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Their description of each provides significant detail of the culture of the type. The dynamic culture of Dalin's(1995) typology of schools. Lumby, J. Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. School Culture, School Effectiveness and School Improvement. 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. Lopez, G. R. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. , At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). & Gender and race in leadership preparation: a constrained discourse. 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. . There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Salaman P. The concept of culture has appeared frequently in analyses of both. Wang, H. , Bush 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. Cultural influences on organizational leadership. PDF Professional Learning Communities: Developing a School-Level - ed 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. Shah, S. 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. School Culture, School Effectiveness and School Improvement (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. (Forthcoming). El Nemr, M. Organizational development in the Arab world. 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. For example, the balance of time given to study of the legislation relevant to schooling or to the implications of a particular faith, whether Islam, Christianity, or any other, will embed values within the curriculum through the choice of priority reflected in the time allocated. Challenging the boundaries of sameness: leadership through valuing difference. While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. Moller, J. House, R. J. School Effectiveness and School Improvement, 12(4), 385408. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. Chan, B. , , International Journal for Leadership in Education, 4(4), 367381. Images of Organization, Powell, A. G. 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. Their typology distinguishes club, role, task and person cultures in organizations, and enables a simple analysis of the dominant cultural themes within a school or a team. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. 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. 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. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Stoll & 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 . Towards a framework of investigating leadership praxis in intercultural. 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 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: International Handbook on the Preparation and Development of School Leaders org/10.4135/9781446219362 Keywords: London: Paul Chapman. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. In According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. (Eds. 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. British Educational Research Journal, 32(3), 363386. 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. Journal of Managerial Psychology, 1(2), 95117. Internationally leader preparation and development tends to focus on the principal. The chapter considers five main themes. Whittier Christian High School in La Habra, CA - Niche Crossing the great divides: problems of cultural diffusion for leadership in education. 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, Thomas, D. C. The Place of Culture in Social Theory. If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. Stoll, L., & Fink, D. (1996). Changing our schools: Linking school Hwang, K. K. G. (1998). Stier insists that the latter cannot be achieved by content competencies alone. Young ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. 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. Educational Management & Administration, Billot, J. Homogeneity or diversity is the organization more effective when it is characterized by diversity or homogeneity? & P. W. DiPaola, M.F. 331360). The GLOBE project was undertaken in a business context. (2007). Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. 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. (2003). N. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. Kantamara, P. 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). M. (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. In recognizing that culture has dimensions at a wide range of scales of analysis, we explicitly acknowledge that it raises challenges for school leaders in relation to each of these scales. 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. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. Systems theory enables us to conceptualize every school and educational organization as being characterized 1) by a range of inputs, 2) by the processes in operation within the school, and 3) by a set of outputs and in each of these three elements of the system we can identify culture as a key component.