stoll and fink typology of school culture

& (1986). | Promotions Bajunid, I. , School Values Across Three Cultures: A Typology and Interrelations Culture Typology - West Virginia Department of Education Duignan, P. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. London: Penguin. & Secondly, it considers the important issue of the macro relationship of culture and globalization. Journal of School Leadership, Coleman, M. (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. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. M. 2 C. BELLEI ET AL. The International Journal of Educational Management, 15(2), 6877. 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). Prosser, 1998). Gronn, P. & you are agreeing to our use of cookies. A tentative model and case study. Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. ), The Life and Work of Teachers (pp. House, R. J. (Eds. In many countries the principal may indeed be key. Dorfman and House (2004) suggest three competing propositions: that cultural congruence in development and leadership is more effective; that cultural difference can be stimulating and bring about positive change; that leadership is universal activity. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. 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. Educational leadership in East Asia: implications of education in global society. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. 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 (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 . J. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. (1996). , & The Place of Culture in Social Theory. Handy, C. An international perspective on leadership preparation. Accessed online 16.2.07. Moral leadership in education: an Indian perspective. 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. It is probably for this reason that . 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. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. School Effectiveness - an overview | ScienceDirect Topics We have looked at three theoretical aspects of culture here. Changing Our Schools: Linking School Effectiveness and School A preparation for school leadership: International perspectives. 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. Educational Change: Easier Said than Done | SpringerLink As in the GLOBE project, subgroups within nations might be also identified for inclusion. 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. La Habra High School - La Habra, CA - nfhsnetwork.com (Eds. Ali, A. 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. There exists a considerable literature on culture, which provides a range of conceptualizations. Two other approaches might be more desirable ethically and politically. 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), 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. School Culture. , 17). 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. It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. This paper's focus is school culture as 10. & Choices will continue as culture evolves and the perspectives of all players mutate over time. (1993). Hanges, S. Journal of School Leadership, 12(2), 693720. There is also a preference to face facts whether positive or negative. 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. Farrar, E. & Bryant, M. Paul, J. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . (Eds. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. Informa UK Limited, an Informa Group Company Home | About RHO | Collections We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. Within this, however, there may exist several cultures: Stoll and Fink (1996)25 pupil culture, teacher cultures, a leadership culture, non-teaching staff culture, and parent culture. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. House, R. J. 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. 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. , Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? Journal of Management Development, 15(5), 421. Lopez, G. 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. (1997). It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. This book assists people inside and outside schools to . Commentary. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. The Culture of the School and the Problem of Change. (1999). Educational leadership: an Islamic perspective. New York: Teachers College Press. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). Corporate rituals: The rites and fituals of corporate life. Lumby, J. At the operational scale, the leader may focus on the culture within the institution in order to facilitate the achievement of institutional improvement, with culture conceptualized as an agent of change. He also insisted that the complex creation of culture was the result of multiple inputs from staff, learners and the wider community. 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. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). ISBN: 9781135277017. Stier, J. Chan, B. Global forces, national mediations and the management of educational institutions. 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. Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. In parallel, preparation and development sometimes include an element of raising awareness of cultures deemed to be other than that of the majority or the dominant group, what Stier (2003, p. 84) refers to as content-competencies, generally targeted at increasing knowledge of minority groups within the region or nation. Sarason, S. Shah, S. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). International Handbook on the Preparation and Development of School Leaders After graduation, 76% of students from this school go on to attend a 4-year college. Introduction. 6886). 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). Watch Events 3 Live Search by typing your school, event, association. School Effectiveness and School Improvement, 12(4), 385408. La Habra Education & Schools | La Habra, CA - Official Website School culture and culture in general are often labeled as self-evident. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. 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. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. Two typologies are developed. Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). Effective. ), Effective educational leadership (pp. & Al-Meer, A. (Eds. , Leadership for a new century; authenticity, intentionality, spirituality and sensibility. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Educational Management & Administration, Billot, J. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Chinese culture and leadership. Hallinger, P. , There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Culture and Agency. & All leadership development has embedded cultural values. Moller, J. The first relates to the ways the day-to-day operations of the school interact with the outside world. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. 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. & A new typology of school-level values is reported in three cultural contexts. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. Educational Management & Administration, 26(1), 720. Bush, T. 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. In this line, a study . Adler, N. International Studies in Educational Administration, Thomas, D. C. (2007). Challenging the boundaries of sameness: leadership through valuing difference. & Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. (1998). Crossing the great divides: problems of cultural diffusion for leadership in education. London: Sage. Bajunid, I. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. | Cookies However, Lumby et al. A second early example from the US of a description of a cultural type was the shopping mall school. 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. (2005). In 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. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. Finally, we identify key issues and areas for future research. (1997).Organizational behaviour (3rd ed.). Murphy In All this is set within a strongly performative macro context in many countries. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. , Gupta Cultures consequences: management in Saudi Arabia. , and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. Hoppe asserts that US leaders find difficulty with accepting supportive relationships. At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational 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. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. (2004). PDF Professional Learning Communities: Developing a School-Level - ed A key influence on culture within and beyond schools has been globalization. (2001). we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of 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. International Journal for Leadership in Education, 4(4), 367381. 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. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Two examples will suffice to illustrate this, though. Discourse and Organization. London: Falmer. Washington, K. San Francisco: Jossey-Bass. Its view of human nature is there a belief that people are essentially good, neutral or evil? & Bolam Cross-cultural issues in development of leaders. (2001). V. (2005). (2007). London: Sage. ), Leading Schools in a Global Era: A Cultural Perspective, Peabody Journal of Education, Litvin, D. R. A person in charge is not required. T. (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. 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. (2002). The Australian Principals Centre: A model for the accreditation and professional development of the principalship. International Journal of Leadership in Education, 8(3), 207221. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. The purpose of this book is to re-orient the current agenda in education towards learning. & Leading educational change in East Asian schools. . Duke, D. L. | Contact us | Help & FAQs Mills The discourse of diversity: from biology to management. (1996). & 143158). K. Wallace, M. PDF School culture - Educational Leaders (Eds. Leadership and intercultural dynamics. Daily challenges for school leaders.I In Dorfman, P. W. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. PDF "Head, Heart and Hands Learning" - A challenge for - CORE Understanding Schools as Organisations Stoll, L. 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. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). But what is an ineffective school? Bjerke, B. As a second exemplar, in China the millennia long influence of Confucianism has led to a compliance culture, the impact of this cultural norm being a tendency to see change as an event rather than a process (Hallinger, 2001, p. 67). Buckingham: Open University Press. 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. Hodgkinson, C. This paper's . (1982). One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. Journal of Managerial Psychology, 1(2), 95117. House Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. 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.