Prepared by Jonald Justine Umali Itugot

THEORY, RESEARCH AND PRACTICE IN EDUCATIONAL MANAGEMENT

EDUCATIONAL MANAGEMENT

A field of study and practice concerned with the operation of educational institutions (Bush, 2003)

SIGNIFICANCE OF EDUCATIONAL MANAGEMENT

Great interest in educational management started in the early part of the 21st century

“The quality of leadership makes a significant difference to school and student outcomes.” (Bush, 2007)

Effective Managers = Best Possible Education

AIMS OF EDUCATIONAL INSTITUTIONS

Educational management has to be concerned with the purpose and aims of education

Aims should be determined by assessing the needs of the learners

Educational aims are usually pressured by external influences

LEADERSHIP VS. MANAGEMENT

According to Cuban (1988):

Leadership = Change / Purpose

Management = Maintenance / Implementation

Both leadership and management are important

The challenge of modern organizations require the qualities of both the leader and the manager (Bolman & Deal, 1997)

MANAGERIAL LEADERSHIP

Leaders should focus on functions, tasks , and behaviors (Leithwood et al., 1999)

The principal’s authority is perceived as “god-given” and “juridical” (Bush, 2007)

TRANSFORMATIONAL LEADERSHIP

Central focuses are the commitments and capacities of the organization’s members (Leithwood et al., 1999)

In order to succeed, the commitment of members are needed (Cadwell & Spinks, 1992)

This approach has the potential to engage all stakeholders in the achievement of educational objectives (Bush, 2007)

PARTICIPATIVE LEADERSHIP

Central focus are the decision-making processes of the group (Leithwood et al., 1999)

Participation will increase school effectiveness

Leadership is potentially available to any legitimate stakeholder

“The burdens of leadership will be less if leadership functions and roles will be shared.” (Sergiovanni, 1984)

POST-MODERN LEADERSHIP

Suggests that leaders should respect and give attention to the diverse and individual perspectives of the stakeholders. (Bush, 2007)

Advocates a more consultative, participatory, and inclusionary stance. (Starratt, 2001)

Stakeholders have a right to be heard (Sackney & Mitchell, 2001)

MORAL LEADERSHIP

Critical focus of leadership should be on the values, beliefs, and ethics of leaders themselves. (Leithwood et al., 1999)

Excellent schools have central zones composed of values and beliefs that take on sacred or cultural characteristics. (Sergiovanni, 1984)

INSTRUCTIONAL LEADERSHIP

Focuses on the direction of influence rather that its nature (Bush, 2007)

Strongly concerned with teaching and learning, including teachers’ professional learning and student growth (Southworth, 2002)

Leaders’ influence is targeted at student learning via teachers (Bush & Glover, 2002)

CONTINGENT LEADERSHIP

Recognizes the diverse nature of school contexts

Recognizes the advantages of adapting various leadership styles

Does not subscribe to a “one size fits all” model

“The managerial job is too complex and unpredictable to rely on a set of standardized responses to events.” (Yukl, 2002)

CONCLUSION

Leadership can be understood as a process of influence leading to a vision for the school.

The vision is articulated by the leaders who seek to gain the commitment of the staff and stakeholders

Regardless of which approach is used, the focus should be managing teaching and learning

Prepared by Jonald Justine Umali Itugot

THEORY, RESEARCH AND PRACTICE IN EDUCATIONAL MANAGEMENT