Educational Leadership and the Impact of Societal Culture on Effective Practices

Research into what is effective leadership in different cultures provides guidance for leaders moving from one culture to another (House et al, 2014). There is a paucity of empirical research into how culture impacts effective educational leadership in culturally diverse communities, which provides...

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Bibliographic Details
Published in:Journal of research in international education 2021-08, Vol.20 (2), p.134-153
Main Author: Fisher, Darlene
Format: Article
Language:English
Subjects:
Administrator Attitudes
Advanced Placement Programs
Case Studies
Cultural Background
Cultural Differences
Cultural Pluralism
Decision Making
Diversity (Institutional)
Foreign Countries
Instructional Leadership
International Schools
Interpersonal Communication
Leadership Styles
Leadership Training
Trust (Psychology)
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Summary:Research into what is effective leadership in different cultures provides guidance for leaders moving from one culture to another (House et al, 2014). There is a paucity of empirical research into how culture impacts effective educational leadership in culturally diverse communities, which provides the direction and focus for this study. The cultural backgrounds of staff can impact what they expect about i) how leaders communicate, ii) what actions help build trust and collaboration and iii) how decisions can or should be made (Hofstede, 1991; Meyer, 2014). This study analyses the extent to which school leaders adapt their behaviours in response to the cultures of their staff. Findings suggest that leaders in schools do adapt their actions, most often using different communication styles but also methods of building collaboration and trust, and decision-making structures. Culture impacts what are effective leadership practices (Dorfman et al, 2012) and educational leaders need to understand these potential impacts if they work in culturally diverse communities. This is important to consider for school leaders and leadership preparation programmes.
ISSN:1475-2409
1741-2943
DOI:10.1177/14752409211032531