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Centralized Reform in the Federal Republic of Germany: Educational Leadership in Berlin Since the Reunification of 1990 Nanci Lynne Shaw Iowa State University

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Centralized Reform in the Federal Republic of Germany: Educational Leadership in Berlin Since the Reunification of 1990 Nanci Lynne Shaw Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2005 Centralized reform in the Federal Republic of Germany: educational leadership in Berlin since the reunification of 1990 Nanci Lynne Shaw Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Administration and Supervision Commons, and the Other Education Commons Recommended Citation Shaw, Nanci Lynne, "Centralized reform in the Federal Republic of Germany: educational leadership in Berlin since the reunification of 1990 " (2005). Retrospective Theses and Dissertations. 1591. https://lib.dr.iastate.edu/rtd/1591 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Centralized reform in the Federal Republic of Germany: Educational leadership in Berlin since the reunification of 1990 by Nanci Lynne Shaw A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Educational Leadership) Program of Study Committee: Thomas Alsbury, Major Professor Nancy Evans Florence Hamrick Mark Rectanus John Schuh Jurgen van Buer, Humboldt Universitàt zu Berlin Iowa State University Ames, Iowa 2005 © Copyright by Nanci Lynne Shaw, 2005. All rights reserved. UMI Number: 3184649 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform 3184649 Copyright 2005 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 ii Graduate College Iowa State University This is to certify that the doctoral dissertation of Nanci Lynne Shaw has met the dissertation requirements of Iowa State University Signature was redacted for privacy. Major Profe or Signature was redacted for privacy. For the Major Program iii berlin mitte ost und mitte west waren nie versprochen zwilling waren wohl die briider deren alter liebt den jungen der ihn hasst ein wenig auch. kamen beide spat in diese welt als der zweite ward geboren kampft der ferste schon zu schaffen sich mehr platz und raum im hart gerangel um die siiBen gtiter dieser welt die stind der jugend waren ein paar groBe tat sehr viel mehr die kleinen auch ein wenig sprenkel voll von licht voll von tâglich grau der rest doch tiefes schwarz die briider nicht getan in diesen jungen jahren als sie dann zu sein erwachsen glaubten als sie miihsam raum geschaffen fur die Menschen raum zu leben auf je eigne art als sie wirklich wollten gehen in die welt wurden sie der hort unmenschlich brauner tat verloren war das lang und hart gesammelt gut der miihsam aufgestapelt rest von gliick sie waren un getrennte briider konnten gruBen sich des morgens konnten ruhen dann am abend konnten weinen auch doch konnten wirklich sich beriihren nicht war fur sie ein boses spiel nicht zu hâsslich war die welt dann schlieBlich folgt dem riss der endlos mauer gab den raum zu setzen fort was mit der braunen wut die briider selbst zerstort bleibt die frage nun wie beide lernen platz zu nehmen in der welt ihr zu geben mehr als nehmen und zu tun versprochen einigkeit Jiirgen van Buer 16/09/ 04 iv TABLE OF CONTENTS LIST OF FIGURES viii ACKNOWLEDGEMENTS ix ABSTRACT x CHAPTER I. INTRODUCTION 1 Statement of Problem 2 Statement of Purpose 3 Background Information 5 Significance of Study 12 Limitations of Study 13 Synopsis of Study 14 Confidentiality 15 Definition of Terms 15 Summary of Study 18 CHAPTER 2. REVIEW OF LITERATURE 20 Introduction 20 Dimensions of Culture 20 A Cultural Perspective 21 Cultural Research 25 Cultural Leadership Research 30 Cultural Research in Educational Leadership 37 V Educational Leadership and the Process of Change 43 Vision for Change 44 Organizational Culture 46 Capacity for Change 49 Sustainability of Change 53 Pitfalls and Perceptions 56 Education in the Federal Republic of Germany: 59 Philosophy and Foundation 60 Schulleiter Roles and Responsibilities 65 Berlin: Context and Culture 71 Summary 78 CHAPTER 3. METHODOLOGY 79 Introduction 79 Theoretical Paradigm 80 A Cultural Approach 80 Epistemology 82 Theoretical Perspective 83 Methodology 87 Research Setting 90 Respondents 95 Methods of Data Collection 96 Methods of Data Analysis 108 Trustworthiness 117 vi Reflexivity 121 