stoll and fink typology of school culture

The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. In Organisational Culture and Leadership. (2001). 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. M. These can have negative or positive dimensions the media report of the schools excellent examination results will convey a different message about the schools culture than a local reputation for rowdy behavior by the schools pupils during lunchtime breaks. However, boundaries are permeable. A key influence on culture within and beyond schools has been globalization. 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. (1998). 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. Qiang, H. Bush, T. (2007). Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Culture also impacts on delivery. Prosser, J. The School Culture Typology is a self-reflective tool and related activity designed to identify a school-wide perspective of the "type" of culture that exists in a school. 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. Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. Deal, T. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. P. (2003). A more flexible and subtle shaping will be needed. (Hoppe, 2004, p. 333), 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. | Privacy policy He suggests that schools are bastions of conservatism, not centers of social experimentation. Once the inputs are understood and the intended outputs identified, the major challenge for the school leader is then to organize and operationalize the processes within the school to enable pupils to travel from their cultural starting point to the output position the school seeks to achieve. Iles, P. | Cookies Understanding Schools as Organisations (2003). New York: Teachers College Press. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. P. W. & 331360). L. (2004). 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. (1997). R. J. . Bryant, M. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Lumby et al. Educational Management & Administration, Billot, J. Organizational change, leadership and learning: culture as cognitive process. International Studies in Educational Administration, Thomas, D. C. (2005). The processes of cultural change in schools have been considered extensively in the literature (e.g. Heck, R. 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, Cohen, D. K. & 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. London: Sage. El Nemr, M. Bjork, L. There are different typologies that can be used to assess. & ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. Cultures consequences: management in Saudi Arabia. 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. ), Effective educational leadership (pp. 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). (2006). London: Paul Chapman. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. & ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. This paper's . Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? Discourse and Organization. (2002). Journal of Cross-Cultural Psychology. Images of Organization, Powell, A. G. His ideas were widely influential. 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. 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. 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. Informa UK Limited, an Informa Group Company Home | About RHO | Collections (1996). & J. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. & Culture can then be viewed in shorthand as: Changing our schools : linking school effectiveness and school improvement. 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. 6886). & Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. E. V. Velsor, E. V. Paper presented to the However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. 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. In. Al-Meer, A. 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. (2003). There exists a considerable literature on culture, which provides a range of conceptualizations. (Litvin, 1997, pp. Nevertheless, school leadership that supports, stimulates, and facilitates teacher learning, has been found to be a key condition for collaborative teacher learning (Stoll & Kools, 2017). The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. & While awareness of and reflection on hegemonic theory may be of use, its global dominance in preparation and development seems inappropriate on a number of grounds. 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). Stoll, L. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. (1999). It is probably for this reason that . Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. (2000). Rowney, J. Hallinger, P. The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. 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. The extent of this range of sub-cultures and counter-cultures and their positive or negative interactions will be a key issue for those in leadership within the school and may cause cultural management issues to be significant or insignificant within the whole management task. 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. Kennedy, A. The GLOBE project was undertaken in a business context. 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. Journal of School Leadership, Coleman, M. The cacophony of objections highlights the failure of development programs to accommodate the diversity of culture within one geographic area as much as across widely distant locations. , Bolam Cross-cultural understandings of leadership: themes from Native American interviews. 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. 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: International Journal of Leadership In Education, 4(4),297307. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. 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. C. , Two other approaches might be more desirable ethically and politically. You can find out more in our Privacy Policy. Davis V. The political perspective would see educational leaders as seeking to generate in their pupils and staff a critical view of society, to challenge existing orthodoxies and to become citizens able to participate in social and cultural change. Developing the argument further, Litvins point is that even within an apparently homogeneous group there will be wide variation in culture related to the multiple characteristics, history and context of each individual. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) org/10.4135/9781446219362 Keywords: The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. 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. , Crossing the great divides: problems of cultural diffusion for leadership in education. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. , 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. R. eBook ISBN: 9780203872239 Adobe of the teachers, students and school community. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Cultures and Organisations: Software of the Mind. While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. (2003). Journal of Research in Leader Education, Taras, V. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school's structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of . International Studies in Educational Administration. Two typologies are developed. C+. This paper's focus is school culture as 10. School Effectiveness and School Improvement. However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. International Journal for Leadership in Education, 7(2),127146. These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. typology of Rosenholtz (1989) differentiates static and dynamic school culture. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. 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. In many countries the principal may indeed be key. (2001). Hanges, S. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. (2004). Hallinger, P. Hooijberg, R. | Contact us | Help & FAQs ), Strategic Human Resource Management (pp. , International Studies in Educational Administration, 32(2), 417. The concept of culture has appeared frequently in analyses of both. Sparrow, P. McCauley 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. (2003). M. In (1997). Ranade, M. International Journal of Educational Management, 5(3), 45. 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. In the opening chapter to this section of the Handbook, Fink and Stoll review the contemporary field of educational change and ask why educational change is so difficult to understand and achieve in present times. In Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. ), Handbook of Leadership Development (pp. T. The (racially neutral) politics of education: a critical race Theory perspective. Many of our schools are good schools - if this were 1965. The Culture of the School and the Problem of Change. Throughout the world a great deal of effort and money has been expended in the name of educational change. , & Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. Lopez, G. R. Fullan, M. M. Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. & P. 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). Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. 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. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. London: Penguin. London: Sage. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. & , Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. ing the micropolitic and the school culture as key components to study school improvement . Wong, K-C. 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). Firstly, it examines key theoretical models and perspectives on culture. Salaman Hallinger, P. It will therefore involve engagement with the moral choices which lie at the heart of leadership. Prasad P., Glatter Lumby et al. Journal of Educational Administration, 334(5), 1231. 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). , Javidan 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. Accessed online 16.2.07. Paul, J. A. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. (2007). 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. Elmes Their description of each provides significant detail of the culture of the type. (2001). Revisiting the Culture of the School and the Problem of Change. Tin, L. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. (1998). 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. Daily challenges for school leaders.I In At first sight these components of culture may be thought to be significantly outside the control of schools themselves. International Journal for Leadership in Education, 4(4), 309319. 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. M. Nor is it amoral. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. The New Meaning of Educational Change (3rd ed.). 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. Boosting pupil's progress development Working together to respond to changing context Know where they are going and having the will and skill to get there Possess norms of improving schools1.MOVING REFERS ON THE FOLLOWING: No one theory of leadership is implied. (1995). Reading, MA: Addison Wesley. 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. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. The interrelationship of culture with leadership and its development is the focus of this chapter. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. Kachelhoffer, P. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). 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. Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. & Two examples will suffice to illustrate this, though. M. Subordinates expect superiors to act autocratically. Conflict and change. However, the findings which result from research in one location may lead to indiscriminate transfer of assumptions, such as the primary location of leadership in the principal. Wisdom gained, wisdom given: instituting PBL in a Chinese culture. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Where there is any element of selectivity of pupils, whether by ability/prior achievement or by geography or by capacity to pay, then the school will be involved in processes of cultural selection. International Journal for Leadership in Education, 4(4), 401414. Zhang, J. H. . A person in charge is not required. Abstract. 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 challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. L. Stoll, D. Fink. An international perspective on leadership preparation.



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