Scribd
Upload
8 views18 pages

Group 1

Uploaded by

zyaharley99
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
8 views18 pages

Group 1

Uploaded by

zyaharley99
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 18

GROUP 1

ARRANGED BY:

NURMARITO RAMBE
(0332233013)
LEADERSHIP AND SCHOOL
IMPROVEMENT
LEADERSHIP
OR
MANAGEMENT?
Educational leadership and management are
fields of study and practice concerned with
the operation of schools and other educational
organisations.

Bolam (1999: 194) defines educational


management as ‘an executive function for
carrying out agreed policy’. He differentiates
management from educational leadership which
has ‘at its core the responsibility for policy
formulation and,
where appropriate, organisational
transformation’ (p. 194).

Writing from an Indian perspective, Sapre (2002:


102) states that ‘management is a set of
activities directed towards efficient and effective
Glatter (1979: 16) argues that management studies
are concerned with ‘the internal operation of
educational institutions, and also with their
relationships with their environment, that is, the
communities in which they are set, and with the
governing bodies to which they are formally
responsible’.

Management possesses no superordinate goals or


values of its own. The pursuit of efficiency may be
the mission statement of management – but this is
efficiency in the achievement of objectives which
others define’ (Newman and Clarke1994: 29).

The process of deciding on the aims of the


organisation is at the heart of educational
management. In some settings, aims are decided by
the principal or headteacher, often working in
association with senior colleagues perhaps a small
School and college aims are inevitably
influenced by pressures emanating from the
wider educational environment and this leads to
questions about the viability of school ‘visions’.

Governments have the constitutional power to


impose their will but successful innovations
require the commitment of those who have to
implement these changes.
Leadership

Leadership may be understood as ‘influence’


but this notion is neutral in that it does not
explain or recommend what goals or actions
should be sought through this process.
However, certain alternative constructs of
leadership focus on the need for leadership to
be grounded in firm personal and professional
values.

Vision is increasingly regarded as an


essential component of effective leadership.

Bennis and Nanus (1985) to articulate ten


‘emerging generalisations’ about leadership,
four of which relate directly to vision:
1. Outstanding leaders have a vision for their
organisation

2. Vision must be communicated in a way


which secures commitment among

3. members of the organisation.

4. Communication of vision requires


communication of meaning.

5. Attention should be given to


institutionalising vision if leadership is to
be successful.
Distinguishing educational leadership
and management

The concepts of leadership and


management overlap. Cuban (1988)
provides one of the clearest distinctions
between leadership and management. He
links leadership with change, while
management is seen as a maintenance
activity.

Managing is maintaining efficiently and


effectively current organisational
arrangements. While managing well often
exhibits leadership skills, the overall
function is toward maintenance rather than
change.
Leadership and management need to be
given equal prominence if schools and
colleges are to operate effectively and
achieve their objectives. While a clear
vision may be essential to establish the
nature and direction of change, it is
equally important to ensure that
innovations are implemented efficiently
and that the school’s residual functions
are carried out effectively while certain
elements are undergoing change.
Decentralisation and self-management

Educational institutions operate within a


legislative framework set down by national,
provincial or state parliaments. One of the key
aspects of such a framework is the degree of
decentralisation in the educational system.
Highly centralised systems tend to be
bureaucratic and to allow little discretion to
schools and local communities.

Decentralisation involves a process of


reducing the role of central government in
planning and providing education.

Decentralisation in education means a shift in


the authority distribution away from the central
‘top’ agency in the hierarchy of aueducati.
Different forms of decentralisation are diverse
in their justifications and in what they imply for
The significance of self-management
for leadership development is that the
scope for leadership and management
is much greater. While managers in
centralised systems are largely
confined to implementing policies and
decisions made at higher levels in the
bureaucracy, leaders of self-managing
schools typically have substantial
responsibility for budgets, staff and
external relations, as well as the
interpretation and implementation of
what is usually a prescribed curriculum.
Leadership
and school
improvemen
t
Outstanding leadership has invariably
emerged as a key characteristic of
outstanding schools. There can no longer be
doubt that those seeking quality in education
must ensure its presence and that the
development of potential leaders must be
given high priority. (1992: 99, emphasis
added)

The evidence on school effectiveness and


school improvement during the last 15 years
has consistently shown the pivotal role of
school leaders in securing high quality
provision and high standards effective
leadership is a key to both continuous
improvement and major system
transformation. (NCSL 2001: 5, emphasis
The pivotal role of the school leader has been
corroborated by findings of school effectiveness
research for the last decades. The research shows
that schools classified as successful possess a
competent and sound school leadership. Studies on
school development and improvement also emphasise
the importance of school leaders.

This widespread belief that leadership and


management are significant factors in determining
school outcomes is not well supported by hard
evidence of the extent and nature of school leadership
effects.
conclusion
Effective leadership and management are
increasingly regarded as essential if schools and
colleges are to achieve the wide-ranging
objectives set for them by their many
stakeholders, notably the governments which
provide most of the funding for public educational
institutions. In an increasingly global economy,an
educated workforce is vital to maintain and
enhance competitiveness. Society expects
schools, colleges and universities to prepare
people for employment in a rapidly changing
environment.

Teachers, and their leaders and managers, are


the people who are required to ‘deliver’ higher
educational sstandards. There is a widespread
belief that raising standards of leadership and
management is the key to improving schools.
Increasingly, this is link to prepare and develop
leaders for their demanding roles
Thank you

You might also like