Session Information
26 SES 10 B, Key Challenges In Leaders‘ Training and Development. What Is „Really“ Important? (Part 2)
Symposium continues in 26 SES 09 B
Contribution
With the rapid pace of globalization, worldwide discourses on what constitutes “globally literate” training of educational leaders are increasingly powerful in shaping local policy and practice (Brooks & Normore, 2010). Architects of leadership development programs, immersed in global knowledge networks, share globally legitimated convictions regarding the distinguishing attributes and competencies of good leaders. Those convictions intersect with culturally endorsed leadership qualities – the traits perceived in a given context as factors differentiating good and bad leaders. At the intersection of global and local discourses on the nature of and approach to leadership lie major challenges for the development and implementation of locally relevant professional development programs. The aim of this paper is to examine the intersection of global and local influences shaping desired leadership traits among Polish educational leaders. It employs a theoretical framework based on the findings of the multi-year Global Leadership and Organizational Behavior Effectiveness (GLOBE) study (House et al., 2004). As House et al. (2004) demonstrate, the profile of the ideal leader in Eastern Europe differs significantly from that of the Anglo-Saxon country cluster from whence the majority of current leadership literature originates. While Anglo cultures value charismatic, participative and humane-oriented leadership traits and reject a self-protective style, the ideal leader in Eastern Europe is highly self-protective and autonomous, with the lowest value ascribed to participative behaviors (Hose et al., 2004). In order to map out global and local influences on educational leaders’ conceptualizations of leadership, authors of the paper analyzed interview data from 160 school principals in Poland. Respondents were asked for their definition and description of leadership. Authors hypothesized that intersecting values of participative and self-protective behaviors between Eastern European and Anglo cultures, the latter being the soil in which much leadership theory grew, may produce axiological tension in educational leaders’ conceptualizations of leadership.
References
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations, 2nd edn. Sage: Thousand Oaks, CA House, R.J., Hanges, P.J., Javidan, M., Dorfman, P. & Gupta, V. (2004). Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies , Sage Publications: Thousand Oaks, CA. Mazurkiewicz, G. (2011). Przywództwo edukacyjne. Odpowiedzialne zarządzanie edukacją wobec wyzwań współczesności. Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków. Michalak J.M. (2007), Istota i modele przywództwa szkolnego w : Michalak J.M. (eds.), Przywództwo w szkole, Oficyna Wydawnicza „Impuls”, Kraków. Normore, A.H. & Brooks, J.S. (2010). Developing and preparing globally competent educational leaders. In H. SoongHe (eds.) Managing and developing core competencies in a learning society (pp. 151-180). Seoul, Republic of Korea, Seoul National University Press.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.