term paper on educational management

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Educational leadership and management: theory, policy, and practice

There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and man agers if the y are to provide the best po ssible edu cation f or their learn ers. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective prin cipa ls and su pp ort from other senior an d m iddle managers. While the need for eff ective leaders is widely ack nowledged, there is much less certainty about which leadership behaviours are most likely to produce favourable outcomes. I examine the theoretic al u nd erpinn ing s f or the fie ld of ed uc atio na l lead ersh ip and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.

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It is generally perceived that the growth of nation converge on the quality of its educational leaders. The basic concern of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This paper analyses recent theoretical developments in the study of educational leadership in school management. Beginning with an overview of the concept of leadership in terms of research, theory, and practice, this paper examines theories of leadership and styles of leadership. An attempt is made on identification of contemporary issues and possible means of amelioration. This article concludes that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in school management because quality educational leadership tradition offers great opportunity to further refine educational leadership and management policies and practices by accepting and utilizing the basic principles and styles of educational leadership.

Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences

This present paper discusses the importance of leadership in educational management with specific reference to schools. Educational leadership has a critical role in the transformation of society, and for change to happen, effective leaders are key. Along with the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that if effective school leaders and managers are developed they are most likely going to provide the best possible education for their learners. Effective leadership and management are essential if schools and colleges are to achieve the wide-ranging objectives set for them by their many stakeholders, notably the government which provide most of the funding for public educational institutions. Teachers and their leaders and managers are the people who are required to deliver higher educational standards. Management and leadership are important for the delivery of good educati...

Administração: Estudos organizacionais e sociedade 4, 2021

As society develops new challenges and demands affect all areas of society. Thus, new forms of leadership are needed. This work revises influential contributions to the study of leadership in an attempt to identify traits, behaviours and styles current and future leaders need to develop to face the ever-increasing demands properly. The author applies the main findings to the field of Education, aiming to contribute to the development of an optimal style of leadership. Educational management is a complex and demanding activity; hence, school leaders need to exercise pedagogic leadership and develop new skills and competencies to support their practice. Accordingly, flexibility, capacity to adapt, openness, determination to overcome obstacles, collective participation, and shared decision-making processes become vital aspects of an optimal leader.

Oxford Bibliographies, 2016

Santamaría, L. J. (2016). Theories of educational leadership. Oxford Bibliographies, Oxford University Press, DOI: 10.1093/OBO/9780199756810-0153 http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0153.xml Introduction General Overview of Educational Leadership Styles and Related Theories Textbooks and Handbooks Journals and Professional Organizations Historical and Philosophical Foundations Conceptual Approaches and Frameworks Exemplars Large Data Sets and Empirical Evidence Complementary, Diverse, and Alternative Perspectives Critical, Global, and International Applications Introduction Prior to understanding theories of educational leadership, it is important to begin with a comprehensive definition of educational leadership. In this bibliographic entry, educational leadership is the professional practice of a leader (or leaders) in an administrative role(s) working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers, elementary, secondary, and postsecondary institutions. These people are most often individuals or small teams employed as school site leaders, principals, assistant or associate administrators. In early childhood, higher education or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States (U.S.) where frameworks have been largely drawn from industry and commerce management principles. Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the U.S. and similarly developed nations. Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts. Beyond seminal notions and ideations of educational leadership, there are developing and sometimes ground-breaking theories contributing to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices. A closer look at these elements further reveals theoretical types of educational leadership (e.g., styles, traits, behaviors), characteristics of educational leadership (e.g., management vs. leadership, power, coercion, conceptual frameworks), or the activities or practices educational leaders engage as expressions of their leadership in action (e.g., approaches, ways of leading). Each element is dependent on the educational context within which it occurs and warrants the consideration of multiple and international perspectives for 21st century relevance in a diverse and global society. This bibliography therefore includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories. Additionally, this entry provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered. Pertinent examples are provided from each area for further reader exploration, consideration, and study.

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According to this research, no country can advance above the level of education of its leaders. The goal of this philosophical debate is to look at leadership in a broader context and see how it may drastically enhance school administration. The academic evaluation examines existing theoretical advancements in the area of school administration educational administration. It begins with a brief overview of what leadership is or how research, philosophy, and practice might be used to describe it. After that, there is an examination of leadership theories, ideas, and styles. Every article comes to a close with a consideration of current issues and possible solutions. As a consequence, these writers argue that success may be secured if different types of leadership, principles, and techniques, as well as appropriate educational traditions, educational management, or business policies, are applied appropriately or totally in school administration. It also gives you a chance to fine-tune ...

