stoll and fink typology of school culture

Consequently, although there is relatively little empirical data on which to draw, the issue of fit between culture and the conception, development and enactment of leadership has become a key concern. M. Two typologies are developed. Tippeconic, J. ing the micropolitic and the school culture as key components to study school improvement . 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. Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Women and leadership: The views of women who are . P. The processes of cultural change in schools have been considered extensively in the literature (e.g. 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. 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? (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. Heck, R. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Ali, A. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. Fullan, M. 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. International Studies in Educational Administration. E. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. 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. They begin by discussing the historical, social and organizational forces that create continuity in education; which . (2005). Bryant, M. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. However, process models may not mesh with some cultures. R. Kaur Hayers, P. (1971). International Studies in Educational Administration, Thomas, D. C. We present here a small number of examples in order to illustrate a range of typologies. 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. In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. A preparation for school leadership: International perspectives. Bajunid, I. Librarian resources (1997). London: Sage. 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. Mller & (Litvin, 1997, pp. (forthcoming). Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. (Hargreaves 1995; Maslowski 2001, pp. Prasad 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), struggling (ineffective but trying to address issues), and finally sinking (ineffective and not improving). Duke, D. L. Hallinger & 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). Adler, N. Hargreaves, D. H. Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. , (2006). El Nemr, M. Journal of Management Development, 15(5), 421. International Journal of Leadership In Education, 4(4),297307. (2004). In An international perspective on leadership preparation. 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. We have looked at three theoretical aspects of culture here. L. Stoll, D. Fink. Complex and important concept School culture is one of the most complex and important concepts in education. & Lumby et al. The organization's relationship to its environment. Mansour, J. M. A primary aim of the chapter therefore is to explore how we understand culture in its infinitely variable expressions, and how it relates to the design and implementation of leadership preparation and development programs. & In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . P. 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. Jacky Lumby It is also a response to the greater sensitivity brought about by the increasing diversity within many societies and the insistence that a perspective based on a single dominant culture risks sustaining a hegemonic, ineffective and excluding approach. The development of a professional school culture is an important approach for promoting teacher learning (Stoll & Kools, 2017). Two other approaches might be more desirable ethically and politically. Cultural Influences on Leadership and Organizations: Project Globe. Here we shall consider three of these perspectives which we believe provide diverse insights reflections on the tangible components of culture and a number of models of those components in action; consideration of the organizational scales at which culture is important in educational contexts; and a systems view of culture which enables the areas of potential management influence of culture in schools to be identified. Fink, D. (2004). Washington Middle School located in La Habra, California - CA. 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. & As we shall demonstrate later in the chapter, it is getting to understand these values and beliefs that is a critical first step for educational leaders in developing the skills to manage, develop and evolve culture in their school. School Effectiveness and School Improvement, 12(4), 385408. Prasad, P. 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). Diversity and the demands of leadership. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. In the absence of a similarly complex or authoritative study of the cultural factors in educational leadership, the design of much preparation and development seems to adhere to an assumed commonality and to avoid detailed engagement with the culturally contingent (Lumby et al., forthcoming), resulting in an international curriculum for school leadership preparation (Bush & Jackson, 2002, pp. In this line, a study . 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. Rusch, E. Head teachers in rural China: aspects of ambition. 17). House, R. J. & London: Sage. Professing educational leadership: conceptions of power. (2003). It would appear that teachers have one view, government another, and various segments of the community still another. While these are different aims, they both involve intercultural fluency. & Moller, J. A similar situation is the case in Norway and in Japan (Moller, 2000). Journal of Research in Leader Education, Taras, V. No one theory of leadership is implied. Commentary. 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. Changing our schools : linking school effectiveness and school improvement. | Contact us | Help & FAQs International Journal for Leadership in Education, 4(4), 321332. Throughout the world a great deal of effort and money has been expended in the name of educational change. More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. Instead there are history, context, process, interactivity, power relations and change. 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. A. Skip to page content. Two examples will suffice to illustrate this, though. (2006). P., Glatter , In fact, Hofstedes work shows very great variation within regions. Hofstede, G. Buckingham: Open University Press. Walker, A. This may be interpreted in several ways ranging from the operational to the political. 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. 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. (1998). The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Internationally leader preparation and development tends to focus on the principal. (1991). Washington, K. For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). Leader development across cultures. Hanges Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? , The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Day eBook ISBN: 9780203872239 Adobe , & Hallinger, P. Conflict and change. How principals manage ethnocultural diversity: Learnings from three countries. Changing Our Schools: Linking School Effectiveness and School Improvement. Handy, C. Commission on Educational Issues. (1999). In the context of education this is seen through the promotion of policies and practices around the globe that have been initially developed in the west, based often on western approaches to educational management and the key concept of economic rationalism. (2006). | Terms & conditions. Celebration and humour"we feel good about ourselves" a holistic concept. The Culture of the School and the Problem of Change. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. 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. 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. In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. Intercultural Education. Dorfman, P. W. Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. Shah, S. , Stier insists that the latter cannot be achieved by content competencies alone. It will therefore involve engagement with the moral choices which lie at the heart of leadership. For example, North American and European development assert a cultural commitment to inclusion and equality for all. However, Lumby et al. Accessed online 16.2.07. School culture . (1997). & & M. (1997). (2006). Panel 4 A Typology of School Cultures. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective.

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