‘Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries

Abstract

Abstract:In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders' work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the "Nature of School Leadership". The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; "national culture" and "national context" significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.

Educational Resource Management: An international perspective

“…The effectiveness of the budget as the management tool for the organization is thus distorted in public sector schools when fundamental values are compromised. Miller (2018), in a study of practice in 16 countries, shows that entrepreneurialism now has a two-fold meaning -either as the philosophy and processes of fund raising to enable school budget plans to be fulfilled, or as agents of their school or college marketing their culture to the public. The latter is an increasingly evident feature of the public sector where decentralization has resulted in greater parental choice.…”

Developing a theoretical model to examine factors affecting school leadership effectiveness

“…The legal-political environment refers to the current political institution and stability, degree of centralization or decentralization, and a system of legal documents, policies, laws, guidelines, and regulations, etc., (Wales et al, 2016). The policies and guidelines of the ruling government exert a macro impact on the educational environment and development strategies of schools (Hallinger, 2018;Miller, 2018;Pashiardis et al, 2018;Pont et al, 2008). A stable political and legal environment will inevitably facilitate school leadership and management.…”

“…When an economy changes, it will greatly affect the well-being of education system and the general operation of schools (Miller, 2018). Economic growth or decline entails inevitable change in management and leadership of school leaders (Pashiardis et al, 2018), e.g.…”

“…Socio-cultural values and factors such as a set of beliefs, traditions, habits, lifestyle, human rights, ethnicity, attitudes towards quality of life, gender role in society, etc., are inherently the foundation and basis for the formation and selection of values, ethics, standards, relationships, behaviors, styles, etc., in schools (Bush & Glover, 2003;Miller, 2018;Northouse, 2016;Tomlinson, 2004). The socio-cultural background simultaneously exerts a considerable influence on the identity of school leaders and shape how they engage and approach leadership and management practices (Dimmock & Walker, 2002;Miller, 2018;Seemiller & Croft, 2017). Generally, finest traditional values that advocate the standards for school leaders are patriotism, solidarity, national pride, respect for people, sense of community, courage, professionalism, etc.…”

“…School culture is always a central concept in the science of school management and leadership. School culture generally refers to as a set of well-established standards, shared values and beliefs, rituals and traditions, artifacts and symbols, school climate, and physical landscape, etc., that shapes the appearance and atmosphere of schools and greatly influences members' perspectives (Lunenburg & Ornstein, 2012;Miller, 2018;Turan & Bektas, 2013). Additionally, there are traditional festivals or events to celebrate throughout the academic year.…”