Summary 123 CHAPTER 4. RESULTS OF STUDY 125 Introduction 125 The Historical and Cultural Context of Berlin 125 GDR before Reunification 127 Reunification of East and West 129 Impacts of Reunification 132 Integration and Differences of East and West 134 Orientations toward Change 150 Discussion: The Effects of Culture 152 Impacts on Educational Leadership and the Process of Change 158 Economic, Political, and Social Context 159 Global and International Context 161 Local School Context 162 The Context of Change 166 Discussion: Impacts on Educational Leadership 170 The Role and Purpose of Educational Leadership 176 Leadership Priorities 193 Personal Vision 200 Decision-making Preferences 204 Discussion: The Role and Purpose of Educational Leadership 208 Summary of Results 222 vii CHAPTER 5. CONCLUSIONS 224 Introduction 224 Centralization and Collaboration 225 Globalization and Culture 227 Myths of Culture 231 Implications for Cultural Leadership 237 Culture as Complementary 238 Cultural Organizations 240 Model for Integrated Cultural Organizations 249 Recommendations 251 Epilogue 254 REFERENCES 256 APPENDIX A. STRUCTURE OF BERLIN EDUCATIONAL SYSTEM 286 APPENDIX B. INFORMED CONSENT AND INTERVIEW GUIDES 288 viii LIST OF FIGURES Figure Page 1. Figure 1: Integrated culturally endorsed model of leadership 35 2. Figure 2. Cross-cultural model of educational leadership 48 3. Figure 3. 2004 demographic data of Berlin and Germany 73 4. Figure 4. Primary and secondary educational structure of Berlin 75 5. Figure 5. Research sites and respondents, Berlin, Germany 94 6. Figures 6-18. Perceptions of Schulleiter: Leadership priorities, personal vision, and decision-making preferences 180-192 7. Figure 19. Priorities for effective leadership identified by 13 Schulleiter 195 8. Figure 20. Leadership priorities of Schulleiter with common profiles 196 9. Figure 21. Advantages of leadership priorities in East and West 197 10. Figure 22. Personal visions of West Schulleiter 201 11. Figure 23. Personal visions of East Schulleiter 202 12. Figure 24. Decision-making preferences of East Schulleiter 204 13. Figure 25. Decision-making preferences of West Schulleiter 205 14. Figure 26. Leadership profiles of five Schulleiter with common leadership priorities 207 15. Figure 27. Positional authority of Schulleiter 216 16. Figure 28. Schulleiter perceiving minimal teacher resistance 219 17. Figure 29. Schulleiter perceiving medium and high teacher resistance 220 18. Figure 30. Model of integrated cultural organizations 251 ix ACKNOWLEDGMENTS I am very grateful for the tremendous support I received during this project and would like to express my appreciation. First, I would like to thank my parents, Donald and Sharon Shaw, and my daughters, Kellie and Jennifer Ooton, for their continued support and encouragement during this "second time around" endeavor. I also wish to thank my chair, Tom Alsbury, for the confidence, advice, and opportunities that served to shape the outcome of this study. And I would like to extend my deepest gratitude to the members of my committee, Nancy Evans, Florence Hamrick, Mark Rectanus, and John Schuh, for their involvement, support, and assistance in my journey. In addition, I would like to express my appreciation to Jiirgen van Buer from Humboldt Universitat zu Berlin for his invaluable insight and encouragement; and to the dedicated Schulleiter in Berlin who shared their time, their experiences, and themselves in this project. And finally, I wish to thank Richard Manatt for his words of wisdom along the way, and Cornelia Wagner and Fabian Seidel for their helpful assistance with translation and interpretation. X ABSTRACT Following the 2004 enactment of centralized educational reform in Berlin, Germany, school leaders were charged with increased responsibilities and autonomy but with minimal training, decreased funding, and limited authority - all in the not-so-distant aftermath of the reunification of 1990. The purpose of this study was to gain understanding of the role and purpose of educational leadership, the implementation of reform, and the influence of cultural background from East or West Germany on school leaders in Berlin. Grounded theory methodology was utilized, conducted through a cultural lens as set within a particular historical context of Berlin.
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