Models of educational management
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The document discusses 6 major models of educational management: formal, collegial, political, subjective, ambiguity, and cultural. Each model has distinct features and assumptions about how organizations function. For example, the formal model views organizations as hierarchical systems pursuing rational goals, while the collegial model emphasizes shared power and consensus decision-making. The cultural model focuses on the shared values, beliefs, and symbols that comprise an organizational culture. Overall, the models provide different lenses for understanding leadership and management in educational institutions, though no single model can fully capture the complexity of these organizations.
Models of educational management
- 1. Models Of Educational Management Presenter- ASIF RAZA Designation- M.PHIL SCHOLAR Evaluator- MAM UZMA GILLANI Section - 2020/22 IER UNIVERSITY OF SCIENCE AND TECHNOLOGY BANNU
- 2. The main theories are classified into six major models of educational management (Bush, 2003). Management Models Leadership Formal Managerial Collegial Participative Political Transactional Subjective Postmodern Ambiguity Contingency Cultural Moral
- 3. ADMINISTRATION “lower order duties” preferred in the United States, Canada, and Australia LEADERSHIP school leaders experience difficulty in deciding the balance between higher order tasks designed to improve staff, student and school performance . MANAGEMNT routine maintenance of present operations . widely used in Britain, Europe, and Africa
- 4. Administration Management models Formal Collegial Political Subjective Ambiguity Cultural Leadership models Managerial Participative Transactional Postmodern Contingency Moral
- 5. Formal model of educational management Management Formal models assume that organizations are hierarchical systems in which managers use rational means to pursue agreed goals. Heads possess authority legitimized by their formal positions within the organization and are accountable to sponsoring bodies for the activities of their organization (Bush, 2003, p. 37).
- 6. Seven major features First Organizations as systems. A system comprises elements that have clear organizational links with each other. Within schools, for example, departments and other sub-units are systemically related to each other and to the institution itself. Second The official structure of the organization. Formal structures are often represented by organization charts, which show the authorized pattern of relationships between members of the institution. Third The official structures of the organization tend to be hierarchical. Teachers are responsible to department chairs who, in turn, are answerable to principals for the activities of their departments. The hierarchy thus represents a means of control for leaders over their staff.
- 7. Fourth The institution is thought to have official purposes, which are accepted and pursued by members of the organization. Increasingly, goals are set within a broader vision of a preferred future for the school Fifth The managerial decisions are made through a rational process. Typically, all the options are considered and evaluated in terms of the goals of the organization. The most suitable alternative is then selected to enable those objectives to be pursued. Sixth The authority of leaders as a product of their official positions within the organization. Principals” power is positional and is sustained only while they continue to hold their posts.
- 8. Seven An emphasis on the accountability of the organization to its sponsoring body. most schools remain responsible to the school district.
- 9. These seven basic features are present to a greater or lesser degree in each of the individual theories, which together comprise the formal models. These are: structural models; systems models; bureaucratic models; rational models; hierarchical models.
- 10. Managerial leadership Managerial leadership assumes that the focus of leaders ought to be on functions, tasks and behaviors and that if these functions are carried out competently the work of others in the organization will be facilitated.
- 11. There are five specific limitations/weaknesses associated with formal models 1. It may be unrealistic to characterize schools and colleges as goal-oriented organizations. 2. The portrayal of decision-making as a rational process is fraught with difficulties. 3. Formal models focus on the organization as an entity and ignore or underestimate the contribution of individuals. 4. A central assumption of formal models is that power resides at the apex of the pyramid. 5. Formal approaches are based on the implicit assumption that organizations are relatively stable. Individuals may come and go but they slot into predetermined positions in a static structure.
- 12. Collegial model of educational management Management Collegial models include all those theories that emphasize that power and decision- making should be shared among some or all members of the organization (Bush, 2003): Collegial models assume that organizations determine policy and make decisions through a process of discussion leading to consensus Power is shared among some or all members of the organization who are thought to have a shared understanding about the aims of the institution. Something is gained when teachers work together and something is lost when they do not”
- 13. Five features of collegial model First They are strongly normative in orientation. “The advocacy of collegiality is made more on the basis of prescription than on research-based studies of school practice” (Webb & Vulliamy, 1996) Second Collegial models assume that professionals also have a right to share in the wider decision-making process. Third Collegial models assume a common set of values held by members of the organization. Brundrett (1998, p. 308) goes further in referring to the importance of “shared vision” as a basis for collegial decision-making.
