stoll and fink typology of school culture stoll and fink typology of school culture

Walker, A. The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. A Typology of School Culture Stoll& Fink (1996) Improving Declining (PDF) School culture - ResearchGate None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. By contrast Singaporean cultures emphasis on collective action and respect for seniority underpins acceptance and effective use of mentoring as an important mode of development, defined as a process whereby an expert or senior person guides a less experienced leader (Tin, 2001). 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. (2003). , & International Journal for Leadership in Education, 4(4), 309319. The third element of the system is the cultural output of the school. (2005). K. Many of our schools are good schools - if this were 1965. . , (2001). (1997). Washington, K. 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. (2007). Culture Typology - West Virginia Department of Education Two distinctive views of this connection can be identified (Collard, 2006). 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. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. & Cultural influences on organizational leadership. M. (2005). In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. 143158). (1996). Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Ogawa 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. 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). The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). The fourth theme addresses a key concern for both policy and practice which is the connection between culture and leaders preparation and development. In (1997). School Effectiveness and School Improvement, 12(4), 385408. Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. (2004), Understanding valuation processes; exploring the linkage between motivation and action. A tentative model and case study. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . (1995). Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. Cranston, N. 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). The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. 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. Images of Organization, Powell, A. G. Duignan, P. Moral leadership in education: an Indian perspective. The key dimension of cultural scales is that they all exist synchronously, and they all interact upwards and downwards. (1999). A welfarist culture, alternatively, emphasizes the individual needs of pupils. 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. & Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. R. The adoption of similar sets of competences, for example, reflects to some degree airbrushing out the influence of local culture (Davis, 2001; Macpherson, Kachelhoffer & El Nemr, 2007). Much of it has been misdirected and some of it wasteful. 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. Bolam It will therefore involve engagement with the moral choices which lie at the heart of leadership. Paul, J. In previous papers we have described the evolution of this project in detail (Stoll and Fink, 1988, 1989a, 1989b, Fink and Stoll, 1992). Head teachers in rural China: aspects of ambition. | Contact us | Help & FAQs 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. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. & Managing diversity in transnational project teams. London: Paul Chapman. , 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. International Journal of Educational Management, 5(3), 45. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. School culture and culture in general are often labeled as self-evident. International Studies in Educational Administration. ), Effective educational leadership (pp. Multiple perspectives on values and ethical leadership. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. Spicing it op: Blending perspectives of leadership and cultural values from Hispanic American and African American women scholars. (1998). El Nemr, M. Mller we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. & Archer (1996, p. 1) contends that the notion of culture remains inordinately vague to the extent that poverty of conceptualization leads to culture being grasped rather than analysed. However, boundaries are permeable. with Aitken, R. The Culture of the School and the Problem of Change. School culture - Educational Leaders (2003). 17). Cultural differences can be observed at a range of organizational scales. Shah, S. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Fernandez , Leadership and Organization Development Journal, 14(1), 3035. Gender and race in leadership preparation: a constrained discourse. PDF School improvement trajectories: an empirical typology - Harvard University Imperial Middle School 1450 S. Schoolwood Dr. La Habra, CA 90631 Phone: 562-690-2344. (1982). Internationally leader preparation and development tends to focus on the principal. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: Effective. International Studies in Educational Administration, 32(2), 417. Story (1986). While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. Adler, N. 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. 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. Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: 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. & 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. M. D. Two examples will suffice to illustrate this, though. 2 C. BELLEI ET AL. Louque, A. ), Handbook of Leadership Development (pp. (1996). M. Javidan Washington Middle School - La Habra, California - CA | GreatSchools ), Educational management: Redefining theory, policy and practice (pp. Identity based and reputational leadership: an American Indian approach to leadership. All this is set within a strongly performative macro context in many countries. Moller, J. Global forces, national mediations and the management of educational institutions. A new typology of school-level values is reported in three cultural contexts. School Values Across Three Cultures: A Typology and Interrelations 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. 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. Boston: Allyn and Bacon. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. London: Penguin. London: Falmer. 178190). Hoppe asserts that US leaders find difficulty with accepting supportive relationships. 