College of education and behavorial study departement of educational planning and management assessing the practice of diversity management in

2.3.4 Cultural diversity 
It appears that globalism and diversity go beyond the tolerance of cultural differences and this is 
considered an ethical and political issue by organizations, not only in theory, but also in practice 
(Wong 2010). Therefore, the way to manage the workforce depends on many factors including 
the degree to which an organization is prepared to accept culturally diverse employees‘ social 
identities. 
To influence, motivate and inspire people of cultural diversity, management must have 
awareness and be familiar with cultural differences and the skills to lead people from other 
cultures (DuBrin, Dalglish & Miller 2006). It is imperative that diversity management should be 
designed in a way that reflects sensitive cultural differences that exist in schools.
As for the democratic cultures, the introduction part of the education policy states, 
―Education…plays a role in the promotion of respect for human rights and democratic values, 
creating the condition for equality, mutual understanding and cooperation among people‖ 
―Provide education that promotes democratic culture, tolerance and peaceful resolution of 
differences and that raises the sense of discharging societal responsibility‖ (MOE, 1994). 
Mostly, in highly diversified community, like school, faces to a greater challenge or heavy risk in 
the working conditions, leadership practices, and management situations. 

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Since, the target of diversity management in government secondary schools in students learning 
process is to transform the organizational culture from a majority-oriented to a heterogeneous 
pluralistic culture in which different value systems are heard and thus equally affect the work 
environment. Diversity management in government secondary schools in students learning 
process has a dual focus: the first is enhancing social justice by creating an organizational 
environment in which no one is privileged or disadvantaged due to characteristics such as race
or gender, language; these cons increasing productivity and profitability through
organizational [school] transformation (e.g., Cox, 2001; Ozbilgin & Tatli, 2008). 
Concerning the benefits of managing diversity in government secondary schools in students 
learning process, Jan (1999) says, the potential benefits of managing diversity include increased 
employee and client satisfaction, increased productivity, and more inclusive management. The 
success of this initiative hinges on shared understanding, commitment and participation. It is 
therefore, diversity management in schools is expected to be inclusive. This is also result in to 
increase productivity. I.e. it has impact on student‘s achievement as well.
Blackmore (2006) says, educational leadership scholars have largely been concerned with 
various models of leaders work and operational practices rather than an explicit tackling of 
diversity. These approaches need to be seen within the context of educational policy and practice 
that have been framed within market and managerial approaches to education which have tended 
to limit the possibilities of working towards more inclusive and equitable schooling. Hence, in 
educational leadership the issue of diversity management is also important especially in the 
context of policy and practices of schooling. 

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