stoll and fink typology of school culture

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. The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. Wong, K-C. The concept of culture has appeared frequently in analyses of both. 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. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. Hofstede (2003) has argued strongly that there are measurable differences between the cultures of nations. 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. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. (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. 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. Fernandez & 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. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) London: Paul Chapman. San Francisco, CA: Jossey-Bass. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. It enriches the theory related to school culture and the research findings that have been identified in the Western settings. (1997). International Journal of Educational Management, 5(3), 45. British Educational Research Journal, 32(3), 363386. 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. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. (1996). (2006). (2002). Shah, S. International Studies in Educational Administration, 32(2), 417. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. The Leadership Quarterly, 7(2), 163187. But the real purpose of schools was, is, and always will be about learning. 420421). Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. Journal of Research in Leader Education, Taras, V. The chapter considers five main themes. Everyone expects superiors to enjoy privileges, and status symbols are very important. 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. In this line, a study . 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. Bottery, M. Instead there are history, context, process, interactivity, power relations and change. Iles, P. The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. 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 . Bottery asserts that there is a risk through this that there may be emerging a perspective that defines what looks increasingly like a global picture of management practice. Archer, M. L. Stoll, D. Fink. 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. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. , Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. (Eds. Kennedy, A. C. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. 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. Skip to page content. Sarason, S. , Sierra Vista Elementary 1800 E. Whittier Boulevard La Habra, CA 90631 Phone: 562-690-2359. Fullan (2001) has suggested that recognizing the need for, and understanding the processes involved in, cultural change are essential tools of leadership development, for it is in establishing a culture of change in school that successful school development can occur. Multiple perspectives on values and ethical leadership. Mills, M. (forthcoming). 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. (1997). One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . Cultural differences can be observed at a range of organizational scales. you are agreeing to our use of cookies. International Journal for Leadership in Education, 4(4), 321332. 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. 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. , & Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. | Free trial , , & 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). & 330). A. T. (2003). Intercultural Education. Introduction. School Effectiveness and School Improvement, 12(4), 385408. Bryant, M. 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. Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation Analysis of the content of programs might suggest that such commitment is largely camouflage for neglect of such values (Lopez, 2003; Rusch, 2004). Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. The (racially neutral) politics of education: a critical race Theory perspective. House 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. 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: (2001). V. Secondly, it considers the important issue of the macro relationship of culture and globalization. As Foskett and Lumby (2003, p. 8) indicate: The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. 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. (2001). Bjerke, B. 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. Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. & What is the significance of time is the organization most oriented towards the past, the present or the future? (2006). A new typology of school-level values is reported in three cultural contexts. Young Commentary. Qiang, H. In In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. & Ribbins, P. Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). In London: Paul Chapman. Crawford 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: International Journal of Leadership in Education, 8(3), 207221. El Nemr, M. Prasad Commission on Educational Issues. , Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. Hoyle, E. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. London: Sage. 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. (2000) Leadership and Culture in Chinese Education. Lumby, J. (2004). Aitken, R. Salaman The government of Thailand sought to introduce the western concept of school-based management, but found this problematic in the context of an existing societal culture, typical amongst the staff of Thai schools, in which deference to senior management and leadership made the introduction of collaborative and distributed approaches to leadership very difficult. Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. (2004). Educational Management and Administration. International Journal of Leadership in Education, 4(4), 293296. Teacher cultures have received most . Moller, J. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. 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. Its view of human nature is there a belief that people are essentially good, neutral or evil? London: Sage. & 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. org/10.4135/9781446219362 Keywords: A similar situation is the case in Norway and in Japan (Moller, 2000). 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. Reading, MA: Addison Wesley. K. , This book assists people inside and outside schools to . (1998). Conflicting expectations, demands and desires. Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. International Studies in Educational Administration. By continuing to use the site The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. Washington, K. (Eds. After graduation, 76% of students from this school go on to attend a 4-year college. J. 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). Walker, A. Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. 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. 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. M. The Shopping Mall High School: Winners and Losers in the Educational Marketplace; National Association of Secondary School Principals (U.S.); National Association of Independent Schools. (2003). The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. & This search included empirical studies and theoretical pieces. Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Bajunid, I. Walker, A. The radical modernization of school and education system leadership in the United Arab Emirates: towards indigenized and educative leadership. Ali, A. Lopez, G. R. At first sight these components of culture may be thought to be significantly outside the control of schools themselves. Educational leadership: an Islamic perspective. 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. (2002). Many of our schools are good schools - if this were 1965. Cultural influences on organizational leadership. 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. (Eds. Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. , 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. 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). Lumby et al. 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. Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. San Francisco: Jossey-Bass. 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. Images of Organization, Powell, A. G. , & Managing diversity in transnational project teams. 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. ISBN: 9781135277017. 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. 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, Journal of Management Development, 15(5), 421. The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). , ), The Life and Work of Teachers (pp. & Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. Leading and Managing Education: International Dimensions. The Place of Culture in Social Theory. Paper presented to the Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. (2005). (1986). The International Journal of Educational Management, 15(2), 6877. Librarian resources Stier, J. . 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. Mabey Bennett (1993). All leadership development has embedded cultural values. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. Ribbins Kantamara, P. Crossing the great divides: problems of cultural diffusion for leadership in education. In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). International Journal of Leadership In Education, 4(4),297307. Can leadership enhance school effectiveness? Cohen, D. K. Story (1997). (1982). 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. 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. 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 are using cookies to provide statistics that help us give you the best experience of our site. Culture and Agency. School culture, school effectiveness and school improvement. 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. (1991). Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. New York: Teachers College Press. International Journal for Leadership in Education, 4(4), 309319. Each of the cultures influences and is influenced by each of the others. Walker, A. V. She challenges whether any classification of humans is tenable in the light of increasing certainty deriving from advances in natural science that whatever taxonomy is adopted, the complexity of human beings, biologically, linguistically and culturally, cannot be placed into easily described categories: Hoppe (2004) believes US leaders have little difficulty in receiving negative feedback. Cultural sensitivity demands consideration of how leadership is dispersed amongst the players within schools and the regional administration in a specific context before designing national and local systems in response. | Cookies 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. (2001). In the period since the 1970s many commentators have created sometimes a single description of school culture, and sometimes typologies providing alternate descriptions. Walker, A. Dorfman Notwithstanding these different positions, knowledge of how leadership is conceptualized and enacted locally is a sine qua non of successful design. (2006). This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. Mansour, J. M. Hoppe (2004) suggests that experiential learning proves enjoyable and effective for US leaders while French and German leaders often view this approach as time-wasting childs play (p. 353). International Studies in Educational Administration, 29(2) 3037. & 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. (Eds. (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. 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. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. Nick Foskett, Print publication date: July 2008 ), Handbook of Leadership Development (pp. 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. This may be interpreted in several ways ranging from the operational to the political. (1996). Hoppe asserts that US leaders find difficulty with accepting supportive relationships. Cultures and Organisations: Software of the Mind. 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). Educational Management & Administration, 26(1), 720. London: Penguin. London: McGraw-Hill. & Improving. Organizational change, leadership and learning: culture as cognitive process. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. , Rusch, E. Stoll, & Mackay, 2014). We have looked at three theoretical aspects of culture here. , (1991). Hofstede, G. Deal, T. (1999). Fullan, M. The assumed commonality in attributes and behaviors may also be evident in axiological assumptions. (Eds. 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.

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