Theories of Educational Leadership and Management

Theories of Educational Management and Leadership presents a range of conceptual frameworks and educational management models and practices to education managers, practitioners, and scholars. The book takes into consideration different contexts and cultures rather than imposing one particular approach or model to fill in the gap between theory and practice in educational management. The volume prompts its readers to compare and contrast a range of educational leadership models and to decide which apply to various contexts. This book will be of value to academics and practitioners in the field of educational management, as it rigorously supports the explanation of educational management models with authentic examples from across the world and with evidence from current studies carried out in the education field.

Tony Bush is Professor of Educational Leadership at the University of Nottingham, and previously held similar posts at the universities of Leicester, Reading, Lincoln and Warwick. He is President of the British Educational Leadership, Management and Administration Society (BELMAS) and was presented with the Societys Distinguished Service Award in 2008. He is also a Fellow of the Commonwealth Council for Educational Administration and Management (CCEAM). He has an established international profile, with research, consultancy, or invited keynote presentations in 22 countries on all six continents. He has published extensively on many aspects of educational leadership and management, and has been editor of the leading ISI-listed international journal, Educational Management, Administration and Leadership, since 2002. His other recent books include Leading and Managing People in Education (with David Middlewood), and The Principles of Educational Leadership and Management (with Les Bell and David Middlewood).

Chapter 1: The Importance of Leadership and Management for Education Chapter 2: Models of Educational Leadership and Management Chapter 3: Formal Models Chapter 4: Collegial Models Chapter 5: Political Models Chapter 6: Subjective Models Chapter 7: Ambiguity Models Chapter 8: Cultural Models Chapter 9: Conclusion