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. It is probably for this reason that . Cultural Influences on Leadership and Organizations: Project Globe. Washington Middle School located in La Habra, California - CA. Nor is it amoral. 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. & 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), Schein (1985, p.6) considers the basic essence of an organisation's culture to be: However, Lumby et al. 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. Good schools of this were 1965 the context of change a story of change - the Halton effective school project school effectiveness can inform school improvement the possibilities and challenges of school improvement school . For the purposes of this chapter, these two snapshots highlight issues that result from consideration of culture, such as who are the primary leaders and how might the leadership theory used in their development be shaped in response to differing ontological, epistemological and axiological assumptions? 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. International Journal of Leadership In Education, 4(4),297307. Sarason, S. Hodgkinson, C. Preparation and development programs therefore face a twofold challenge: In the next section we shall examine the issues of culture and leadership preparation and development. School culture can have an positive. & ISBN: 9781135277017. (2002). P. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? & (2005). 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). 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. Morgan, G. 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. & Chinese culture and leadership. | Privacy policy Another output lies in the cultural characteristics and values of the young people who are the product of the school once they have completed their time there. The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). 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. School Culture by Suzana Ayob - Issuu Elmes This search included empirical studies and theoretical pieces. 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. I am a member of the publication's editorial board and strongly support the publication, Authored by: 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. , International Studies in Educational Administration. Education Leadership Review, 3(2), 2831. 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. Such a knowledge base would allow theory to be developed in a more culturally aware way. London: Sage. (2001). 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. Young 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. Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Bennett La Habra High School - La Habra, CA - nfhsnetwork.com 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. stoll and fink typology of school culture - masar.group PDF Curriculum Policy and Reform Module Dr Orla McCormack March 2020 - ERASMUS School Effectiveness and School Improvement: Voices from the Field Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. Jackson, D. (1996). Stoll, & Mackay, 2014). DiPaola, M.F. & 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. & The purpose of this book is to re-orient the current agenda in education towards learning. (Eds. as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). (Eds. Newbury Park, CA: Sage. A primary aim of the chapter therefore is to explore how we understand culture in its infinitely variable expressions, and how it relates to the design and implementation of leadership preparation and development programs. International Journal for Leadership in Education, 4(4), 367381. (2001). After graduation, 76% of students from this school go on to attend a 4-year college. 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 Place of Culture in Social Theory. School culture, school effectiveness and school improvement. His ideas were widely influential. This may be interpreted in several ways ranging from the operational to the political. 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. , Gronn, P. (2001, October). House, R. J. 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. , & 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. Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. The Leadership Quarterly, 7(2), 163187. (2001). School Improvement for Schools Facing Challenging Circumstances: A & ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. (1993). Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? (2000). There exists a considerable literature on culture, which provides a range of conceptualizations. Who. There have, of course, been many more attempts to categorize school cultures, each offering a particular perspective to illuminate the nature and effects of culture. They begin by discussing the historical, social and organizational forces that create continuity in education; which . 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. An international perspective on leadership preparation. Al-Meer, A. Murphy 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. Walker, A. 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. Prasad Zhang, J. H. 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. Buckingham: Open University Press. , (2006). , Organizational development in the Arab world. Hargreaves, D. H. Assessment is also increasingly against competences which are exported internationally (MacPherson et al., 2007). Whittier Christian High School in La Habra, CA - Niche The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. Rusch, E. . (2001). T. Iles, P. 331360). Walker, J. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. Leadership and intercultural dynamics. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. P.J. C Bridges, E. R. J. 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. 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. Sapre, P. The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. Leaders navigate cultural choices which are always constrained. School Culture, School Effectiveness and School Improvement 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. 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). Fullan, M. & Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. Each of the cultures influences and is influenced by each of the others. (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. Changing our schools : linking school effectiveness and school improvement.