Links between leadership and culture are increasingly recognised, as culture strongly influences leadership enactment. Culture emerges from the values, beliefs and norms of individuals within organisations, and these individual perceptions coalesce into shared organisational meanings (Bush, 2020). Culture may be understood at several levels. First, there are broad societal norms that provide the framework for institutional leadership. These may differ across countries, and leadership is understood and enacted differently, depending on these cultural norms. This leads Walker and Dimmock (2002), for example, to critique the near-universal adoption of Western models in other contexts. Second, there is the notion of organisational culture, arising from the values and beliefs of teachers, leaders, parents and other stakeholders, leading to what may be a distinctive ethos. This may be particularly powerful in faith schools, where there are shared religious norms. Third, there may be sub-cultures, especially in larger schools or colleges. Here, the dominant values may be those of subject departments, rather than the whole organisation.

中文翻译：

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学校领导和文化：社会和组织观点

随着文化对领导力制定的强烈影响，人们越来越认识到领导力与文化之间的联系。文化是从组织内个人的价值观，信念和规范中产生的，这些个人观念融合为共享的组织含义（Bush，2020年）。文化可以在几个层面上被理解。首先，有广泛的社会规范为机构领导提供了框架。这些国家之间可能会有所不同，并且根据这些文化规范，领导能力的理解和执行方式也有所不同。例如，这导致沃克和迪莫克（Walker and Dimmock，2002）对在其他情况下几乎普遍采用西方模式提出了批评。其次，有一种组织文化的概念，它源于教师，领导者，父母和其他利益相关者的价值观和信念，导致可能是一种独特的精神。在有共同宗教规范的宗教学校中，这可能尤其强大。第三，可能存在亚文化，尤其是在较大的学校或学院中。在这里，主导价值可能是主题部门的价值，而不是整个组织的价值。