stoll and fink typology of school culture

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), In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. (1999). Stoll (2000) gave a general definition on the foundations of school's cultures. There is also a preference to face facts whether positive or negative. 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). School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). 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. 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. M. D. Hooijberg, R. Journal of Managerial Psychology, 1(2), 95117. 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. 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. Revisiting the Culture of the School and the Problem of Change. 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. Ruiz-Quintanilla, 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. & In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. London: Sage. Adler, N. 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. , An international perspective on leadership preparation. The chapter considers five main themes. , International Journal for Leadership in Education, 4(4), 321332. Wisdom gained, wisdom given: instituting PBL in a Chinese culture. All this is set within a strongly performative macro context in many countries. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. Managing diversity in transnational project teams. P., Glatter One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Educational leadership: an Islamic perspective. (2004). Instead there are history, context, process, interactivity, power relations and change. (2005). Cultural globalization is the international transfer of values and beliefs, and while strictly it is multi-directional it is typically perceived as dominated by the spread of western, particularly American, values and symbols across the globe. In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. 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. Journal of Educational Administration, 334(5), 1231. Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. Lumby et al. Begley, P. R. Hallinger, P. Gender and race in leadership preparation: a constrained discourse. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. 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. | Cookies Internationalisation, ethnic diversity and the acquisition of intercultural competencies. School principals in transition. Changing our schools : linking school effectiveness and school improvement. (1982). 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. 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. Young Cincinnati: South Western. Crawford 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. Leaders navigate cultural choices which are always constrained. Chinese culture and leadership. (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. Preparation of aspiring principals in Singapore: a partnership model. Leading educational change in East Asian schools. Lumby, J. This paper's . 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. London: Paul Chapman. School culture, school effectiveness and school improvement. (2002). Hallinger, P. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Ribbins, P. The purpose of this book is to re-orient the current agenda in education towards learning. Hoppe, M. H. Organizational development in the Arab world. 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. Leadership and intercultural dynamics. His ideas were widely influential. Leithwood 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. While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. At the international scale, for example, the work of Hofstede (1991), has sought to provide a broad general analysis of national organizational cultures. Stoll, & Mackay, 2014). No one theory of leadership is implied. Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. Hallinger, P. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. 420421). But the real purpose of schools was, is, and always will be about learning. 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. (1996). If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. A. We have looked at three theoretical aspects of culture here. A new typology of school-level values is reported in three cultural contexts. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. (1998). International Studies in Educational Administration. The Culture of the School and the Problem of Change. J. School administration in China: a look at the principals role. typology of Rosenholtz (1989) differentiates static and dynamic school culture. It involves consideration of fit to the culture of each individual school but also the necessity to equip leaders to engage with their own organizations culture, to sustain, develop or challenge it. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. 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. School Effectiveness and School Improvement, 12(4), 385408. 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. It is probably for this reason that . Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. 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. (1991). Any research which attempts to map such differences in concept and practice will face severe methodological challenges. 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. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. School culture can have an positive. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. | Privacy policy 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: Mansour, J. M. Its view of human nature is there a belief that people are essentially good, neutral or evil? , Diversity and the demands of leadership. Paper presented to the Subordinates expect superiors to act autocratically. & 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. 17). ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. It would appear that teachers have one view, government another, and various segments of the community still another. 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. International Journal for Leadership in Education, 4(4), 401414. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. In Firstly, it examines key theoretical models and perspectives on culture. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. Culture is the set of beliefs, values and behaviors, both explicit and implicit, which underpin an organization and provide the basis of action and decision making, and is neatly summarized as the way we do things around here. This search included empirical studies and theoretical pieces. The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. Nick Foskett, Print publication date: July 2008 Hofstede, G. Educational Management & Administration, Bush, T. 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. , L. Lumby, J. , 331360). What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. Cultural processes, the second element of a systems perspective, will be reflected in almost every dimension of the operation of the school. | Promotions Ali, A. UCEA. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. Ribbins Cultural diversity and group work effectiveness. 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. 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). Moral leadership in education: an Indian perspective. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Bell Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. 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. Cultures which are comfortable with hierarchy or with the co-creation of knowledge may find affinities with process modes. 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. (1997). Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. , & Bajunid, I. , & & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Walker, A. Heck, R. 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. Lumby et al. Education. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). & Organisational Culture and Leadership. & 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). Accessed online 16.2.07. 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. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. & & Hwang, K. K. 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. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. The dynamic culture of Dalin's(1995) typology of schools. International Journal for Leadership in Education, 4(4), 309319. International Journal of Leadership in Education, 4(4), 293296. Conflict and change. Who. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. School Culture Edited by: Jon Prosser Publisher: SAGE Publications Ltd Publication year: 1999 Online pub date: June 19, 2012 Discipline: Education Subject: Social/Philosophical Foundations, School Culture & Climate, Sociology of Education (general) DOI: https:// doi. Prosser, 1998). The New Meaning of Educational Change (3rd ed.). London: Falmer. A person in charge is not required. & 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. Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. The typology tool was first developed in 1997 as a hands-on, practical method of defining for discussion purposes a school's stage or type of culture. Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Hargreaves, D. H. Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. 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. 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. & International Journal of Educational Management, 5(3), 45. 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. P. W. (1997). A preparation for school leadership: International perspectives. International Journal of Leadership In Education, 4(4),297307. Dorfman, P. W. They begin by discussing the historical, social and organizational forces that create continuity in education; which . Exploring the cultural context of school improvement in Thailand. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. Journal of School Leadership, Coleman, M. (Eds. Dorfman, P. W. Improving. Hanges, S. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. (2003). (forthcoming) point up the greater sensitivity within some cultures where responsibility for success is group owned and/ or where maintaining face is a high priority. 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). The attempt to mould culture in any direction involves alignment with some and challenge to others. Prosser, J. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. However, boundaries are permeable. Educational leadership in East Asia: implications of education in global society. Leading and Managing Education: International Dimensions. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. Panel 4 A Typology of School Cultures. Intercultural Education. Each of these contexts has a culture that expresses itself conceptually, verbally, behaviorally and visually, and which is a product of the complex interaction of communities, socio-economic contexts and contrasts, ethnic and faith-based values and beliefs, and the history of that community as a whole and of the individuals within it. The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. , Morgan, G. They may also tackle the issue of how culture can be managed. Cranston, N. P. (1996). (1986). I refer students to this publication for new research articles or for my work, Acquisition of this publication will benefit department, faculty and student needs, I am a member of the publication's editorial board and strongly support the publication. Culture can then be viewed in shorthand as: (Eds. 178190). Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. 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). One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. 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). & 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. While these are different aims, they both involve intercultural fluency. We would also suggest that pupils, although seldom asked, would hold . (Litvin, 1997, pp. Educational Management & Administration, Billot, J. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). 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. (2000) Leadership and Culture in Chinese Education. Zhang, J. H. Two distinctive views of this connection can be identified (Collard, 2006). International Studies in Educational Administration. (1998). (2004). London: Paul Chapman. Sapre, P. (Litvin, 1997, pp. J. 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. (2001). In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). Duke, D. L. M. By continuing to use the site (2001). As a consequence, leaders must be equipped to work with both imported as well as indigenous culture.

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