Theories of educational leadership and management:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
SAGE Publ.
2008
|
| Ausgabe: | 3. ed. - Repr. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Rev. ed. of: Bush, Tony: Theories of educational management. 2nd ed. c1995 |
| Beschreibung: | XII, 209 S. |
| ISBN: | 9780761940517 9780761940524 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Preface
ix
1
The Importance of Leadership and Management for Education
1
What is educational management?
1
What is educational leadership?
5
Distinguishing educational leadership and management
7
The chronology of educational leadership and management
9
Decentralization and self-management
11
The significance of the educational context
13
Instructional leadership
15
Conclusion
17
2
Models of Educational Leadership and Management
22
The theory/practice divide
22
The relevance of theory to good practice
23
The nature of theory
25
The characteristics of theory
27
Gender and educational leadership and management
28
Models of educational management: an introduction
30
Models of educational leadership: an introduction
33
3
Formal Models
37
Central features of formal models
37
Structural models
39
Systems models
41
Bureaucratic models
43
Rational models
46
Hierarchical models
49
Formal models: goals, structure, environment and leadership
50
Managerial leadership
54
The limitations of formal models
55
Conclusion: are formal models still valid?
59
4
Collégial
Models
64
Central features of
collégial
models
64
Collégial
models in higher education
67
Theories of Educational Leadership and Management
Collégial
models in secondary schools °°
Collégial
models in primary schools
71
Collégial
models: goals, structure, environment and leadership
72
Transformational leadership °
Participative leadership 78
Interpersonal leadership
Collegiality and gender
80
Limitations of
collégial
models
81
Conclusion: is collegiality an unattainable ideal?
85
Political Models
89
Central features of political models
89
Baldridge s political model °4
Sources of power in education
Political strategies in education
Ю0
Political models: goals, structure, environment and leadership
101
Transactional leadership
Ю7
The limitations of political models
Ю8
Conclusion: are political models valid?
1Ю
6
Subjective Models
Central features of subjective models
Applying the subjective model: Rivendell school
Subjective models and qualitative research
121
Subjective models: goals, structure, environment
and leadership
123
Postmodern leadership
127
The limitations of subjective models
128
Conclusion: the importance of the individual
130
7
Ambiguity Models
134
Central features of ambiguity models
134
The garbage can model
141
Applying the ambiguity model: Oakfields School
143
Ambiguity models: goals, structure, environment
and leadership
144
Contingent leadership
150
The limitations of ambiguity models
151
Conclusion: ambiguity or rationality?
153
Contents
8
Cultural
Models 156
What do we mean by culture?
156
Societal culture
157
Central features of organizational culture
160
Handy s four culture model
163
Developing a culture of learning in South Africa
164
Organizational culture: goals, structure, environment
and leadership
166
Moral leadership
170
Limitations of organizational culture
172
Conclusion: values and action
174
9
Conclusion
178
Comparing the management models
178
Comparing the leadership models
183
Applying the models to schools and colleges
189
Attempts at synthesis
192
Using theory to improve practice
194
Subject Index
199
Author Index
206
vu
|
| adam_txt |
Contents
Preface
ix
1
The Importance of Leadership and Management for Education
1
What is educational management?
1
What is educational leadership?
5
Distinguishing educational leadership and management
7
The chronology of educational leadership and management
9
Decentralization and self-management
11
The significance of the educational context
13
Instructional leadership
15
Conclusion
17
2
Models of Educational Leadership and Management
22
The theory/practice divide
22
The relevance of theory to good practice
23
The nature of theory
25
The characteristics of theory
27
Gender and educational leadership and management
28
Models of educational management: an introduction
30
Models of educational leadership: an introduction
33
3
Formal Models
37
Central features of formal models
37
Structural models
39
Systems models
41
Bureaucratic models
43
Rational models
46
Hierarchical models
49
Formal models: goals, structure, environment and leadership
50
Managerial leadership
54
The limitations of formal models
55
Conclusion: are formal models still valid?
59
4
Collégial
Models
64
Central features of
collégial
models
64
Collégial
models in higher education
67
Theories of Educational Leadership and Management
Collégial
models in secondary schools °°
Collégial
models in primary schools
71
Collégial
models: goals, structure, environment and leadership
72
Transformational leadership '°
Participative leadership 78
Interpersonal leadership
' "
Collegiality and gender
80
Limitations of
collégial
models
81
Conclusion: is collegiality an unattainable ideal?
85
Political Models
89
Central features of political models
89
Baldridge's political model °4
Sources of power in education
"'
Political strategies in education
Ю0
Political models: goals, structure, environment and leadership
101
Transactional leadership
Ю7
The limitations of political models
Ю8
Conclusion: are political models valid?
1Ю
6
Subjective Models
Central features of subjective models
Applying the subjective model: Rivendell school
Subjective models and qualitative research
121
Subjective models: goals, structure, environment
and leadership
123
Postmodern leadership
127
The limitations of subjective models
128
Conclusion: the importance of the individual
130
7
Ambiguity Models
134
Central features of ambiguity models
134
The garbage can model
141
Applying the ambiguity model: Oakfields School
143
Ambiguity models: goals, structure, environment
and leadership
144
Contingent leadership
150
The limitations of ambiguity models
151
Conclusion: ambiguity or rationality?
153
Contents
8
Cultural
Models 156
What do we mean by culture?
156
Societal culture
157
Central features of organizational culture
160
Handy's four culture model
163
Developing a culture of learning in South Africa
164
Organizational culture: goals, structure, environment
and leadership
166
Moral leadership
170
Limitations of organizational culture
172
Conclusion: values and action
174
9
Conclusion
178
Comparing the management models
178
Comparing the leadership models
183
Applying the models to schools and colleges
189
Attempts at synthesis
192
Using theory to improve practice
194
Subject Index
199
Author Index
206
vu |
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| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:18:28Z |
| indexdate | 2024-07-09T21:17:26Z |
| institution | BVB |
| isbn | 9780761940517 9780761940524 |
| language | English |
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| physical | XII, 209 S. |
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| spelling | Bush, Tony Verfasser aut Theories of educational leadership and management Tony Bush 3. ed. - Repr. London [u.a.] SAGE Publ. 2008 XII, 209 S. txt rdacontent n rdamedia nc rdacarrier Rev. ed. of: Bush, Tony: Theories of educational management. 2nd ed. c1995 Schulleitung (DE-588)4053524-1 gnd rswk-swf Schulleitung (DE-588)4053524-1 s DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016569786&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Theories of educational leadership and management |
| title_auth | Theories of educational leadership and management |
| title_exact_search | Theories of educational leadership and management |
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