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Difference between educational leadership and managment

This document discusses educational leadership and management. It defines educational management as the field concerned with operating educational organizations, based on sociology, political science, economics, and general management. Management is differentiated from educational leadership, which involves policy formulation and organizational transformation. Successful management requires clear links between aims, strategy, and operational management. The document also discusses instructional leadership, which focuses leadership influence on student learning through teachers. It involves defining the school mission, managing instructional programs, and promoting school climate.

Education◦
Educational Leadership and Management
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
 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
 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.
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.
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’.
The determination of aims  Government  School Principals and headteachers
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)
 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.
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
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
 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
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).
 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.
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)
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
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
The chronology of educational leadership and management  Scientific Management  Fayol  Weber .
 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
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’.
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.
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
 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.
 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.
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.
 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).
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’.
 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.
 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.
 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.