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La estrategia como concepto probablemente surgió en relación con las operaciones militares. A la fecha la evolución del pensamiento estratégico ha sufrido cambios sin precedentes. La estrategia se define como un conjunto de planes, decisiones y objetivos que han adoptado para alcanzar las metas de la organización, y ha demostrado, al transcurrir del tiempo, ser revolucionaria, y no solo evolucionaría. En las últimas tres décadas del siglo XX hemos visto, en el campo de la Administración, el advenimiento y la desaparición de muchas teorías y modas que han creado estilos de dirección estratégica en las empresas. Estas teorías se sostenían en la creencia generalizada de que las economías, los mercados y los clientes se comportaban de manera lógica y predecible, pero la realidad fue diferente, las empresas se atascaron en medio de la rigidez que le dieron al plan de negocios, lo que se convirtió en la mejor receta para producir desastres empresariales. Ante estos, se crearon nuevas formas de análisis de los sectores industriales, el más conocido fue el de Michael Porter con su técnica para análisis de los sectores industriales. Empresas que habían adoptado la noción en boga en los años ochenta que la gente era un activo, se pasaron de pronto al otro extremo y en los años noventa empezaron a manejar a la gente como un pasivo. Justo a tiempo, reestructuración, reingeniería, fueron las cortinas de humo para adelgazar las organizaciones, reduciendo personal y costos. Re fraseando a C.K.Prahalad (Universidad de Michigan 1999): "...la reducción de tamaño fue como una anorexia corporativa, nos hizo más frugales y más delgados pero no necesariamente más sanos. Fundamentalmente necesitábamos crecer y necesitábamos cambiar. Desarrollo El pensamiento estratégico es el cimiento de la toma de decisiones estratégicas, ya que garantiza la salud a largo plazo de la empresa. Un pensador estratégico eficaz tiene la capacidad de conectar sus acciones diarias con los objetivos a largo plazo del negocio. El pensamiento estratégico implica obtener información, formular ideas y planear acciones. Consideramos tres pasos útiles para cada una de estas tres actividades: Obtener información: Requiere pensar analíticamente sobre que está cambiando en las áreas de tecnología, economía, mercados, política, legislación y sociedad en general, para después pensar numéricamente al auditar la capacidad estratégica de una organización. Proporcionamos formación también se obtiene recordando lo que ya se conoce. La información de reciente obtención debe " tener lógica " a la luz de lo que ya sabe. Este proceso " lógico " implica habilidades del pensamiento reflexivo. La Formulación de ideas: Implica pensar en el futuro. Como es difícil, si no imposible, obtener información futura clara y cierta, debemos usar habilidades de pensamiento muy diferentes a las analíticas y reflexivas que usamos para evaluar la información del pasado o el presente. Las habilidades aplicadas para formular ideas son pronosticadas, predicción, imaginación y visualización, además de una evaluación critica. Planeando acciones: supone que el propósito del pensamiento estratégico se basa en las acciones para preservar o cambiar las cosas para mejorarlas. Planear las acciones implica pensar creativamente en las posibles acciones a tomar. Todas las opciones deben evaluarse numérica, ética y empáticamente al considerar su deseabilidad. Deben evaluarse política y pragmáticamente al considerar su deseabilidad.

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Importance of Educational Management Essay

Introduction, example of educational management, conclusion of educational management.

Due to the confusion that exists between leadership and education management, most school managers/leaders cannot seem to define what education management is and this has made it extremely difficult to eradicate the confusion existing between the three concepts. This necessitates that school managers understand what entails education management.

This paper therefore explores the most fundamental components of educational management; components that help determine what educational management is via scrutinizing how education management has transformed over the years and discussing the impact of education management in schools. This will basically pave way for having an in-depth understanding of educational management and eradicate confusion that exists between different concepts related to education management.

The major purpose of education is developing students’ capacities and potential. As a field of practice, Bush & Glover (2002) indicate that education management focuses on how education managers coordinate the institutions’ activities (operations) in attempt to ensure that there is effectiveness and efficiency in meeting the goals set (capacity development).

Education management overlaps with administration and leadership concepts. Additionally, Bush (2003) notes that the term ‘management’ is commonly used in Britain and Europe while in Canada and United States, the term ‘administration’ is preferred. This has led to competing education management definitions and understanding.

As a result, most school leaders have difficulty balancing between school operations (management), leadership, staff and student performance improvement and administration or lower-order duties.Therefore, this paper seeks to conceptualize education management or rather find out what education management is and it impacts in schools. This will help school leaders understand the context of education management and avoid confusion that exists between administration, management and leadership.

Basically, managers are involved in leading, organising, planning and controlling educational institutions. This explains why education management overlaps with leadership; education managers must incorporate managerial leadership.

