Lahtero Tapio Juhani, Risku Mika

Abstract: Purpose–The purpose of this paper is to describe a symbolic-interpretative research on the leadership culture and its subcultures in one unified comprehensive school in Finland. Design/ methodology/ approach– The research is a phenomenological, qualitative case study. Its methodology is based on triangulation.

Findings – The leadership culture of the unified comprehensive school studied in the present research seemed to be based on equality, communality, appreciation, flow of information and humor. Besides examining the general leadership culture of the school, an attempt was made to study the possible subcultures of the school by examining the six subject groups into which the teachers were divided in the school on the basis of the teachers’ education and tasks. These subject groups formed the subgroups of the research. If a subgroup's interpretation of the leadership culture of the school differed significantly from those of the other subgroups, the subgroup was considered to have a subculture of its own. Only one such subculture was found, that of the mathematic teachers. It, too, although being clearly a subculture of its own, included several common features with the main leadership culture of the unified comprehensive school. Originality/value – The study is the first one in Finnish schools where leadership culture is conceived as a constantly reforming outcome of the meaning and interpretation processes which form themselves through the social structures of the school in connection to the leadership actions at the school.

Keywords：Leadership; Organization culture; Subculture

总 结：

1、本文运用现基于三角测量的个案研究方法，通过对芬兰一所统一的综合性学校中关于领导文化以及其亚文化的描述，作出相应的象征性的解释研究。

2、结果表明，在目前的研究中，统一综合性学校的领导文化似乎是基于平等、团结、欣赏、信息流和幽默的。除了研究领导文化，也通过研究这所学校中的六个学科组，探讨了学校可能存在的亚文化。而这六个学科组是基于教师教育的任务不同而划分的，他们组成了新的研究小组。如果学校领导文化的一个小组的解释文化差异显着的其他小组，那么我们就认为这个小组是有它自己的亚文化的。虽然显然是一个亚文化本身，它也包括与统一的综合学校的主要领导文化的几个共同的特点。

3、研究的意义在于，本研究是第一个在芬兰学校里通过学校领导行为和学校社会结构的联结而形成了领导文化本身。

来源：International Journal of Educational Management 2014, p560-577. 18p.