Nature and Theories of Educ. MNGT GROUP 1
Nature and Theories of Educ. MNGT GROUP 1
Nature and Theories of Educ. MNGT GROUP 1
Management
The Nature and Theories
March 4, 2023
Learning Team 1
3
INTRODUCTION
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NATURE OF EDUCATIONAL
MANAGEMENT
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NATURE OF EDUCATIONAL
MANAGEMENT
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JHONNALYN J. CAYREL
2nd Discussant
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1. Educational Management is Universal Process
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2. Educational Management is an art
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4. Educational Management is a profession:
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5. Educational Management is a multidisciplinary subject
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6. Educational Management is a dynamic process
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7. Educational Management is Goal-Oriented
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9. Educational Management is a social process
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ROCHELLE G. CAMACHO
3rd Discussant
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THEORIES OF
EDUCATIONAL
MANAGEMENT
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Education is the main change agent in developing and
developed societies. As a result, the management of educational
organizations is regarded as one of the most important
management perspectives. Basically, educational management is
a discipline with respect to the management of educational
organizations and since this field of study has been developed on
the premises of other resolutely established disciplines, there is
not a unique statement to set out this subject of study. Although
the process of determining organizational goals is fundamental to
educational management, linking between goals and aims of
education and actions of educational management may be 24
considered as vital.
The other issue of importance is the closely interlocked
relationship between educational management and educational
leadership and a true combination of them to reach educational
excellence. This aims to review the models of educational
management and their links with the leadership styles based on
the discussions as well as the typology of educational
management and leadership models provided in the 4th edition
of the book “Theories of Educational Management &
Leadership” (Bush, 2011).
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Theories and models of educational management have been
categorized by different scholars. Cuthbert (1984) classified
educational management theories into five groups: analytic-
rational, pragmatic-rational, political, phenomenological, and
interactionist models.
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Additionally, Bush (2011, p.34-35) based on four elements
including the level of agreement about objectives, the concept of
structure, the level of environmental influences, and the most
appropriate strategies within the educational organizations has
categorized the models of educational management into six
clusters which are formal, collegial, political, subjective,
ambiguity and cultural models and finally has linked these six
models with nine different leadership styles in the context of
educational organizations.
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ANALYTIC-RATIONAL
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Rational-analytical approach assumes that the decision
maker is a 'unique actor who behaves intelligently and
rationally'. He is fully aware of all available feasible
alternatives and considers all the alternatives as well as the
consequences and chooses the alternative that secures the
maximum gain.
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PRAGMATIC-RATIONAL
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PHENOMONOLOGICAL
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INTERACTIONIST
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HARSEN C. ARCIGA
4th Discussant
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Formal Model of Educational Management
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Collegial Model of Educational Management
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Collegial Model of Educational Management
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Political Model of Educational Management
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Subjective Model of Educational Management
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Ambiguity Model of Educational Management
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Ambiguity Model of Educational Management
diverse situations.
Cultural Model of Educational Management
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CONCLUSION
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It is obvious that the environment of educational institutions is
completely opaque and turmoil and there has been always a
need for adaptation to the environment as well as reorientation
in policy making in this sector. In fact, charting change and
transformation programs is a must for educational institutions
to be successful and survive.
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Based on this, although the typology provided by Bush
(2011, p.36) has been a great contribution to the field of
educational management, however change-oriented
leadership style, which is pertinent in turbulent
environments (Ekvall and Arvonen, 1991; Yukl, 1999), has
not been linked with any educational models.
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This style of leadership concerns about identification of
threats and opportunities through monitoring the
environment, proposing new strategies as well as building
new visions, innovative thinking encouragement and risk
taking for advancement of change initiatives within the
organization (Yukl, Gordon & Taber, 2002).
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It may be argued that transformational leadership implies
charting transformations in organizations. However, based on
the comparison made by Yukl (2004) between
transformational, charismatic and change-oriented leadership,
the latter leadership style has some specific features that do not
exist in transformational and charismatic leadership and thus,
change-oriented leadership is conceptualized as a more
comprehensive leadership style in a turbulent environment.
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It must be noted that change-oriented leadership is based on
the belief that human society keeps on evolving continuously,
therefore learning lessons of the past and anticipating what is
going to happen in the future become the necessary beginning
point. Trend analysis seems to be the first step. Change
oriented leadership seeks to improve the entire education
system of a country or a school organization that has been
afflicted with hindrances, conflicts, and turmoil that have
prevented it from progressing forward and becoming better. 63
Any model or theory on leadership becomes irrelevant if it
does not bring improvement. Change for the better is difficult
to do. Resistance to change by individuals in an organization,
or divisions in a bureaucratic system, is a common
phenomenon, because change causes revamping of habits,
values, and ways of doing things. Individuals first want to
know what they can get from a change. Other than that,
change requires resources, retraining, management, and
commitment. 64
It is proposed here that change-oriented leadership must
involve the following steps:
Trend analysis
Organizational development thinking, i.e. diagnosis of
problems and necessary changes to be made
Values to be acquired
Outcomes and benefits to be attained
Plan and strategies for change
Resources for change 65
REFERENCES
Ghasemy, Majid & Hussin, Sufean. (2014). Theories of Educational Management and Leadership: A Review.
(PDF) Theories of Educational Management and Leadership: A Review (researchgate.net)
https://eprints.um.edu.my/13542/1/MDP-71.pdf
NatureScopeandObjectivesofEducationManagement.pdf
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