stoll and fink typology of school culture

London: Sage. 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. In Leaders navigate cultural choices which are always constrained. No one theory of leadership is implied. Stier insists that the latter cannot be achieved by content competencies alone. Leithwood, K. (2003). (1991). Introduction. The Culture of the School and the Problem of Change. Despite the widespread acknowledgement that culture varies considerably and that leadership preparation and development could be adjusted in relation to the culturally embedded ontological, epistemological and axiological differences between cultures, the content, method of delivery and assessment of preparation and development shows relatively little variation throughout the world (Bush & Jackson, 2002). Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. Multiple perspectives on values and ethical leadership. Journal of Research in Leader Education, Taras, V. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. Bhindi Jacky Lumby of the teachers, students and school community. Everyone expects superiors to enjoy privileges, and status symbols are very important. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. 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. San Francisco: Jossey-Bass. Culture can then be viewed in shorthand as: A similar situation is the case in Norway and in Japan (Moller, 2000). 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. By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). 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. Crossing the great divides: problems of cultural diffusion for leadership in education. (2000). Aitken, R. 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. Javidan 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). (1996). International Studies in Educational Administration, 32(2), 417. Mills, M. Lumby, J. International Journal for Leadership in Education, 4(4), 401414. 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. However, process models may not mesh with some cultures. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. & Each of the cultures influences and is influenced by each of the others. . According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. (1993). Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. Rusch, E. & How principals manage ethnocultural diversity: Learnings from three countries. | Privacy policy Challenging the boundaries of sameness: leadership through valuing difference. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. (Eds. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. However, Lumby et al. Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? Such simple categorizations provide briefly interesting analytical tools to assist school leaders in gaining an initial understanding of their school culture, but are of limited wider utility. (2005). Cultural influences on organizational leadership. , 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. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. Leithwood Teacher cultures have received most . A. ), Educational management: Redefining theory, policy and practice (pp. Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. , Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Matching culture to preparation and development engages with what is perceived to be universal, what appears to be distinctive to the region or nation or group of people, and what is unique to the individual. 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. School culture can have an positive. In Cultural Influences on Leadership and Organizations: Project Globe. However, these may be taken-for-granted, and only apparent to those designing and delivering development when a lack of fit is pointed out by specific groups. (2007). Stoll, & Mackay, 2014). Educational Management and Administration. 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. Sarason, S. Bjork, L. Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. Hiltrop, J. As within continents or regions, within each nation, a common culture cannot be assumed, the differences between the culture of Native Americans, Hispanic and African American women and that of white males within the United States being an example given above. Hofstede, G. & & Sapre, P. (2004). International Journal for Leadership in Education, 4(4), 309319. R. J. (1998). 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). Story There have been strong responses to the lack of critical awareness of these processes. But what is an ineffective school? London: Sage. 206207). L. International Studies in Educational Administration, 29(2) 3037. Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Dorfman, P. W. & Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. you are agreeing to our use of cookies. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. Heck, R. Much of it has been misdirected and some of it wasteful. Stoll (2000) gave a general definition on the foundations of school's cultures. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. & The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. Cultural diversity and group work effectiveness. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). Training and educating principals for such cultural literacy is the focus of later sections in this chapter. We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: , School culture and culture in general are often labeled as self-evident. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. V. P. W. 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. 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. Panel 4 A Typology of School Cultures. Bottery, M. with The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. 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. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. (2001). Leaders interact with culture at the organizational level both in terms of efforts to include the multiple cultures which may be present and also to sustain, adapt or change the dominant culture. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Walker, A. 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. Ruiz-Quintanilla, A. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. R. , The concept of culture has appeared frequently in analyses of both. (Forthcoming). El Nemr, M. Prasad . Chinese culture and leadership. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. Tuition is $13,400 for the highest grade offered. Informa UK Limited, an Informa Group Company Home | About RHO | Collections Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. Salaman Collard, J. This search included empirical studies and theoretical pieces. 5167). & Dorfman He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. (2007). Diversity and the demands of leadership. (2007). Iles, P. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. 331360). Organizational development in the Arab world. 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 . Gender and race in leadership preparation: a constrained discourse. 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. Instead there are history, context, process, interactivity, power relations and change. (1986). School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. There exists a considerable literature on culture, which provides a range of conceptualizations. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. (1986). In terms of cultural inputs it is important that leaders within a school have the skills and knowledge to read the cultural landscape of the school, to recognize those aspects of it which can be controlled or manipulated, and decide which should be influenced and in what ways. Ranade, M. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Kennedy, A. 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). M. & 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. The Place of Culture in Social Theory. As Foskett and Lumby (2003, p. 8) indicate: The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. 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. His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. School Effectiveness and School Improvement. Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. Celikten, M. Two examples will suffice to illustrate this, though. A. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). Prasad She argues that a school's culture 'is shaped by the history, context, and the people in it ' (p. . 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).

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