Fundamental concepts of educational leadership and management

목차 (Table of Contents)

• CONTENTS
• PARTⅠ Leadership in a Period of Dynamic Change = 1
• Chapter I Systems Theory and Educational Administration: Rediscovering the Power of Systems Thinking = 3
• Conceptualizing Systems = 4
• Development of Systems Thinking = 4
• Systems Definitions = 5
• Systems Frameworks = 7
• Properties of Systems = 10
• Organization Implications of Systems Thinking = 14
• Ground-Breaking: Early Organizational Theories = 14
• Changes in Management Roles and Contexts = 15
• Organizational Stages = 17
• Systemic Interventions = 18
• Feedback Requirements = 19
• Looking Toward the Future = 19
• Unrest in Organizations = 19
• Regulating Variety in Organizations = 21
• Metaphor and System Modeling in Educational Administration = 22
• Systems Thinking as a Wave of the Future Education = 24
• Liberating Systems Theory: The Critical Stance = 27
• Annotated Bibliography = 32
• References = 33
• Chapter 2 Leadership = 39
• Leadership or Management = 40
• Leadership Trait Theories = 41
• Behavioral Theory = 41
• Power-Influence = 44
• Leadership Styles = 49
• Contingency and Situational Theories/Models = 51
• Situational Determinants Theories/Models = 56
• Transformational/Transactional Leadership = 57
• Leadership within a Culture Context = 59
• Women in Authority = 62
• A New Paradigm for Leadership = 63
• Annotated Bibliography = 65
• References = 66
• Chapter 3 The Context for Leadership = 69
• Causes for Concern = 71
• "A Nation at Risk" = 71
• Outcomes and Demographic Considerations = 73
• The Education Reform Movement = 78
• Waves of Educational Reform = 78
• Implementing Reform = 80
• The Scope and Structure of School Governance = 83
• Historical Development of Public Education = 83
• Current Organization of School Governance = 85
• The Scope of Elementary and Secondary Schooling = 88
• Activities for Discussion = 95
• Annotated Bibliography = 97
• References = 99
• PART Ⅱ Inquiry = 103
• Chapter 4 Impact of Universal Principles, Social Expectations, and Personal Values on Leadership = 105
• Philosophical Guides to Leadership = 107
• Idealism = 108
• Liberalism = 111
• Realism, Logical Positivism, and Postpositivism = 112
• Pragmatism = 113
• Existentialism = 113
• Critical Theory = 114
• Constructivism = 115
• Two Views of the World = 116
• Values and Value Systems = 117
• Values Defined = 117
• Archetypes of Leadership = 120
• Values as Part of Organizational Cultures = 125
• Organizational Leadership: Values and Vision = 127
• Values, Democracy, and Followership = 128
• Values Analysis = 130
• Metavalues = 131
• Activities for Discussion = 138
• Annotated Bibliography = 139
• References = 140
• Chapter 5 The Process of Inquiry = 145
• Inquiry's Prelude = 145
• Inquiry Unraveled = 146
• Early Beginnings = 146
• Historical Development = 148
• Paradigms? = 149
• Positivistic and Postpositivistic Theory = 150
• Critical Theory = 151
• Interpretivistic Theory = 154
• Inquiry and Educational Administration = 158
• Quandaries of Inquiry = 159
• Inquiry Processes and the Paradigm Debates = 163
• Annotated Bibliography = 169
• References = 171
• Chapter 6 Observation and Reflection = 175
• Observation as a Function of Administration = 176
• Observation Techniques = 177
• Tactics of an Effective Observer = 178
• Assuring Quality of Data = 180
• Maximizing the Value of Observation = 181
• Reflection in Practice = 184
• Technician vs. Craftsman = 184
• A New Client-Professional Relationship = 187
• Activities for Discussion = 189
• Questions = 189
• Annotated Bibliography = 189
• References = 190
• PART Ⅲ Communication and Human Interaction = 193
• Chapter 7 Schools as Organizational Systems = 195
• Traditional Ways of Thinking about Organizations = 197
• Decisionmaking in Organizations = 200
• Power in Organizations = 201
• Culture in Organizations = 202
• Leadership in Organizations = 202
• Communication in Organizations = 203
• Size, Structure, and Complexity in Organizations = 204
• Change in Organizations = 205
• Images of Organizations = 207
• The Machine = 207
• The Organism = 208
• The Brain = 209
• Political Systems and Power = 210
• Organizations as Culture = 211
• Organizations as Psychic Prisons = 212
• Mirrors of Organizations = 213
