eliminate the confusion between educational leadership and management.

1. Educational
Leadership and
Management

2. Educational Management
 field of study and practice concerned with the operation of
educational organizations
 Development of discipline is based on
sociology, political science, economics and general management.
 ‘an executive function for carrying out agreed policy’.
Management is differentiated from educational leadership
which has ‘at its core the responsibility for policy formulation
and, where appropriate, organizational transformation

3.  Writing from an Indian perspective, Sapre (2002, p. 102) states
that ‘management is a set of activities directed towards
efficient and effective utilization of organizational resources in
order to achieve organizational goals’
 managers in schools and colleges have to engage with both
internal and external audiences in leading their institutions. This
statement delineates the boundaries of educational
management

4.  Successful management requires a clear link between aims,
strategy and operational management.
 the value of formal statements of purpose;
 whether the objectives are those of the organization or those of
particular individuals
 how the institution’s goals are determined.

5. Formal statement of Purpose
 Managers, staff and other stakeholders should develop a
distinctive vision for their schools with clearly articulated and
specific aims. Beare, Caldwell and Millikan (1989, p. 99) say that
‘outstanding leaders have
 A vision of their schools – a mental picture of a preferred future.
 Which is shared with all in the school community’.
 Vision, enables effective managers to link functions with aims
and to ensure that all management activity is purposeful.

6. Organizational or individual
aims
 There is a range of opinion between these two views.
 Gray (1979, p. 12), stresses both elements: ‘the management
process is concerned with helping the members of an
organization to attain individual as well as organizational
objectives within the changing environment of the organization’.

7. The determination of aims
 Government
 School Principals and headteachers

8. Educational Leadership
 Leadership as influence
 A central element in many definitions of leadership is that there
is a process of influence. Most definitions of leadership reflect the
assumption that it involves a social influence process whereby
intentional influence is exerted by one person [or group] over
other people [or groups] to structure the activities and
relationships in a group or organization. (Yukl, 2002, p. 3)

9.  Cuban’s (1988) definition shows that the influence process is
purposeful in that it is intended to lead to specific outcomes:
‘Leadership, then refers to people who bend the motivations
and actions of others to achieving certain goals; it implies taking
initiatives and risks’
 Bossert (1995) see this influence as an organizational quality
flowing through the differing internal networks of the
organization.

10. Leadership and Values
 leadership to be grounded in firm personal and professional
values
 ‘character’ of leaders, expressed in terms of personal values,
self-awareness and emotional and moral capability.
 Educational Values

11. Leadership and Vision
 Outstanding leaders have a vision for their organizations.
 Vision must be communicated in a way which secures
commitment among members of the organization.
 Communication of vision requires communication of meaning.
 Attention should be given to institutionalizing vision if leadership
is to be successful

12.  It is evident that the articulation of a clear vision has the
potential to develop schools but the empirical evidence of its
effectiveness remains mixed. A wider concern relates to
whether school leaders are able to develop a specific vision
for their schools, given the centrality of government
prescriptions of both curriculum aims and content

13. Leadership, Management
& Administration
 school leaders experience difficulty in deciding
the balance between higher order tasks
designed to improve staff, student and school
performance (leadership), routine maintenance
of present operations (management) and lower
order duties (administration).

14.  Cuban (1988) links leadership with change while management is
seen as a maintenance activity.
 management, which is linked to systems and ‘paper’, and
leadership, which is perceived to be about the development of
people
 Bush (1998, p. 328) links leadership to values or purpose while
management relates to implementation or technical issues.

15. Leadership: A Facet of
Management
 Managers think incrementally
 Leaders think radically “
 Managers do things right, while
 Leaders do the right thing” (Pascale)
 Managers follow the rules; Leaders follow their
intuition
 Leaders stand out by being different.
 They question assumptions and are suspicious of
tradition.
 They seek out truth and make decisions based on
fact not prejudice
 Leaders are observant and sensitive people. They
know their team and develop mutual confidence
within it (Fenton)

16. Management Vs
Leadership Management Vs Leadership
Coping with
Complexity
Coping with change
Planning and
Budgeting
Setting a Direction
Organizing and
Staffing Aligning People
Controlling and
Problem solving
Motivating People
Replacement
Planning
Career
Development of
Potential leaders