- 14. Fourth The size of decision-making groups is an important element in collegial management. They have to be sufficiently small to enable everyone to be heard. Fifth Collegial models assume that decisions are reached by consensus. The case for consensual decision-making rests in part on the ethical dimension of collegiality.
- 15. Participative Leadership Policy is determined within a participative framework, the principal is expected to adopt participative leadership strategies. This is a normative model, underpinned by three criteria (Leithwood et al, 1999): Participation will increase school effectiveness. Participation is justified by democratic principles. Leadership is potentially available to any legitimate stakeholder
- 16. Limitations of Collegial Models 1. Collegial models are so strongly normative that they tend to obscure rather than portray reality. 2. Collegial approaches to decision-making tend to be slow, cumbersome and time consuming. 3. A fundamental assumption of democratic models is that decisions are reached by consensus. In practice, though, teachers have their own views and may also represent constituencies within the school or college. 4. alongside the structural and bureaucratic components of schools and colleges. Often there is tension between these rather different modes of management. 5. Collegial approaches to school and college decision-making may be difficult to sustain because principals remain accountable to various external groups. They may experience considerable difficulty in defending policies that have emerged from a collegial process but do not enjoy their personal support. 6. The effectiveness of a collegial system depends in part on the attitudes of staff. Wallace (1989) argues that teachers may not welcome collegiality because they are disinclined to accept any authority intermediate between themselves and the principal.
- 17. Political model of educational management Management Political models assume that in organizations policy and decisions emerge through a process of negotiation and bargaining. Interest groups develop and form alliances in pursuit of particular policy objectives. Power may be regarded as the ability to determine the behavior of others or to decide the outcome of conflict. Where there is disagreement it is likely to be resolved according to the relative resources of power available to the participants.
- 18. Six features of Political model First They tend to focus on group activity rather than the institution as a whole. Second Political models are concerned with interests and interest groups. Individuals are thought to have a variety of interests that they pursue within the organization. Third Political models stress the prevalence of conflict in organizations.
- 19. Fourth Political models assume that the goals of organizations are unstable, ambiguous and contested. Fifth The political frame . . . insists that organizational goals are set through negotiations among the members of coalitions. Sixth The concept of power is central to all political theories. “Power is the medium through which conflicts of interest are ultimately resolved.
- 20. Transactional Leadership The leadership model most closely aligned with political models is that of transactional leadership. “Transactional leadership is leadership in which relationships with teachers are based upon an exchange for some valued resource.
- 21. The Limitations of Political Models 1. The focus is heavily on policy formulation while the implementation of policy receives little attention. 2. Political models stress the influence of interest groups on decision-making. The assumption is that organizations are fragmented into groups, which pursue their own independent goals. 3. In political models there is too much emphasis on conflict and a neglect of the possibility of professional collaboration leading to agreed outcomes. 4. There is no suggestion that teachers should pursue their own self-interest.
- 22. Subjective Model of educational management Management Subjective models focus on individuals within organizations rather than the total institution or its subunits. These perspectives suggest that each person has a subjective and selective perception of the organization. Organizations are social constructions in the sense that they emerge from the interaction of their participants. They are manifestations of the values and beliefs of individuals rather than the concrete realities presented in formal models (Bush, 2003).
- 23. Five major features of subjective model First They focus on the beliefs and perceptions of individual members of organizations rather than the institutional level or interest groups Second Subjective models are concerned with the meanings placed on events by people within organizations. The focus is on the individual interpretation of behavior rather than the situations and actions themselves. Third The different meanings placed on situations by the various participants are products of their values, background and experience.
- 24. Fourth Subjective models treat structure as a product of human interaction rather than something that is fixed or predetermined. Fifth Subjective approaches emphasize the significance of individual purposes and deny the existence of organizational goals.
- 25. Postmodern Leadership Subjective theorists prefer to stress the personal qualities of individuals rather than their official positions in the organization. The subjective view is that leadership is a product of personal qualities and skills and not simply an automatic outcome of official authority.
- 26. The Limitations of Subjective Models 1. Subjective models are strongly normative in that they reflect the attitudes and beliefs of their supporters. 2. Subjective models seem to assume the existence of an organization within which individual behavior and interpretation occur but there is no clear indication of the nature of the organization. 3. Subjective theorists imply that meanings are so individual that there may be as many interpretations as people. Social phenomena cannot be reduced solely to ‘the individual’” (Ryan, 1988) 4. Subjective models they provide few guidelines for managerial action.