• Mirrors of Education as Organizations = 213
• Portraits of Contemporary Schooling = 215
• Future Organizations and Schools of the Future = 218
• Annotated Bibliography = 224
• References = 225
• Chapter 8 Communication: The Breath of Organizational Life = 231
• Systemic Metaphors of Communication = 232
• Diversity in Communication Theories: A Twenty-first Century Paradox = 234
• Theory Genres in Communication = 235
• Metaphors and Assumptions in Organizational Communication = 237
• Distinguishing Features of Organizational Communication = 238
• Factors Affecting Clarity, Credibility, and Directionality of Organizational Messages = 240
• Types of Message Directionality = 243
• Other Factors Affecting Organizational Communication = 246
• A Sampling of Approaches to Organizational Communication = 247
• Structural and Functional Approaches = 247
• Behavioral Approaches = 249
• Approaches Related to the Process of Organizing = 250
• Socio-psychological Perspective on Individual Communication in Organizations = 251
• Pathways to the Future = 253
• Synthesizing Known Principles of Organizational Communication = 255
• Combining the Metaphors = 257
• Moving Forward: Potential New Directions = 260
• Annotated Bibliography = 265
• References = 266
• Chapter 9 Human Relations: The Revolving Base for Educational Leadership = 269
• Development of Human Relations Concepts = 270
• Conceptualizing Human Relations Theories = 272
• Definitions of Human Relations = 273
• Optimistic Assumptions of Human Nature = 273
• Clinical and Ethical Dimensions = 274
• The Importance of Human Needs = 274
• Human Motivation and Human Behavior = 274
• The Role of Motivation in Performance = 274
• Morale and Productivity = 275
• Significance of Informal Organizations = 275
• Application of Human Relations Concepts = 276
• Theoretical Perspectives of Human Relations Human Nature = 276
• Human Motivation = 278
• Process Models = 278
• Content Models = 282
• Common Human Needs = 283
• Motivation at Work = 285
• Morale in Organizations = 288
• Major Morale Factors = 288
• Morale, Job Satisfaction, and Productivity = 289
• Approaches to Studying Morale = 289
• Quality of Work Life = 289
• Informal Organizations = 290
• Informal Leaders = 291
• Effects of Informal Organizations = 291
• Inevitability of Informal Organizations = 292
• Human Relations Theory in Educational Administration = 292
• Democratic Educational Administration = 293
• The Human Relations Movement in Education = 293
• From Democratic Administration to Human Relations Management = 295
• Effects of the Human Relations Movement on Educational Administration = 295
• A New Frame of Leadership = 296
• A New Paradigm for Educational Leadership = 297
• A Motivational Model for Educational Leadership = 297
• Contemporary Issues in Human Relations = 303
• Annotated Bibliography = 305
• References = 306
• Chapter 10 Educational Environments = 313
• The Family = 314
• School = 317
• Culture = 317
• Peer Groups = 319
• Facilities = 321
• Technology and the Individualization of Instruction = 322
• Political-Economic Environment = 326
• The Supply Side Question = 326
• The Demand Question = 331
• Activities for Discussion = 334
• Annotated Bibliography = 335
• References = 337
• PART Ⅳ Analysis and Planning = 341
• Chapter 11 Strategic Planning = 343
• "Controlling" the Future = 344
• Models of Planning = 346
• The Structure of the Planning Process = 348
• Strategic Planning = 352
• Tactical Planning and Budgeting = 359
• Implementing Planning = 364
• Strategic Planning at the School Level = 366
• Information Systems = 369
• Some Cautions from the Private Sector = 371
• Activities for Discussion = 371
• Annotated Bibliography = 372
• References = 374
• Chapter 12 Allocation of Resources in Education = 377
• Making Allocation Decisions for Educational Services = 378
• Decisionmaking in a Mixed Economy = 380
• Equity and the Allocation of Resources = 386
• Efficiency, Adequacy and Economic Growth = 392
• External Efficiency = 393
• Internal Efficiency = 396
• Activities for Discussion = 406
• Annotated Bibliography = 406
• References = 407
• Chapter 13 Evaluation in Education: Theories, Models, and Processes = 411
• Educational Evaluation: A Brief History = 412
• Early Beginnings = 412
• Modern Development Stages = 413
