FACULTY OF EDUCATION:

B.Ed (HONS) IN EDUCATIONAL

MANAGEMENT AND
LEADERSHIP

REE5805_MP: INTRODUCTION TO RESEARCH

METHODS

Lecturer: Dr Mathebula

REE5805_MP: Post - Assignment

Student Number 220180342

Surname DOLLEY

Name JAMEELAH
Educational Leadership: Parallels between Leadership, Management & Administration

Introduction
Leadership and Management approaches are crucial for educational institutions to function. Spillane
(2003) agrees that leadership should be the central principle of a school system. This essay focuses on
Educational Leadership, while simultaneously analysing Educational Management. The analysis of two
peer-reviewed articles will be conducted, focusing on the theory and models of educational leadership
and management by Bush (2007), and the defined relationship between administration, leadership, and
management in education by Shahrill (2014). Implementation of Leadership, Management and
Administration methods could result in quality education.

Educational Leadership and Management

Educational institutions require leaders to implement leadership and management approaches, to ensure
success. Research suggests that effective education and management implementation is the praxis for
success (Heck and Hallinger, 2005). Differences in the approaches have often been overstated.
Cunningham and Cordeiro (2006) suggest that with leadership, leaders have goals and purpose, and
management allows effective implementation of these goals through resources. Implied methods of
leadership and management collaboration together, can be the key to effective quality education.

Article A - Educational Leadership and Management: Theory, Policy, And Practice (Bush, 2007)
A school cannot function without leadership. Quality leadership is the difference between an effective
and ineffective school (Gorard, 2005). Article A researched that education requires effective leaders to
be deemed adequate for teaching and learning. Thus, a school may have staff, students, and a curriculum,
but without quality leadership, a school’s functionality will collapse.

Relation of Objectives and Models of Education

The objectives of education should be the guiding factors of school management. Article A suggests
that leadership and management are pluralist and can be centred around education goals. Identifying the
aims of education will assist in adopting the correct leadership approach. Bush (2007) agrees that
leadership should be overlapped with management, but research indicates that management approaches
alone are still dominant in schools. However, equal leadership (visionary) and management (policies)
implementation is recommended to maintain education objectives.

Various models guide education leaders to achieve success. Article A suggests that the main models are
formal; collegial; political; subjective; and cultural, all derived from main education theories. However,
these models are limited in terms of educational leadership perspectives (Bush, 2007). Piaw et al.,
(2014) agree that leadership theories are not sufficient in maintaining education goals. Thus, no model
is perfect in implementation, and the focus should remain on teaching and learning.
There will continue to be complexity surrounding educational leadership and management. Bush (2007)
compiled Article A in an attempt to conceptualize the disorientation of both concepts but could only
provide partial clarity. Article A concludes that educational theorists will continue to research the
intricate field, in hopes of conceptualizing definitive solutions for successful educational leadership and
management.

Article B – Exploring Educational Administration: The Relationship between Leadership and

Management (Shahrill, 2014)

Educational Administration in Leadership and Management

Educational administration serves as the stem of educational leadership. Shahrill (2014) supports the
idea that administrators are necessary to achieve education objectives. The linking of administration,
leadership and management has been extensively researched (Lumby, 2013). Article B suggests that
these concepts are reciprocated and every role in education should have administration. Thus, quality
education may require effective administration in its managerial structure.

Reflective Workshops
Reflective workshops are often implemented to assist in educational leadership. Shahrill (2014)
emphasizes the behavioural change of leaders after participating in reflective workshops. Leaders can
re-inculcate this positive skills development to in education.
There is a consensus that effective educational leadership affects a student’s learning. Shahrill (2014)
emphasizes that effective leadership styles ensure that learning is improved, by setting directions;
developing people; and making the organization work. Furthermore, leaders could do more than lead.
Article B suggests that education leaders should instil inspiration in faculty and students, rather than
solely managing an institution. Therefore, leaders need to have interpersonal skills coupled with
leadership skills to be successful in education.

In Article B, Shahrill (2014) concludes that the two concepts are different in style but carry the same
responsibility in education and could be improved through workshops. Thus, educational leadership
exists in different approaches, but the outcomes should remain identical.

Conclusion
In conclusion, both peer-reviewed articles suggest that there is no clear distinction between which
implementation, leadership or management, is superior. From a personal perspective, leaders should be
more idealistic, while applying management approaches in education. Davies (2005) emphasizes that
leadership is about directing inspiration, while applying policies of education. It can be recommended
that educational leaders continue to improve their skills through, education model application and
reflective workshops. Education systems can be sustained and effective if visionary leadership, policy
management and objective administration are integrated and maintained.
References

Bush, T. 2007. Educational leadership and management: theory, policy, and practice. South African
journal of education. 27 (3):391–406. (Accessed on 05 September 2023)

Cunningham, W. G., and Cordeiro, P. A. 2006. Educational leadership: A problem-based approach. (3rd
ed.). Boston: Allyn & Bacon. (Accessed on 08 September 2023)

Davies, B. 2005. The Essentials of School Leadership. (Accessed on 06 September 2023)

Gorard, S. 2005. Current Contexts for Research in Educational Leadership and Management.
Educational Management Administration & Leadership. 33(2):155–164. Available at:
https://doi.org/10.1177/1741143205051050. (Accessed on 03 September 2023)

Heck, R.H. and Hallinger, P. 2005. The Study of Educational Leadership and Management. Educational
Management Administration & Leadership. 33(2):229–244. Available at:
https://doi.org/10.1177/1741143205051055. (Accessed on 02 September 2023)

Piaw, C.Y., Hee, T.F., Ismail, N.R. and Ying, L.H., 2014. Factors of Leadership Skills of Secondary
School Principals. Procedia - Social and Behavioral Sciences. 116:5125–5129. Available at:
https://doi.org/10.1016/j.sbspro.2014.01.1085. (Accessed on 08 September 2023)

Shahrill, M. 2014. Exploring educational administration: The relationship between leadership and
management. International Journal of Academic Research in Business and Social Sciences. 4(1):525.
(Accessed on 04 September 2023)

Spillane, J.P. 2003. Educational Leadership. Educational Evaluation and Policy Analysis. 25(4)343–
346. Available at: https://doi.org/10.3102/01623737025004343. (Accessed on 30 August 2023)

Lumby, J. 2013. Distributed Leadership: The Uses and Abuses of Power. Educational Management
Administration & Leadership 41(5):581–597. Available at:
https://doi.org/10.1177/1741143213489288. (Accessed on 05 September 2023)