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. In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. In 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. House, R. J. Multiple perspectives on values and ethical leadership. , At the operational scale, the leader may focus on the culture within the institution in order to facilitate the achievement of institutional improvement, with culture conceptualized as an agent of change. After graduation, 76% of students from this school go on to attend a 4-year college. 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. Cultural influences on organizational leadership. It would appear that teachers have one view, government another, and various segments of the community still another. 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.
Washington Middle School - La Habra, California - CA | GreatSchools Whittier Christian High School in La Habra, CA - Niche Conflict and change. Skip to page content. (2001). Preparation of aspiring principals in Singapore: a partnership model. 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. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. (2001). & 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. 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. We would also suggest that pupils, although seldom asked, would hold . The (racially neutral) politics of education: a critical race Theory perspective. One of the best known is that applied to schools by Handy and Aitken (1986), which draws on observations across diverse organizations. Schein, E. H. Bridges, E. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. 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. Fernandez 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. This search included empirical studies and theoretical pieces. ), Effective educational leadership (pp. Culture and Agency. & Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. N. Sapre, P. Cultural Influences on Leadership and Organizations: Project Globe. Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. Journal of Educational Administration, 36(1), 828. Brunner Journal of School Leadership, 12(2), 693720. R. J.
PDF "Head, Heart and Hands Learning" - A challenge for - CORE In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). House
It's about Learning (and It's about Time) - Louise Stoll, Dean Fink Lumby, J. Organizational development in the Arab world. Walker, A. Prosser, 1998). London: Penguin. (Eds. Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. Leithwood Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. 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. International Journal for Leadership in Education, 4(4), 401414. Duke, D. L. Watch online from home or on the go. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. 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.
School Culture Stoll Article Set3 2000 | PDF - Scribd Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. Culture is the set of beliefs, values and behaviors, both explicit and implicit, which underpin an organization and provide the basis of action and decision making, and is neatly summarized as the way we do things around here. Heck, R. L. Stoll, D. Fink. Two distinctive views of this connection can be identified (Collard, 2006). ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . Cincinnati: South Western. The organization's relationship to its environment. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Everyone expects superiors to enjoy privileges, and status symbols are very important. ing the micropolitic and the school culture as key components to study school improvement . Kachelhoffer, P. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. , M. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. 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. (2006). 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. Images of Organization, Powell, A. G. I am a member of the publication's editorial board and strongly support the publication, Authored by: Corporate rituals: The rites and fituals of corporate life. 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). Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. 5167). Improving. Duignan, P. London: Sage. Cross-cultural understandings of leadership: themes from Native American interviews. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. (2004). (1997). The New Meaning of Educational Change (3rd ed.). But the real purpose of schools was, is, and always will be about learning. Bottery, M. They may also tackle the issue of how culture can be managed. And, of course, the selection of principals by governors, education boards or regional/national education authorities is a key mechanism through which the cultural inputs to a school will be strongly controlled. London: Sage. Instead there are history, context, process, interactivity, power relations and change. International Journal for Leadership in Education, 4(4), 2029. Subordinates expect superiors to act autocratically. Can leadership enhance school effectiveness? as cited in Stoll, Fink & Earl, 2003, p. 132). But what is an ineffective school? Begley, P. In Day K. , 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?