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EducationalEducational

managementmanagement

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Educational management is a feld o study and practice concernedwith the operation o educational organizations. The present authorhas argued consistently (Bush, 198! Bush, 199"! Bush, 1999! Bush,#$$%& that educational management has to 'e centrally concernedwith the purpose or aims o education.

These purposes or goals proide the crucial sense o direction tounderpin the management o educational institutions. )nless this lin*'etween purpose and management is clear and close, there is adanger o +managerialism . . . a stress on procedures at the epenseo educational purpose and alues- (Bush, 1999, p. #$&.

+/anagement possesses no super0ordinate goals or alues o its own.The pursuit o eciency may 'e the mission statement omanagement 2 'ut this is eciency in the achieement o o'3ectieswhich others defne- (4ewman 5 6lar*e, 199, p. #9&.

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deciding on the aimsdeciding on the aims

The process of deciding on the aims of the organizationThe process of deciding on the aims of the organizationis at the heart o educational management. 7n some settings,aims are decided 'y the principal, oten wor*ing in associationwith senior colleagues and perhaps a small group o laysta*eholders. 7n many schools, howeer, goal setting is acorporate actiity underta*en 'y ormal 'odies or inormal

groups.

chool aims are strongly inuenced 'y pressures rom theeternal enironment. Many countries have a nationalMany countries have a nationalcurriculum and these often leave little scope forcurriculum and these often leave little scope forschools to decide their own educational aimsschools to decide their own educational aims. 7nstitutions

may 'e let with the residual tas* o interpreting eternalimperaties rather than determining aims on the 'asis o theirown assessment o student need. The *ey issue here is theetent to which school managers are a'le to modiygoernment policy and deelop alternatie approaches 'asedon school0leel alues and ision.

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managementmanagement overlaps with twooverlaps with two

similar termssimilar terms, leadership and, leadership and

administration.administration. +/anagement- is widely used in Britain, Europe, and :rica, or eample,

while +administration- is preerred in the )nited tates, 6anada, and:ustralia.

+;eadership- is o great contemporary interest in most countries in thedeeloped erentiates these concepts whilst also ac*nowledging thatthere are competing defnitions? chool leaders @eperienceA tensions'etween competing elements o leadership, management andadministration.

7rrespectie o how these terms are defned, school leaders eperiencediculty in deciding the 'alance 'etween higher order tas*s designed toimproe sta>, student and school perormance (leadership&, routinemaintenance o present operations (management& and lower order duties

(administration&. (p. #&.

:dministration is not associated with +lower order duties- in the ).. 'ut may'e seen as the oerarching term, which em'races 'oth leadership andmanagement..

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6u'an (1988& proides one o the clearestdistinctions 'etween leadership andleadership and

managementmanagement leadership0 inuencing others actions in achieing desira'le ends . . . .

Managingis maintaining eciently and e>ectiely currentorganisational arrangements . . . .

;eadership and management need to 'e gien eual prominence ischools are to operate e>ectiely and achiee their o'3ecties. +;eadingand managing are distinct, 'ut 'oth are important . . . .

The challenge o modern organisations reuires the o'3ectieperspectie o the manager as well as the ashes o ision andcommitment wise leadership proides- (Bolman 5 =eal, 199C, p. iii0i&.

The contemporary emphasis on leadership rather than management isillustrated star*ly 'y the opening o the English 4ational 6ollege or

chool ;eadership (46;& in 4oem'er #$$$. 46;-s stress onleadership has led to a neglect of management. Disionary andinspirational leadership are adocated 'ut much less attention is giento the structures and processes reuired to implement these ideassuccessully.

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Tony Bush Theories o Educational/anagementhttp?cn.orgcontentm1%8Clatest

http://cnx.org/content/m13867/latest/http://cnx.org/content/m13867/latest/