stoll and fink typology of school culture stoll and fink typology of school culture

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). (1998). (2001). Journal of Research in Leader Education, Taras, V. Revisiting the Culture of the School and the Problem of Change. Cultural Influences on Leadership and Organizations: Project Globe. Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Gupta & We would also suggest that pupils, although seldom asked, would hold . Unproductive, toxic schools have fragmented staffs, eroding goals, and negative, hopeless atmospheres. Moral leadership in education: an Indian perspective. Cultures and Organisations: Software of the Mind. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Archer, M. Culture is so rooted in all aspects of human activity that its all encompassing nature may limit its usefulness in practice to conceptualizing leadership and shaping the development of leaders. Educational leadership in East Asia: implications of education in global society. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. . (Eds. Shah, S. In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. (2001). (2001). Cultural differences can be observed at a range of organizational scales. (1996). (2004). 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. The third element of the system is the cultural output of the school. M. House, R. J. eBook ISBN: 9780203872239 Adobe Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). International Journal for Leadership in Education, 4(4), 401414. P. W. 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. Choices will continue as culture evolves and the perspectives of all players mutate over time. Good schools of this were 1965 the context of change a story of change - the Halton effective school project school effectiveness can inform school improvement the possibilities and challenges of school improvement school . Crossing the great divides: problems of cultural diffusion for leadership in education. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. Secondly, it considers the important issue of the macro relationship of culture and globalization. Chinese culture and leadership. ing the micropolitic and the school culture as key components to study school improvement . Culture also impacts on delivery. New York: Teachers College Press. Professing educational leadership: conceptions of power. School administration in China: a look at the principals role. However House et al. How principals manage ethnocultural diversity: Learnings from three countries. Leadership learning the praxis of dilemma management. Washington Middle School located in La Habra, California - CA. Discourse and Organization. Heck, R. However, Lumby et al. International Studies in Educational Administration. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Bhindi (2003). 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. 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. 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). , This may be interpreted in several ways ranging from the operational to the political. 330). Changing Our Schools: Linking School Effectiveness and School Improvement. 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. (Forthcoming). 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. & 210223). 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. Mills (2005). San Francisco, CA: Jossey-Bass. These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). (2001). 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. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). (2006). 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. Two typologies are developed. Dorfman, P. W. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). It would appear that teachers have one view, government another, and various segments of the community still another. & (1996). M. Leading educational change in East Asian schools. (Eds. Bottery, M. Tippeconic, J. Culture can then be viewed in shorthand as: Cultural inputs have many facets these will include the external cultural context (society, community and economy at local, regional and national scales), and the cultures brought to the school by all those engaging with it (teachers, parents, pupils, for example). London: McGraw-Hill. Ranade, M. Paul, J. & | Cookies , ), Strategic Human Resource Management (pp. Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? 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. The first relates to the ways the day-to-day operations of the school interact with the outside world. & ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. L. Dorfman Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. Bridges, E. Culture and Agency. A preparation for school leadership: International perspectives. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. 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. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. International Studies in Educational Administration, 29(2) 3037. ), The Life and Work of Teachers (pp. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. , 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 first approach led to selection of 25 most frequently found publications on the school as learning organisation and/or learning school. Rowney, J. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? . Day ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. A. 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. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. 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). Cultural diversity and group work effectiveness. , The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. (1999). Sarason, S. A person in charge is not required. (1998). House ), Handbook of Leadership Development (pp. A more flexible and subtle shaping will be needed. House, R. (Eds. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) Prasad, P. T. N. 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. (Eds. (2001). Hoppe (2004) suggests that experiential learning proves enjoyable and effective for US leaders while French and German leaders often view this approach as time-wasting childs play (p. 353). (2005). Lumby, J. (Eds. Nick Foskett, Print publication date: July 2008 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. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. E. & Bottery asserts that there is a risk through this that there may be emerging a perspective that defines what looks increasingly like a global picture of management practice. 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. 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. (1993). 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). Goddard, T. Internationally leader preparation and development tends to focus on the principal. (1996). Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. Moller, J. Ruiz-Quintanilla, A. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). (Litvin, 1997, pp. & (1996). The International Journal of Educational Management, 15(2), 6877. Qiang, H. , P. J. Bush, T. Hooijberg, R. & . The (racially neutral) politics of education: a critical race Theory perspective. Hargreaves, D. H. Fernandez 6886). Hallinger, P. (1971). Conflict and change. Any research which attempts to map such differences in concept and practice will face severe methodological challenges. Accultured, automatic, emotional responses preclude awareness of internalized culture. But the real purpose of schools was, is, and always will be about learning. Those undertaking preparation for development may have differing value priorities which are culturally shaped. The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. 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. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. typology of Rosenholtz (1989) differentiates static and dynamic school culture. (2005). These elements are but the tangible appearance of the underpinning set of values and beliefs, which shape the intended outcomes of the educational enterprise within a school. & Leadership for a new century; authenticity, intentionality, spirituality and sensibility. Hodgkinson, C. (1996). However, over a decade ago, Heck (1996) suggested that advances in statistical methods held some hope of achieving conceptual and metric equivalence in investigating theoretical models across nations and within organizations. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. 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. There exists a considerable literature on culture, which provides a range of conceptualizations. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. In E. V. Velsor, E. V. Two typologies are developed. Global forces, national mediations and the management of educational institutions. Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require. International Journal of Leadership in Education, 4(4), 293296. 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. What is the significance of time is the organization most oriented towards the past, the present or the future? Cincinnati: South Western. Commission on Educational Issues. Mills, M. It is probably for this reason that . Hofstede, G. J. I refer students to this publication for new research articles or for my work, Acquisition of this publication will benefit department, faculty and student needs, I am a member of the publication's editorial board and strongly support the publication. (2002). Research concerning leadership in multinational corporations defines three components of cultural fluency, cognitive complexity, emotional energy and psychological maturity (Iles & Kaur Hayers, 1997, p. 105). In the education sector, the PLC provides a pathway to a learning organisation: one which comprises 'a group of people who take an active, re ective, collaborative, Dorfman, P. W. Wong, K. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. The processes of cultural change in schools have been considered extensively in the literature (e.g. Hwang, K. K. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. (2005). Ali, A. Mller org/10.4135/9781446219362 Keywords: 8-9; Stoll and Fink 1995). Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. Handy, C. , 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. Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). & Paper presented to the Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Walker, A. School culture and culture in general are often labeled as self-evident.