C. Skip to page content. Hofstede, G. Handy, C. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. (2006). ), Effective educational leadership (pp. London: Paul Chapman. (2000). 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. A more extensive discussion of the variation in culture and practice internationally is offered by Foskett & Lumby (2003) and Lumby et al. 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. 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. 178190). Hooijberg, R. Prosser, J. Dorfman, P. W. PDF School improvement trajectories: an empirical typology - Harvard University 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. 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). Typology-of-School-Culture-1.pdf - TYPOLOGY OF SCHOOL Cartwright, M. 331360). Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). ISBN: 9781135277017. Global forces, national mediations and the management of educational institutions. Aitken, R. 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. Educational Management & Administration, 26(1), 720. Bush, T. (Hargreaves 1995; Maslowski 2001, pp. There are different typologies that can be used to assess. 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. | Cookies Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. Educational leadership: an Islamic perspective. For example, being dynamic and dependable, encouraging and displaying integrity were agreed to be positive leader attributes across all the nations involved. Two other approaches might be more desirable ethically and politically. In (2004). Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. 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.

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