Management & Administration, Billot, J. Towards a framework of investigating leadership praxis in intercultural. , as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). G. , The interrelationship of culture with leadership and its development is the focus of this chapter. 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. Hiltrop, J. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. Handy, C. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. 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. 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. 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 Journal of Leadership in Education, 4(4), 293296. School administration in China: a look at the principals role. 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. Hargreaves, D. H. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. Instead there are history, context, process, interactivity, power relations and change. In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. 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. Ruiz-Quintanilla, A. Fernandez Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. (1996). & The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Choices will continue as culture evolves and the perspectives of all players mutate over time. Educational leadership: an Islamic perspective. Javidan (2006). His ideas were widely influential. 6886). P.J. Washington, K. Beyond the school, though, lies a range of contextual cultures extending from the community within which the school lies to regional, national and international cultural contexts. A challenge to dominant cultures and the evolution of cultures which are seen as fitting will be achieved only by persistent efforts to increase the intercultural fluency of all involved, in part by increasing the evidence base, and in part through detailed translation of such evidence to impact the design and delivery of the development of leaders. (2002). International Studies in Educational Administration, Thomas, D. C. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Two other approaches might be more desirable ethically and politically. Ribbins Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. School Culture. House Archer, M. . | Contact us | Help & FAQs Leading educational change in East Asian schools. Kantamara, P. Leaders navigate cultural choices which are always constrained. These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. 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). Walker, J. Brunner School culture . They begin by discussing the historical, social and organizational forces that create continuity in education; which . Al-Meer, A. Paper presented to the Cultural influences on organizational leadership. Abstract. Tippeconic, J. (2000) Leadership and Culture in Chinese Education. While these are different aims, they both involve intercultural fluency. (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. A preparation for school leadership: International perspectives. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. Stier, J. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. 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. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. , (2005). , , Walker, A. For example, North American and European development assert a cultural commitment to inclusion and equality for all. Conflict and change. Cultures and Organisations: Software of the Mind. N. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. However, Lumby et al. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. However, boundaries are permeable. Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. However, Cardno (2007) argues that the dilemma created by the need to give negative feedback and to save face, for example in appraisal, often emphasized as a cultural context in Chinese societies, is in fact universal. 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. 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. London: McGraw-Hill. Sports. 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. 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. A person in charge is not required. (1997). Ogawa Nor is it amoral. Culture can then be viewed in shorthand as: A similar situation is the case in Norway and in Japan (Moller, 2000). (2006). One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . This paper's focus is school culture as 10. 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. By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: The first relates to the ways the day-to-day operations of the school interact with the outside world. Shah, S. T. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. (1982). It would appear that teachers have one view, government another, and various segments of the community still another. 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. | Promotions International Journal for Leadership in Education, 4(4), 321332. 143158). & 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. Boston: Allyn and Bacon. The adoption of similar sets of competences, for example, reflects to some degree airbrushing out the influence of local culture (Davis, 2001; Macpherson, Kachelhoffer & El Nemr, 2007). Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. 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. Washington Middle School located in La Habra, California - CA. Cross-cultural understandings of leadership: themes from Native American interviews. Louque, A. Rowney, J. Cultural diversity and group work effectiveness. Firstly, it examines key theoretical models and perspectives on culture. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. Educational Management and Administration. Those undertaking preparation for development may have differing value priorities which are culturally shaped. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? (1991). A. Organizational development in the Arab world. Educational Management & Administration, 26(1), 720. All leadership development has embedded cultural values. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. Their description of each provides significant detail of the culture of the type. Reading, MA: Addison Wesley. Leithwood, K. Paul, J. Nick Foskett, Print publication date: July 2008 The Place of Culture in Social Theory. DiPaola, M.F. M. Essentially it makes a questionable assumption. School culture can have an positive. UCEA. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). Cranston, N. C+. (2001). The concept of culture has appeared frequently in analyses of both. He suggests that schools are bastions of conservatism, not centers of social experimentation. Qiang, H. (1997). Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). A tentative model and case study. & The organization's relationship to its environment. London: Sage. Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. Intercultural Education. org/10.4135/9781446219362 Keywords: The third element of the system is the cultural output of the school. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp.