& Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. Handy, C. Everyone expects superiors to enjoy privileges, and status symbols are very important. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Bush (forthcoming). The notions of cultural diffusion and cultural fit assume that programs designed to take account of the cultural expectations and preferences of participants are more likely to lead to effective learning and resulting practice. It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. R. The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. Two typologies are developed. DiPaola, M.F. R. Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. Leader development across cultures. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. As Foskett and Lumby (2003, p. 8) indicate: & Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. As within continents or regions, within each nation, a common culture cannot be assumed, the differences between the culture of Native Americans, Hispanic and African American women and that of white males within the United States being an example given above.

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