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Leadership: external context and culture
Leadership: external context and culture

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1 Societal culture

Culture, in the sense we are using it here, is an anthropological term that, in essence, defines the individuality or uniqueness of a society, organisation or social group.

The following activites will help you to focus on societal culture more closely.

Activity 1

Timing: Allow up to 30 minutes

Watch the film clip below, which is commenting on aspects of education in Singapore. As you watch, make notes on what it says about the societal culture in Singapore. You need to be aware that the narration on all the video clips has a tendency to make very broad generalisations.

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Transcript: Video 1

NARRATOR
In Singapore there's a very different set of cultural influences affecting school leadership. The style of leadership tends to be authoritarian, reflecting wider trends in Singaporean society.
But school leaders are also expected to adhere strictly to government policy.
MAN
In Singapore, the degree of centralisation is so strong that school principals, for example, line managers, line agents in the whole political educational system. So in fact, every principle of-- I think there are 360 schools in Singapore. So there are 360 principals, which is another big difference with the UK-- the comparison of size, of course.
Every principal in Singapore is a government officer. So they have a very clear duty to fall in line with government policy on education. They're provided with a very big, thick handbook of rules and regulations, which they're expected to adhere to.
Now, that doesn't mean to say that within their schools they have less power. I've only been talking about the relationship between the principal and the government.
When it comes inside an individual school, then the Singapore principal exerts very, very strong hierarchical authority, even more so, I would argue, than, say, the UK principal.
TEACHER
So as a group, pick one.
NARRATOR
However, in private schools like this one, school leaders are now making an effort to break with tradition and behave in a more collegiate way.
FANNY TAN
We believe training is very important. And we pride ourselves as being a group of people who are very-- some quite [INAUDIBLE] coming from me now that I'm part of the team here.
We hope to think that we are quite visionary. And we are prepared to listen to people. Although, it's not entirely top down. It's not entirely collaborative. It's a combination of two. We listen. And we have meetings. We listen to people. We discuss the issues. Then we make decisions. And that's how we do it.
TEACHER
The loops are aligned along the respective x and y.
NARRATOR
In Singapore, as in all countries, there is a distinct societal culture which is a central concept in understanding different styles of school leadership.
TEACHER
What's the assumption in this diagram here?
MAN
I think societal culture is best defined by saying that it's an enduring set of values, beliefs, practises, that distinguishes one group of people from another group of people.
And there are various definitions, by the way. And it's a contested concept. But that definition I have just given you I would argue tends to be generally agreed by most.
NARRATOR
In Singapore the government has now taken the view that the future lies with more collegial styles of leadership. And it's encouraging this change to take place.
MAN
A continuing theme of leadership here is it centralisation that the principal is very strongly in control in his or her own school. But, increasingly, the Ministry of Education is keen to look at how principals might begin to share or distribute leadership through the school, particularly down to heads of departments and middle level leaders.
And so this is going to be a big challenge. Because while government policy is beginning to look at this and to advocate it, societal culture, the thing that we've been talking about, actually acts against it.
End transcript: Video 1
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Discussion

Between the commentary and the interview with Clive Dimmock there are several points made about the societal culture. The overwhelming one is the centralisation of education policy, and the rules and regulations the school leaders are expected to follow. The point is made that the exact way that the rules are followed in a particular school is very much for the leader to decide, but nonetheless, as government employees, they are part of a very hierarchical system.

Now let’s have a look at the interaction between these various levels of context and culture in a school environment.

Activity 2

Timing: Allow approx. 45 minutes

Watch the following film clip, which is from a primary school in South Africa. As you watch, try to pick out the various levels of impact – international, national, community/local, and internal – on the leadership of the school.

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Transcript: Video 2

NARRATOR
In South Africa, cultural values have undergone some dramatic changes in recent decades. And as a result, styles of school leadership have changed too.
[STUDENTS RECITING]
JAMIEL ALEXANDER
Ooh, fast asleep after that greeting, eh?
NARRATOR
Jamiel Alexander became principal of Chapel Street Primary in the mid-1990s, just after the end of apartheid. This momentous societal change is reflected in the way he now runs the school, which is in a deprived area of Cape Town.
JAMIEL ALEXANDER
The management strategies have changed, or the way that people view the principalship of schools. That has changed to a more democratic, sharing type of leadership. At first, it was really autocratic-- whatever the principal said, goes. And you have to follow. No questions asked-- that type of thing. That has changed to a more shared partnership, more to a shared management style.
KARRIEM GABRIELS
Mr. Alexander was forced, actually, to operate in the way that he's operating now. Because the principal before him operated in the apartheid system, where the principal was the [INAUDIBLE]. And he made the laws. And he made the rules. And whatever he says we must just do.
But when Mr. Alexander came, and new policies and the whole approach on being a principal also changed, it was more of a collaborative approach. Whenever he throw out policies, teachers have an input. He can't do things on his own. He must always consult the rest of his management also, and then consult the rest of the staff before we decide on something for the school.
NARRATOR
Chapel Street School is at the heart of the community. And Jamiel Alexander is a highly-respected figure. The local culture means that in addition to being a school leader, Jamiel is also regarded as a community leader.
JAMIEL ALEXANDER
Are we loving on both today?
KARRIEM GABRIELS
School, by its very nature-- or schools, and that includes our school-- has always been regarded as in a leadership position in terms of the community's perception-- not only the community's perception, but in terms of what happens at school. And I'm going to take you back maybe a couple of years ago-- but this is my own perceptions. Taking you back a couple of years ago whereby the principal, for example, was the person at the school, wherever there's problems in the community, the community people come to the principal, please help us or sort this out for us-- so that perception that there's an educated person, or there's a leader available to assist us.
In the current, modern era, that perception hasn't changed much. But it's just that the school is now playing a much more active role, in terms of assisting the community.
End transcript: Video 2
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Discussion

Jamiel Alexander comments on how the culture of the school has changed since the ending of apartheid, which was a huge national change. This has altered the external context of the school. His deputy comments on how Jamiel’s relationship with the staff had to change to a more collaborative, democratic and consultative one. This was a change in the internal context of the school in response to a change in societal culture. The community used to look to the school principal for advice and leadership. Jamiel feels that this local context has now changed a little, with the school taking on a more proactive role in the community. He also comments on the need for the culture of the school to raise the aspirations of the young people, who he feels bring the very low expectations of their community into the school.