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In schools, culture influences most of aspects, including how teachers or staff members dress, talk, and their willingness to change (Fullan, 2003; Peterson & Deal, 1998). It is vital to recognise that school culture is a primary component of any change initiatives in schools. Such a culture may include an isolation that teachers experience, include help and support from leaders and colleagues, and time to study and reflect on their work (Lieberman, 2001). Communication and collaboration among teachers are essential. In a sense, teachers must be provided time to develop and practice their newfound skills, share expertise, talk with colleagues, and work together in order to make changes (Lieberman, 2001). On the contrary, linking to Bolman and Deal (2008) if these elements of a culture become toxic or dysfunctional, it may bring about unsuccessful change. Moreover, it is the leader’s unique duty to manage cultural change in a way that the group survives in a changing environment (Schein, 2004).

It could be revealed that, from various views and concepts of organisational culture and change, the strong interrelationship between the two seems to be leadership that keeps culture and change on the right track and direction in a changing environment. Leaders of change are required to have a firm capability to monitor and diagnose the health of the culture as Schein (2004) suggests that making a trusting culture for change to be a smooth moving on is crucial if the change is to be internalised and embedded into the underlying beliefs and assumptions of the institutions. The challenge for the leaders in organisations is how to change elements but maintain the right cultures. This requires an intimate understanding of the organisation’s culture, so that change can be culturally appropriate and therefore accepted and sustained.

THEMES 主题

Base on information from the literature, two explicit and interrelated themes, organisational complexity and a clear communication that emerge, will be critiqued in the following sections.

Organisational complexity  组织复杂性

Organisations are complex entities consisting of multi-structures, a diversity of workforce, and functions (Bolman & Deal, 2008). These elements can, more or less, form a strong-interrelated web in organisations. It is clear from the literature that complexity in an organisation can be caused by factors including multi-layers of cultures and organisational structures as indicated by Schein (2010), the three-layer of cultures, artifacts, espoused beliefs and values, and basic underlying assumptions, have their distinct and unique aspects that can make organisations complicated and ambiguous. This is because such levels of culture are less visible or even invisible, and their essence lies in the pattern of basic underlying assumptions (Schein, 2010). The way things are done may be incomprehensible and inefficient to the new member and change implementation may seem explicit and tempting for a new leader. The effects of culture do not impact only on leadership, but also on organisational performance and on the way members feel about their work and the organisation (Cunliffe, 2008). It is essential to be aware that the seemingly unimportant artefact, ritual, ceremony can have powerful and significant sym本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。