Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. Lumby et al. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. 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. | Cookies Conflict and change. Prasad, P. | Promotions While these are different aims, they both involve intercultural fluency. 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. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. In this line, a study . (2005). Archer, M. (1997). Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). London: Sage. The third element of the system is the cultural output of the school. Much leadership theory reflects Anglophone and particularly US culture which Hoppe (2004, p. 335) suggests is consistently described as being individualistic, egalitarian, performance derived, comfortable with change, and action-and-data-oriented. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). Story In Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. 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. Hallinger (2001) also points to the ubiquitous use of theories such as Learning Organization and School Based Management, which are firmly embedded in similar cultural norms. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Journal of Research in Leader Education, Taras, V. Hofstede, G. Two other approaches might be more desirable ethically and politically. (1991). Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. 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. Ruiz-Quintanilla, A. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. London: Falmer. Two distinctive views of this connection can be identified (Collard, 2006). 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. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Deal, T. Improving. A. 331360). 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). (2007). J. (1999). Leader development across cultures. Hoppe, M. H. 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. Lopez, G. R. R. (Forthcoming). (2004). Dorfman, P. W. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. (1986). In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . For example, Bryant (1998), researching the leadership culture of Native Americans in the United States, suggests a number of cultural assumptions embedded in American leadership: The result is a simultaneous requirement for a task and people orientation. School culture can have an positive. , & . At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. In many countries the principal may indeed be key. P. W. , The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. 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). (1996). House, R. J. Crawford ), Educational management: Redefining theory, policy and practice (pp. with Just as there is an interplay between culture and modes of delivery, assessment may also be rendered more or less effective by the degree of cultural fit. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. , & (2001). & Everyone expects superiors to enjoy privileges, and status symbols are very important. 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. (Eds. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). Chan, B. (Ed.). 17). We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. 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). 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. . (1991). Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). Mills, M. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. & At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. Rowney, J. Lumby, J. 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. 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. Nick Foskett, Print publication date: July 2008 No one theory of leadership is implied. Handy, C. C New York: Teachers College Press. 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. Cartwright, M. (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. Stier insists that the latter cannot be achieved by content competencies alone. Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. 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. (2005). (2000) Leadership and Culture in Chinese Education. Brunner Its view of the nature of human activity does it believe that people behave in a dominant/proactive mode or a passive/fatalistic mode? Two examples will suffice to illustrate this, though. Stoll and Fink (1996) developed a model in determining the school culture. Schein, E. H. Preparation of aspiring principals in Singapore: a partnership model. Choices will continue as culture evolves and the perspectives of all players mutate over time. Instead there are history, context, process, interactivity, power relations and change. 143158). (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. Cincinnati: South Western. & Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. (1996). Trond (2002). 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). It will therefore involve engagement with the moral choices which lie at the heart of leadership. & Washington Middle School located in La Habra, California - CA. Zhang, J. H. | Privacy policy Journal of School Leadership, Coleman, M. Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts.