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 21
st
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 principals authority is perceived as god-
given and juridical (Bush, 2007)

TRANSFORMATIONAL
LEADERSHIP
Central focuses are the commitments and
capacities of the organizations 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
THEORY, RESEARCH AND
PRACTICE IN EDUCATIONAL
MANAGEMENT