'Al Faza'a' Leadership: An Implicit Cultural Barrier to Distributed Leadership in Jordanian Public Schools

Autor/in	Hashem, Reem
Titel	'Al Faza'a' Leadership: An Implicit Cultural Barrier to Distributed Leadership in Jordanian Public Schools
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 1, S.26-42 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hashem, Reem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220932580
Schlagwörter	Foreign Countries; Public Schools; Educational Administration; Leadership Styles; Cultural Influences; Power Structure; Participative Decision Making; Educational Change; Principals; Knowledge Economy; Indigenous Knowledge; Social Values; Ethnic Groups; Tribes; Jordan + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führungsstil; Cultural influence; Kultureinfluss; Bildungsreform; Principal; Schulleiter; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Sozialer Wert; Ethnie; Tribal society; Stammesgesellschaft
Abstract	In 2003, the Jordanian government launched an 'education reform for knowledge economy' leadership programme in Jordanian public schools. The programme transformed school leadership structures by advocating patterns of distributed leadership. However, growing evidence in cross-cultural research shows the influence of local culture on implementation of foreign reform programmes. This paper aims to examine a culture-bound leadership practice during the implementation of the education reform for knowledge economy programme and the tensions it holds to the intent of distributed leadership. This leadership practice was identified by Jordanian school principals who participated in qualitative research to examine factors affecting the implementation of the education reform for knowledge economy programme. The research employed a grounded theory methodology for data collection and analysis. Principals termed this leadership practice 'al faza'a' leadership which is anchored in "al faza'a" social practice of Jordanian tribes. Findings demonstrate that Jordanian tribal leadership styles are seen in Jordanian public schools. 'Al faza'a' hegemonic leadership practices in the Jordanian public schools signify the embodiment of the tribal social and cultural values of solidarity and kinship. These values can be incongruent with the core values underlying the education reform for knowledge economy's advocated distributed leadership programme. This paper concludes that 'al faza'a' practice can represent an implicit leadership theory in Jordanian schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01