Theory, Research and Practice in Educational Management
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Transcript of Theory, Research and Practice in Educational Management
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Prepared by Jonald Justine Umali Itugot
THEORY, RESEARCH AND PRACTICE IN EDUCATIONAL MANAGEMENT
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EDUCATIONAL MANAGEMENT
A field of study and practice concerned with the operation of educational institutions (Bush, 2003)
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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
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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
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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
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Prepared by Jonald Justine Umali Itugot
THEORY, RESEARCH AND PRACTICE IN EDUCATIONAL MANAGEMENT