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Theories of educational leadership and management / Tony Bush.

By: Bush, Tony [author.].
Material type: materialTypeLabelBookPublisher: London Sage Publications, 2003Copyright date: ©2003Edition: Third edition.Description: xii, 209 pages ; 25 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780761940524 (paperback); 0761940529 (paperback); 0761940510 (hardback); 9780761940517 (hardback).Subject(s): School management and organization -- Great Britain | Educational leadership -- Great Britain | Management -- Great Britain | Organizational behavior -- Great BritainDDC classification: 371.2011
Contents:
The importance of leadership and management for education: What is educational management? ; What is educational leadership? ; Distinguishing educational leadership and management ; The chronology of educational leadership and management ; Decentralization and self-management ; The significance of the educational context ; Instructional leadership ; Conclusion -- Model of educational leadership and management: The theory/practice divide ; The relevance of theory to good practice ; The nature of theory ; The characteristics of theory ; Gender and educational leadership and management ; Models of educational management: an introduction ; Models of educational leadership: an introduction -- Formal models: Central features of formal models ; Structural models ; System models ; Bureaucratic models ; Rational models ; Hierarchical models ; Formal models: goals, structure, environment and leadership ; Managerial leadership ; The limitations of formal models ; Conclusion: are formal models still valid? -- Collegial models: Central features of collegial models ; Collegial models in higher education ; Collegial models in secondary schools ; Collegial models in primary schools ; Collegial models: goals, structure, environment and leadership ; Transformational leadership ; Participative leadership ; Interpersonal leadership ; Collegiality and gender ; Limitations of collegial models ; Conclusion: is collegiality an unattainable ideal? -- Political models: Central features of political models ; Baldridge's political model ; Sources of power in education ; Political strategies in education ; Political models: goals, structure, environment and leadership ; Transactional leadership ; The limitations of political models ; Conclusion: are political models valid? -- Subjective models: Central features of subjective models ; Applying the subjective model: Rivendell school ; Subjective models and qualitative research ; Subjective models: goals, structure, environment and leadership ; Postmodern leadership ; The limitations of subjective models ; Conclusion: the importance of the individual -- Ambiguity models: Central features of ambiguity models ; The garbage can model ; Applying the ambiguity model: Oakfields school ; Ambiguity models: goals, structure, environment and leadership ; Contingent leadership ; The limitations of ambiguity models ; Conclusion: ambiguity or rationality? -- Cultural models: What do we mean by culture? ; Societal culture ; Central features of organizational culture ; Handy's four culture model ; Developing a culture of learning in South Africa ; Organizational culture: goals, structure, environment and leadership ; Moral leadership ; Limitations of organizational culture ; Conclusion: values and action -- Conclusion: Comparing the management models ; Comparing the leadership models ; Applying the models to schools and colleges ; Attempts at synthesis ; Using theory to improve practice.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Crawford College of Art and Design Library Store 371.2011 (Browse shelf(Opens below)) 1 Available 00194249
General lending MTU Crawford College of Art and Design Library Store 371.2011 (Browse shelf(Opens below)) 1 Available 00194251
General lending MTU Crawford College of Art and Design Library Lending 371.2011 (Browse shelf(Opens below)) 1 Available 00194253
General lending MTU Crawford College of Art and Design Library Store 371.2011 (Browse shelf(Opens below)) 1 Available 00194255
Total holds: 0

Enhanced descriptions from Syndetics:

`The Third Edition of an excellent book and is usefully updated to include the greater significance of the global contest of management, and in particular Tony Bush has consciously updated reference material.

This, like all Tony Bush′s work, is an essential reading for students following higher degree courses in the area of management studies in education, and increasingly those social policy students on higher degrees with an education option′ - John L Doyle, The International Journal of Educational Management

In summary, this book makes an excellent contribution to the current debate on Management and Leadership from a theoretical point of view. It provides an important resource for many aspects of management and leadership development programmes at a variety of levels. Its ability to draw upon international perspectives along with examples beyond conventional educational parameters enhances its quality. The book contains a well documented account of how leadership has been studied which will appeal both to the academic reader, and to the professional provider of CPD in leadership, offering a wealth of information that can be practically adopted and adapted for a range of courses′ - British Journal In-Service Education

In this established bestselling text (previous title Theories of Educational Management ), Tony Bush presents the major theories of educational management and links them to contemporary policy and practice. This fully revised Third Edition includes two important changes in content. First, the book takes account of the increasing interest in the concept of leadership. Leadership continues to be one of the major criteria used to differentiate the models but there are now explicit links between educational management theories and the main models of leadership.

The second change is that, in this edition, the author applies the models to a range of international contexts, including both developed and developing countries. This change 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 that adopting a `one size fits all′ approach.

This text is essential reading for students of educational leadership and management as well as for headteachers and managers in education.

Includes bibliographical references and indexes.

The importance of leadership and management for education: What is educational management? ; What is educational leadership? ; Distinguishing educational leadership and management ; The chronology of educational leadership and management ; Decentralization and self-management ; The significance of the educational context ; Instructional leadership ; Conclusion -- Model of educational leadership and management: The theory/practice divide ; The relevance of theory to good practice ; The nature of theory ; The characteristics of theory ; Gender and educational leadership and management ; Models of educational management: an introduction ; Models of educational leadership: an introduction -- Formal models: Central features of formal models ; Structural models ; System models ; Bureaucratic models ; Rational models ; Hierarchical models ; Formal models: goals, structure, environment and leadership ; Managerial leadership ; The limitations of formal models ; Conclusion: are formal models still valid? -- Collegial models: Central features of collegial models ; Collegial models in higher education ; Collegial models in secondary schools ; Collegial models in primary schools ; Collegial models: goals, structure, environment and leadership ; Transformational leadership ; Participative leadership ; Interpersonal leadership ; Collegiality and gender ; Limitations of collegial models ; Conclusion: is collegiality an unattainable ideal? -- Political models: Central features of political models ; Baldridge's political model ; Sources of power in education ; Political strategies in education ; Political models: goals, structure, environment and leadership ; Transactional leadership ; The limitations of political models ; Conclusion: are political models valid? -- Subjective models: Central features of subjective models ; Applying the subjective model: Rivendell school ; Subjective models and qualitative research ; Subjective models: goals, structure, environment and leadership ; Postmodern leadership ; The limitations of subjective models ; Conclusion: the importance of the individual -- Ambiguity models: Central features of ambiguity models ; The garbage can model ; Applying the ambiguity model: Oakfields school ; Ambiguity models: goals, structure, environment and leadership ; Contingent leadership ; The limitations of ambiguity models ; Conclusion: ambiguity or rationality? -- Cultural models: What do we mean by culture? ; Societal culture ; Central features of organizational culture ; Handy's four culture model ; Developing a culture of learning in South Africa ; Organizational culture: goals, structure, environment and leadership ; Moral leadership ; Limitations of organizational culture ; Conclusion: values and action -- Conclusion: Comparing the management models ; Comparing the leadership models ; Applying the models to schools and colleges ; Attempts at synthesis ; Using theory to improve practice.

CIT Module EDUC 9004 - Core reading.

Table of contents provided by Syndetics

  • The Importance of Leadership and Management for Education
  • Models of Educational Leadership and Management
  • Formal Models
  • Collegial Models
  • Political Models
  • Subjective Models
  • Ambiguity Models
  • Cultural Models

Author notes provided by Syndetics

Tony Bush is Professor of International and Comaparative Education at the University of Reading.