- 27. Ambiguity Model of educational management Management Ambiguity models stress uncertainty and unpredictability in organizations. . Decision-making occurs within formal and informal settings where participation is fluid. Ambiguity models assume that turbulence and unpredictability are dominant features of organizations. There is no clarity over the objectives of institutions and their processes are not properly understood.
- 28. Six major features of ambiguity model First There is a lack of clarity about the goals of the organization. It can be described better as a loose collection of changing ideas than as a coherent structure. I Second Ambiguity models assume that organizations have a problematic technology in that their processes are not properly understood. Third Ambiguity theorists argue that organizations are characterized by fragmentation. Schools are divided into groups which have internal coherence based on common values and goals.
- 29. Fourth The effective power of each element within the structure varies with the issue and according to the level of participation of committee members. Fifth Ambiguity theorists emphasize that there is fluid participation in the management of organizations. Sixth Ambiguity models tend to be particularly appropriate for professional client-serving organizations. The requirement that professionals make individual judgements, rather than acting in accordance with managerial prescriptions.
- 30. Contingent Leadership Yukl (2002) claims that “the managerial job is too complex and unpredictable to rely on a set of standardized responses to events. Effective leaders are continuously reading the situation and evaluating how to adapt their behavior to it”
- 31. The Limitations of Ambiguity Models . 1. Participants may move in and out of decision-making situations but the policy framework remains intact and has a continuing influence on the outcome of discussions. 2. Ambiguity models exaggerate the degree of uncertainty in educational institutions. Schools and colleges have a number of predictable features, which serve to clarify the responsibilities of their members. 3. Ambiguity models are less appropriate for stable organizations or for any institutions during periods of stability. 4. Ambiguity models offer little practical guidance to leaders in educational institutions.
- 32. Cultural Model of educational management Management The term "culture" to define that social and phenomenological uniqueness of a particular organizational community. Cultural models assume that beliefs, values and ideology are at the heart of organizations. Individuals hold certain idea and vale- preferences, which influence how they behave and how they view the behavior of other members. These norms become shared traditions, which are communicated within the group and are reinforced by symbols and ritual.
- 33. Six major features of cultural model First It focuses on the values and beliefs of members of organizations. Second The cultural model focuses on the notion of a single or dominant culture in organizations but this does not necessarily mean that individual values are always in harmony with one another. Third Organizational culture emphasizes the development of shared norms and meanings.
- 34. Fourth These group norms sometimes allow the development of a monoculture in a school with meanings shared throughout the staff . Fifth Culture is typically expressed through rituals and ceremonies, which are used to support and celebrate beliefs and norms. Schools are rich in such symbols as assemblies, prize-giving and corporate worship. “Symbols are central to the process of constructing meaning.” (Hoyle, 1986) Sixth Organizational culture assumes the existence of heroes and heroines who embody the values and beliefs of the organization. These honoured members typify the behaviours associated with the culture of the institution.
- 35. Moral Leadership Leaders have the main responsibility for generating and sustaining culture and communicating core values and beliefs both within the organization and to external stakeholders (Bush, 1998, p. 43). Principals have their own values and beliefs arising from many years of successful professional practice.
- 36. Limitations of Organizational Culture 1. There may be ethical dilemmas because cultural leadership may be regarded as the imposition of a culture by leaders on other members of the organization. 2. The cultural model may be unduly mechanistic, assuming that leaders can determine the culture of the organization (Morgan, 1997). 3. The cultural model’s focus on symbols such as rituals and ceremonies may mean that other elements of organizations are underestimated. The symbols may misrepresent the reality of the school or college. Hoyle (1986, p. 166) refers to “innovation without change.” Schools may go through the appearance of change but the reality continues as before.
- 37. Conclusion Each of the models discussed in this volume offers valid insights into the nature of leadership and management in schools and colleges. Yet all the perspectives are limited in that they do not give a complete picture of educational institutions. “Organizations are many things at once! They are complex and multifaceted. They are paradoxical. That’s why the challenges facing management are so difficult. In any given situation there may be many different tendencies and dimensions, all of which have an impact on effective management” (Morgan, 1997,)