Leadership and management in education : developing essential skills and competencies

목차 (Table of Contents)

• CONTENTS
• Foreword / by Jack Yee-lay Lam = xv
• Preface and Acknowledgements = xvii
• PART Ⅰ : Foundations in Educational Administration and Management
• 1. Historical Evalution of Educational Administration = 3
• 1.0 Learning Outcomes = 3
• 1.1 Focus = 3
• 1.2 Evolution of Administration = 4
• 1.3 The Pioneers of the Gospel of Efficiency = 6
• 1.4 The Pioneers of New Beginnings = 9
• 1.5 Developments in Educational Administration = 12
• 1.6 Study of Educational Administration in Universities = 15
• 1.7 Education of the School Executive = 15
• 1.8 The Fear of Insecurity by the School Administrators = 16
• 1.9 Development of Educational Administration as a Specialist Field = 16
• 1.10 Conclusion = 18
• 1.11 Review Questions = 19
• 2. The Nature and Importance of Educational Administration = 21
• 2.0 Learning Outcomes = 21
• 2.1 Focus = 21
• 2.2 What Do We Mean by Educational Administration? = 22
• 2.3 Functions Performed by Educational Administrators = 24
• 2.4 Organizational Attributes = 28
• 2.5 Main Features of a School = 33
• 2.6 Development of Theoretical Concepts and Their Relevance = 34
• 2.7 Personal Characteristics and Administrative Roles = 38
• 2.8 Desirable Prerequisites for Prospective Administrators = 38
• 2.9 Getting into the Field of Educational Administration : Current Trends = 40
• 2.10 Conclusion = 41
• 2.11 Review Questions = 41
• 3. Responsibilities and Tasks of Educational Administrators = 43
• 3.0 Learning Outcomes = 43
• 3.1 Focus = 43
• 3.2 Nature of the Profession of Administrators = 44
• 3.3 Nature of the Job of an Administrator = 45
• 3.4 Research on an Administrator's Working Day = 47
• 3.5 Roles of Administrators = 49
• 3.6 Strategies for Time Management = 49
• 3.7 Stress Management = 52
• 3.8 Managing Conflict = 53
• 3.9 Different Expectations = 55
• 3.10 Power, Influence and Prestige = 56
• 3.11 Accomplishment and Achievements of Others = 57
• 3.12 Conclusion = 58
• 3.13 Review Questions = 58
• 4. Organizational Behaviour as a Management Perspective = 59
• 4.0 Learning Outcomes = 59
• 4.1 Focus = 59
• 4.2 What Is an Organization? = 60
• 4.3 What Do We Mean by Organizational Behaviour? = 60
• 4.4 Evolution of Organizational Behaviour = 61
• 4.5 The Need to Study International Organizational Behaviour = 62
• 4.6 Factors Influencing Behaviour in Organizations = 63
• 4.7 A Behavioural Science Approach to Organizational Behaviour = 65
• 4.8 Contrasting Perspectives of Organizations = 66
• 4.9 Organizational Effectiveness = 67
• 4.10 Orientations to Work = 67
• 4.11 Managerial Responsibility in Integrating Staff within the Organization = 68
• 4.12 Diagnosing Organizations = 70
• 4.13 The Importance of Psychological Contract = 71
• 4.14 Interrelatedness of Management and Organizational Behaviour = 72
• 4.15 How Could Management Practices Lead to Improved Performance? = 72
• 4.16 Conclusion = 74
• 4.17 Review Questions = 75
• 5. Organizational Climate and Culture = 77
• 5.0 Learning Outcomes = 77
• 5.1 Focus = 77
• 5.2 The Need to Understand the Concept of Organizational Culture = 78
• 5.3 Definitions of Organizational Culture = 80
• 5.4 Levels of Organizational Culture = 81
• 5.5 A Comparison of Organizational Culture and Climate = 83
• 5.6 How to Improve School Culture and Climate = 88
• 5.7 Characteristics Associated with the Climate of Effective Schools = 91
• 5.8 Conclusion = 92
• 5.9 Review Questions = 92
• PART Ⅱ : Structures and Processes of Educational Administration
• 6. Understanding Administrative Structures and Processes = 95
• 6.0 Learning Outcomes = 95
• 6.1 Focus = 95
• 6.2 The Meaning and Nature of Administrative Structures = 96
• 6.3 Categories of Organizational Structures = 96
• 6.4 Why Should We Have an Administrative Structure? = 97
• 6.5 Levels of Organization = 98
• 6.6 Dimensions of Structure = 99
• 6.7 The Imperatives for a Good Administrative Structure = 101
• 6.8 How to Design an Administrative Structure? = 102
• 6.9 Effects of a Deficient Structure = 102
• 6.10 Organizational Downsizing and Creation of Flatter Structures = 104
• 6.11 Strategies and Tactics for Downsizing = 104
• 6.12 Advantages of Flatter Organizational Structures = 108
• 6.13 Disadvantages of Downsizing and Flat Structures = 108
• 6.14 Scope of the Administrative Processes = 109
• 6.15 Components of Administrative Processes = 110
