1. T HEORY, R ESEARCH AND
P RACTICE IN E DUCATIONAL
M ANAGEMENT

2. E DUCATIONAL M ANAGEMENT
 A field of study and practice
concerned with the operation of
educational institutions (Bush, 2003)

3. S IGNIFICANCE OF
E DUCATIONAL M ANAGEMENT
 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

4. A IMS OF E DUCATIONAL
I NSTITUTIONS
 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

5. L EADERSHIP VS .
M ANAGEMENT
 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)

6. M ANAGERIAL L EADERSHIP
 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)

7. T RANSFORMATIONAL
L EADERSHIP
 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)

8. PARTICIPATIVE L EADERSHIP
 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)

9. P OST - MODERN L EADERSHIP
 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)

10. M ORAL L EADERSHIP
 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)

11. I NSTRUCTIONAL L EADERSHIP
 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)

12. C ONTINGENT L EADERSHIP
 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)

13. C ONCLUSION
 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

14. T HEORY, R ESEARCH AND
P RACTICE IN E DUCATIONAL
M ANAGEMENT