Theories of educational leadership and management

In this established text Tony Bush presents the major theories of educational management, and links them to contemporary policy and practice. Leadership continues to be one of the major criteria used to differentiate the models; but the author now makes clear links between educational management theories and the main models of leadership.

The author applies the models to a range of international contexts, including both developed and developing countries. This relates to global interest in concepts of leadership and management and to an increasing recognition of the need to customize theory and practice to each context and culture rather than adopting a `one size fits all′ approach.

For the Fourth Edition , the essential conceptual models remain. New case study material has been added from the full range of education and non-school settings, from early years through to further and higher education. Each chapter now includes key words, summary and end of chapter materials including issues for discussion. Key terms are defined in-text for the non-expert reader and all references and relevant key legislation details have been fully updated.

This book is essential reading for all teachers who aspire to management, as well as for experienced leaders on Masters′ level courses, and for those studying school management as part of education studies degrees.

Author Notes

Tony Bush is Professor of Educational Leadership at the University of Warwick, and previously held similar posts at the universities of Leicester, Reading and Lincoln. He is also Visiting Professor at the University of the Witwatersrand, Johannesburg.

Preface	p. ix
1 The Importance of Leadership and Management for Education	p. 1
What is educational management?	p. 1
What is educational leadership?	p. 5
Distinguishing educational leadership and management	p. 8
The chronology of educational leadership and management	p. 10
Decentralization and self-management	p. 12
The significance of the educational context	p. 14
Instructional leadership	p. 16
Conclusion	p. 18
2 Models of Educational Leadership and Management	p. 23
The theory/practice divide	p. 23
The relevance of theory to good practice	p. 25
The nature of theory	p. 26
The characteristics of theory	p. 29
Diversity in educational leadership and management	p. 30
Models of educational management: an introduction	p. 33
Models of educational leadership: an introducation	p. 36
3 Formal Models	p. 40
Central features of formal models	p. 40
Structural models	p. 42
Systems models	p. 44
Bureaucratic models	p. 47
Rational Models	p. 50
Hierarchical models	p. 53
Formal models: goals, structure, environment and leadership	p. 54
Managerial leadership	p. 60
The limitations of formal models	p. 62
Conclusion: are formal models still valid?	p. 66
4 Collegial Models	p. 72
Central features of collegial models	p. 72
Collegial models in higher education	p. 76
Collegial models in secondary schools	p. 77
Collegial models in primary schools	p. 79
Collegial models: goals, structure, environment and leadership	p. 80
Transformational leadership	p. 84
Participative leadership	p. 87
Distributed leadership	p. 88
Limitations of collegial models	p. 91
Conclusion: is collegiality an unattainable ideal?	p. 95
5 Political models	p. 99
Central features of political models	p. 99
Baldridge's political model	p. 107
Sources of power in education	p. 108
Political strategies in education	p. 112
Political models: goals, structure, environment and leadership	p. 113
Transactional leadership	p. 119
The limitations of political models	p. 120
Conclusion: are political models valid?	p. 122
6 Subjective Models	p. 126
Central features of subjective models	p. 126
Subjective models and qualitative research	p. 132
Subjective models: goals, structure, environment and leadership	p. 134
Postmodern leadership	p. 138
Emotional leadership	p. 140
The limitations of subjective models	p. 140
Conclusion: the importance of the individual	p. 143
7 Ambiguity Models	p. 147
Central features of ambiguity models	p. 147
The garbage can model	p. 154
Applying the ambiguity model: Oakfields School	p. 156
Ambiguity models: goals, structure, environment and leadership	p. 158
Contingent leadership	p. 164
The limitations of ambiguity models	p. 165
Conclusion: ambiguity or rationality?	p. 167
8 Cultural Models	p. 170
What do we mean by culture?	p. 170
Societal culture	p. 172
Central features of organizational culture	p. 174
Developing a learning culture	p. 177
Organizational culture: goals, structure, environment and leadership	p. 179
Moral leadership	p. 184
Limitations of organizational culture	p. 186
Conclusion: values and action	p. 188
9 Conclusion	p. 192
Comparing the management models	p. 192
Comparing the leadership models	p. 198
Applying the models to schools and colleges	p. 204
Attempts at synthesis	p. 208
Using theory to improve practice	p. 210
Author Index	p. 214
Subject Index	p. 218

Mevcut:*

Bound With These Titles

On Order

Özet

Özet

Author Notes

Table of Contents