• The Basic Aspects of Educational Evaluation = 414
• Definition Out of Diversity = 414
• Evaluation Modes and Purposes = 415
• Evaluation Targets and Processes = 417
• Evaluation Perspectives and Models = 419
• The Main Types of Educational Evaluation = 421
• Program Evaluation = 421
• Perspectives on Program Evaluation = 421
• Program Evaluation Approaches and Models = 422
• Examples of Program Evaluation Models = 424
• Teacher Evaluation = 427
• Perspectives on Teaching and Teacher Evaluation = 427
• Purposes of Teacher Evaluation = 430
• Teacher Evaluation Methods = 430
• Teacher Evaluation Models = 432
• Evaluation of Administration = 434
• Purposes of Administrative Evaluation = 434
• Principles of Administrative Evaluation = 435
• Administrative Evaluation Models = 436
• Standards and Requirements for Educational Evaluation = 437
• Requirements for Conducting Evaluations = 439
• The Future = 440
• Annotated Bibliography = 442
• References = 443
• PART V Decisionmaking and Change = 447
• Chapter 14 Policy Formulation = 449
• Allocation of Policymaking Authority within the Education Sector 450
• Policy Issues and Potential Decisionmakers = 451
• Centralization and Decentralization of Policymaking = 452
• Political Decisionmaking = 454
• Institutionalism = 454
• Systems Theory = 455
• Incrementatism = 456
• Group Theory = 458
• Elite Theory = 459
• Rationalism = 459
• Policy Formulation under a System of School-Based Management = 461
• Kentucky = 462
• Dade County, Florida = 462
• Chicago = 464
• A Multidistrict Analysis of SBM = 465
• Judicial Influence on Educational Policy Formulation = 466
• Activities for Discussion = 468
• Annotated Bibliography = 469
• References = 471
• Chapter 15 Decisionmaking = 475
• Approaches to Decisionmaking = 476
• Decisionmaking and Problem Solving = 477
• Group Decisionmaking = 477
• Types of Decisions = 478
• Decisionmaking Tools and Techniques = 479
• Problem Areas = 480
• Historical Underpinnings of Decision Theory = 481
• Decisionmaking Models = 484
• Normative Models = 484
• Economic Model of Decisionmaking = 485
• Expected Utility Model = 485
• Descriptive Models = 486
• Administrative Decisionmaking Model = 487
• Prospect Theory = 488
• Participative Decisionmaking = 489
• Idiographic Factors That Influence Decisionmaking = 489
• Decisionmaking Heuristics and Biases = 491
• Availability = 491
• Representativeness = 492
• Anchoring and Adjustment = 494
• Confirmation Bias = 495
• Hindsight Bias = 495
• The Implications of Systems Theory and Decision-making = 496
• Decisionmaking Implications in Educational Practice = 497
• Annotated Bibliography = 499
• References = 501
• Chapter 16 Change = 507
• Basic Issues = 507
• What is Change? = 508
• Types of Change = 509
• Resistance to Change = 510
• Theoretical Implications of Change = 512
• Strategies of Change = 513
• Models for Planned Change and Their Use = 516
• Problem Solving Models = 517
• Research-Development-Diffusion Utilization Models (RDDU) = 517
• Social Interaction Models = 518
• Linkage Models = 518
• Leadership and Change = 518
• What Is a Change Agent or Change System? = 519
• Characteristics of Effective Change Agents = 519
• Functions of Effective Change Agents = 520
• Managing Planned Change = 522
• Decisionmaking = 523
• Effecting Educational Change = 524
• Models for Educational Change = 524
• Phases of Educational Change = 525
• Effective Change Agents in Schools = 526
• Planning for a Changing Future in Education = 527
• The Fate of Educational Changes = 527
• Problematic Features of Change = 527
• Annotated Bibliography = 535
• References = 537
• PART VI Conclusion = 541
• Chapter 17 Educational Leadership = 543
• Interlinking Concepts = 543
• Traditional Role of Principal = 545
• Effective Schools and Reform Literature = 547
• Criticism of Effective Schools Research = 549
• Emerging Views of Leadership for schools = 552
• Educational Leadership as Transformative Leadership = 552
• Moral Leadership = 553
• Moral Imagination or Visioning = 554
• School Culture and Participatory Democracy = 555
• Situational Variations = 556
• Critical Theory = 557
• Leadership at the District Level = 558
• Reforming Leadership Preparation Programs = 561
• Annotated Bibliography = 563
• References = 564
• Name Index = 567
• Subject Index = 575