(forthcoming). In a strict sense we might argue that the culture of every educational institution is unique, derived from the context in which the school operates and the values of those who have led or been part of the organization over time. 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. Bajunid, I. House, R. J. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. & ), Strategic Human Resource Management (pp. (2004). They suggest the spiritual values embedded in the teaching of Vivekananda, Tagore and Ghandi would provide a more culturally appropriate basis for the leadership of education than the currently Western values which relate in part to the colonial history of the nation. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Cultures and Organisations: Software of the Mind. 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. Sapre, P. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. She challenges whether any classification of humans is tenable in the light of increasing certainty deriving from advances in natural science that whatever taxonomy is adopted, the complexity of human beings, biologically, linguistically and culturally, cannot be placed into easily described categories: As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. C. Educational leadership: an Islamic perspective. School Culture Stoll Article Set3 2000 | PDF - Scribd Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Stoll and Fink (1996) developed a model in determining the school culture. La Habra High School - La Habra, CA - nfhsnetwork.com The dynamic culture of Dalin's(1995) typology of schools. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. They begin by discussing the historical, social and organizational forces that create continuity in education; which . How principals manage ethnocultural diversity: Learnings from three countries. Essentially it makes a questionable assumption. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. Cohen, D. K. & Hooijberg, R. The New Meaning of Educational Change (3rd ed.). Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Stoll and 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), Culture and Agency. Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. M. D. E. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. Cranston, N. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). & E. V. Velsor, E. V. A number of summative frameworks for analyzing culture have therefore been developed which seek to reduce the complexity of culture to simplified types which can be labeled for ease of comprehension. , Similarly, the selection of teaching staff provides at least an implicit and possibly an explicit mechanism of shaping a key cultural input into the school. 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. School culture, school effectiveness and school improvement. 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. (1990). Leadership learning the praxis of dilemma management. Story J. Research in such contexts is still not extensive, although Billot, Goddard and Cranston (2007) report the findings of an international study which explores how leadership in successful multi-cultural schools is exercised in three different national settings (Canada, New Zealand and Australia). ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. Zhang, J. H. 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. Bajunid, I. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. Educational Administration Quarterly, 39(1), 6894. Collard, J. Professing educational leadership: conceptions of power. Each of the cultures influences and is influenced by each of the others. London: Falmer. 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. We have looked at three theoretical aspects of culture here. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. . , Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. Intercultural Education. , The chapter considers five main themes. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. Bridges, E. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. School Effectiveness - an overview | ScienceDirect Topics Stier insists that the latter cannot be achieved by content competencies alone. By continuing to use the site (2007). (Eds. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Jacky Lumby Al-Meer, A. (2007). The Place of Culture in Social Theory. International Journal for Leadership in Education, 4(4), 321332. The interrelationship of culture with leadership and its development is the focus of this chapter. 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. However, process models may not mesh with some cultures. . For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Educational Leadership: Ambiguity, Professionals and Managerialism. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. It would appear that teachers have one view, government another, and various segments of the community still another. Those attempting to loosen the bonds of dominant cultures implicit in preparation and development programs research and write within the very dominant orientations they are trying to question (Gronn, 2001). & (2003). International Journal of Leadership in Education, 4(4), 293296. Walker, A. 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). J. But what is an ineffective school? (1971). El Nemr, M. His ideas were widely influential. School Culture Edited by: Jon Prosser Publisher: SAGE Publications Ltd Publication year: 1999 Online pub date: June 19, 2012 Discipline: Education Subject: Social/Philosophical Foundations, School Culture & Climate, Sociology of Education (general) DOI: https:// doi. Hofstede, G. Towards a framework of investigating leadership praxis in intercultural. The Shopping Mall High School: Winners and Losers in the Educational Marketplace; National Association of Secondary School Principals (U.S.); National Association of Independent Schools. (2001). & 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. Lumby et al. Mills, M. 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.
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