17. SubjectSubject LeaderLeader ManagerManager
EssenceEssence ChangeChange StabilityStability
FocusFocus Leading peopleLeading people Managing workManaging work
HaveHave FollowersFollowers SubordinatesSubordinates
HorizonHorizon Long-termLong-term Short-termShort-term
SeeksSeeks VisionVision ObjectivesObjectives
ApproachApproach Sets directionSets direction Plans detailPlans detail
DecisionDecision FacilitatesFacilitates MakesMakes
PowerPower Personal charismaPersonal charisma Formal authorityFormal authority
Appeal toAppeal to HeartHeart HeadHead
EnergyEnergy PassionPassion ControlControl
DynamicDynamic ProactiveProactive ReactiveReactive
PersuasionPersuasion SellSell TellTell
RulesRules BreaksBreaks MakesMakes
LikesLikes StrivingStriving ActionAction
RisksRisks TakesTakes MinimizesMinimizes
ConflictConflict UsesUses AvoidsAvoids
DirectionDirection New roadsNew roads Existing roadsExisting roads
CreditCredit GivesGives TakesTakes
BlameBlame TakesTakes BlamesBlames

18. The chronology of
educational leadership and
management
 Scientific Management
 Fayol
 Weber
.

19.  In summary, the climate for educational leadership and
management has never been more optimistic. The recognition
that high-quality leadership is central to educational outcomes
has led to the view that training is desirable to develop people
with the appropriate knowledge, skills and understanding to
lead schools and colleges in an increasingly global economy.
This requirement is particularly important for self-managing
institutions

20. Decentralization and self-
management
 Educational institutions operate within a legislative framework
set down by national, provincial or state departments.
 Highly centralized systems tend to be bureaucratic and to allow
little discretion to schools and local communities.
 Decentralized systems devolve significant powers to subordinate
levels. Where such powers are devolved to the institutional level,
we may speak of ‘self-management’.

21. Greater autonomy in schools . . . [leads] to
 greater effectiveness through greater flexibility in and therefore
 better use of resources;
 to professional development selected at school level;
 to more knowledgeable teachers and parents,
 so to better financial decisions, to whole school planning and
implementation with priorities set on the basis of data about
student [outcomes] and needs. (Quoted in Thomas and Martin,
1996, 28)
 Autonomous schools and colleges may be regarded as
potentially more efficient and effective but much depends on the
nature and quality of internal management.

22. The significance of the educational
context
 Application of general management theories to education
 But now educational leadership and management has
emerged as a separate discipline
 Theories have been developed for its specific needs
 Still debate on whether education is a separate discipline or
application of general management theories

23.  One strand of opinion asserts that there are general
principles of management which can be applied to all
organizational settings. ‘Schools have much in common
with other organizations that bring people together for a
purpose – be they hospitals, or businesses or government
offices’ (Handy, 1984, p. 26).
 Training and development of managers rests largely upon
the functions thought to be common to different types of
organization. These include,
• financial management,
• human resource management and
• relationships with the organization’s clients and the
wider community.

24.  One idea is to apply best practices outside
education on education
 But it is difficult to identify which is best and to
what extent it could be applicable with respect
to cultural compatibility.

25. There are several arguments to support the
notion that education has specific needs that
require a distinctive approach. These include:
 the difficulty of setting and measuring educational
objectives;
 the presence of children and young people as the
‘outputs’ or ‘clients’ of educational institutions;
 the need for education professionals to have a high
degree of autonomy in the classroom;
 the fact that many senior and middle managers,
particularly in primary schools, have little time for the
managerial aspects of their work.

26.  The school improvement research (Stoll, 1996) emphasizes the
need for leaders to focus on these educational issues rather
than the generic tasks of managing staff, finance and
marketing (Bush, 1998).

27. Instructional Leadership
 Critical focus for attention by leaders is the behaviour
of teachers as they engage in activities directly
affecting the growth of students.
 Southworth (2002, p. 79) adds that ‘instructional
leadership . . . is strongly concerned with teaching and
learning, including the professional learning of
teachers as well as student growth’.

28.  Glover’s (2002) definition stresses the direction of the influence
process:
 Instructional leadership focuses on teaching and learning and
on the behavior of teachers in working with students. Leaders’
influence is targeted at student learning via teachers. The
emphasis is on the direction and impact of influence rather
than the influence process itself.

29.  Hallinger and Murphy (1985) state that instructional leadership
comprises three broad categories:
• defining the school mission;
• managing the instructional programme;
• promoting school climate.
 Blase and Blase’s (1998) research with 800 principals in American
elementary, middle and high schools suggests that effective
instructional leadership behavior comprises three aspects:
• talking with teachers (conferencing);
• promoting teachers’ professional growth;
• fostering teacher reflection.
 Southworth’s (2002) qualitative research with primary heads of
small schools in England and Wales shows that three strategies
were particularly effective in improving teaching and learning:
• modelling;
• monitoring;
• professional dialogue and discussion.

30.  Some theorists thought that it is limited in scope but other think it
is important as it relates to central activities of institution which is
teaching and learning.