As Sharma (2009) notes, in managerial leadership, the focus is on tasks, functions, and building rational behavior within the organisation. This shows that managerial leadership assists in managing the activities that exist successfully, hence showing the inseparability of leadership and education management. Unfortunately, the managerial leadership model present in educational management is normative, outline how persons in schools ought to behave and define leadership by how effective organisations are.

These formal education managerial leadership models have major weaknesses; focus on the entire institution and underestimate individual contributions, exhibit a decision-making process with difficulties (managers cannot substantiate the choices made) and power is concentrated at the apex (principals have all the power, top-down or one way leadership). Automatically, this hinders the managerial efforts and explains the confusion existing between leadership and education management.

As Ciulla (2008) notes, the confusion can only be eradicated by conceptualizing education management, determining what educational management is and how it has impacted schools. This will help leaders operate within the educational management concepts and eradicate confusion.

Sharma (2009) notes that during and before the 1800s, management of education was unskilled, managed by the same people who governed communities. For instance in United States, the school system was under a district Agent who oversaw all managerial and administrative tasks.

During that time, critics argued that education was overly bookish and could not cater for varied talents. This is because education fell short of the expected quality; there were no trained teachers and no standard methods for storing information. This gave rise to the need for practical managerial skills.

At first, preachers and local businessmen took over schools and used unsophisticated skills to run them but in the 1900s, schools became more bureaucratic thus requiring unavailable administrative skills.

It became clear that training in educational management was needed and education management first evolved as an educational topic in Columbia University, United States. The focus was on educational controls such as functions of different individuals in schools among others but with time, management principles in commerce and industry were adapted by the management education system.

This marked the evolution of educational management theory giving rise to conceptual frameworks and theoretical knowledge needed for managing schools. The 21 st century has now seen practitioners and theorist develop managerial models that meet specific needs of educational institutions and educational management is now a conventional field governed by its own research and theories (Wankel, 2002).

The impact of educational management can be well elaborated by a research conducted by Poster (1988) in Center for Study of Comprehensive Schools.

Most school managers attested that education management has been fundamental in managing staff, technological changes, conflicting viewpoints existing between teachers and students, available resources and changes in market (education quality and standards). Additionally, most attested that educational management concepts enabled them plan, control and organise school operations.

As a result, most managers acknowledged that their schools had made major improvements towards ensuring that students had a firm basis in life (had endowed facilities, well trained teachers and offered wider education curriculums). This clearly indicates that education management has basically managed to turn-around schools; ensure that school operations are well aligned to address the needs of the school at large.

Basically, what we can learn is that educational management has changed the facet of schools from unproductive disorganised schools (poor quality of education and improper information storage) to productive organised schools (staff management and talent management).

As we can see, this is because education management has enabled school managers to plan, control, lead and organise school operations for the purpose of ensuring that students’ potential and capacities are developed. This is because educational management functions form the basis of all schools operations executed by school managers. We can therefore say that the fundamental managerial components (planning, controlling organising and leading) form the basis of what education management is.

When it comes to educational management, Wankel (2002) indicates that school managers are multifunctional and thus need to maintain total quality management, come up with staff performance appraisal schemes, tackle job satisfaction, occupational stress and coping actions, and also manage time effectively.

This necessitates proper planning (defining goals and coming up with development plans/strategies for achieving them) of school’s operations, a clear indication as to why planning is outlined as a major managerial component in the sample case.

When it comes to capacity development, managers are expected to adapt a skill developmental approach where training is undertaken at a personal and team level, technical assistance is offered to students undertaking projects and the school networks with research institutions and other educational institutions. For these reasons, school managers are expected to lead; motivate subordinates/ teams/individuals as they work and organise or distribute tasks for effective capacity building.

Additionally, capacity development is a long-term process that requires evaluation and monitoring. This requires proper controlling or monitoring of performances, comparing performance to the expected standards and coming up with corrective measures.

Cumulatively, we can now say that education management is planning, controlling, organising and leading in school operations with the purpose of capacity building and addressing the needs of the school at large. As we can see from the case study sample, the progress made in schools (capacity building and addressing the school needs effectively) can all be attributed to proper planning, organising, leading and controlling of the school operations.

Bush, T. (2003). Theories of educational management: Third edition . London, LDN: Sage.

Bush, T., & Glover, D. (2002). School leadership: Concepts and evidence . Nottingham: National College for School Leadership.

Ciulla, J. B. (2008). Leadership studies and “the fusion of horizons”. The Leadership Quarterly 19 (4), 393-395.

Poster, C, D. (1988). Partnership in education management. London, LND: Routledge.

Sharma, S. L. (2009). Educational management: A unified approach of education. New Delhi, ND: Global India Publications.

Wankel, C. (2002). Rethinking management education for the 21st century. North Carolina, NC: IAP.

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