• 6.16 Restructuring and Participatory Approaches in School Settings = 113
• 6.17 Conclusion = 114
• 6.18 Review Questions = 115
• 7. Organizational Communication = 117
• 7.0 Learning Outcomes = 117
• 7.1 Focus = 117
• 7.2 What Do We Mean by Organizational Communication? = 118
• 7.3 Significance of Organizational Communication = 119
• 7.4 Theories and Concepts in Organizational Communication = 120
• 7.5 Understanding the Need for Effective Communication = 122
• 7.6 Directional Flow of Communication = 124
• 7.7 Communication Overload = 127
• 7.8 Formal and Informal Organizations = 127
• 7.9 Crossing System Boundaries and Administrative Competencies = 128
• 7.10 Organizing Communication = 128
• 7.11 Interweaving of Organizational Tasks = 129
• 7.12 Improving Communication = 131
• 7.13 Conclusion = 135
• 7.14 Review Questions = 136
• 8. Organizational Decision-making = 137
• 8.0 Learning Outcomes = 137
• 8.1 Focus = 137
• 8.2 Significance of Decision-making = 138
• 8.3 What Is Decision-making and How Is It Done? = 139
• 8.4 Influence of Organizational Culture = 141
• 8.5 Decision-making Models = 142
• 8.6 Types of Organizational Decision-making Processes = 147
• 8.7 Styles of Decision-making = 148
• 8.8 Participatory Decision-making = 150
• 8.9 Contingencies Approach = 153
• 8.10 Strengthening Decision-making = 156
• 8.11 Conclusion = 156
• 8.12 Review Questions = 158
• 9. Educational Planning and Policy Formulation = 159
• 9.0 Learning Outcomes = 159
• 9.1 Focus = 159
• 9.2 The Concept of Planning = 159
• 9.3 The Importance of Planning = 160
• 9.4 Kinds of Planning = 162
• 9.5 Developing a Strategic Plan in an Educational Setting = 164
• 9.6 Strategic Planning vs. Long Range Planning = 166
• 9.7 The Process of Planning = 166
• 9.8 Different Perspectives in Strategy Formulation = 167
• 9.9 Policy-making = 170
• 9.10 Policy-formulation and Its Benefits = 171
• 9.11 The Collaborative School Management Cycle = 172
• 9.12 Barriers to Collaboration = 175
• 9.13 The Output Driven Development Model = 175
• 9.14 Conclusion = 176
• 9.15 Review Questions = 178
• 10. Management and Resolution of Organizational Conflicts = 179
• 10.0 Learning Outcomes = 179
• 10.1 Focus = 179
• 10.2 Conflict Defined = 180
• 10.3 Types of Conflict = 180
• 10.4 The Value of Conflict = 181
• 10.5 The Danger of Conflict = 182
• 10.6 Philosophies of Conflict Management = 183
• 10.7 Conflict Management Styles = 184
• 10.8 Different Approaches to Managing Conflict = 187
• 10.9 Solving Problems of Conflict = 189
• 10.10 Handling Organizational Conflicts = 190
• 10.11 Conflict Model = 190
• 10.12 Harmony Model = 191
• 10.13 Solving a Generalized Problem before Taking a Specific Case = 192
• 10.14 The Nature of " Strategic Conflict" = 193
• 10.15 Guidelines for Handling Conflict = 194
• 10.16 Conflict Management Skills = 194
• 10.17 Conclusion = 196
• 10.18 Review Questions = 196
• PART Ⅲ : Leading and Managing Educational Organizations
• 11. Leaders and the Art of Leading : More Appropriate Styles of Leadership = 201
• 11.0 Learning Outcomes = 201
• 11.1 Focus = 201
• 11.2 The Need to Understand the Concept of Leadership = 202
• 11.3 The Nature of Leadership = 202
• 11.4 The Importance of Understanding Human Nature = 204
• 11.5 Organizational Goals and Staff Motivation = 205
• 11.6 Power and Authority of Leadership = 205
• 11.7 What Are the Kinds of Power Available to Leaders? = 206
• 11.8 What Do We Mean by a Situation? = 207
• 11.9 Maturity Levels of Followers and Leaders = 208
• 11.10 Leadership Style and the Need for Flexibility = 209
• 11.11 Which Is More Appropriate : Task or Relationship Orientation? = 210
• 11.12 Is There an Ideal Style of Leadership? = 211
• 11.13 Leadership as a Relationship with Followers = 211
• 11.14 Sergiovanni's Five Forces of Leadership = 212
• 11.15 Transformational Leadership = 214
• 11.16 Progression of Transformational Leadership = 217
• 11.17 Moral Leadership = 218
• 11.18 Participatory Management = 218
• 11.19 Practical Approaches to Leading and Managing = 219
• 11.20 Is the Leader an Artist, an Architect or a Commissar? = 221
• 11.21 Conclusion = 222
• 11.22 Review Questions = 222
• 12. Leading and Managing Change in Organizations = 223
• 12.0 Learning Outcomes = 223
• 12.1 Focus = 223
• 12.2 The Inevitability of Change in Organizations = 224
• 12.3 Changing Times : Its Impact on Societal Contexts = 225
• 12.4 School Leader as a Change Agent = 226
• 12.5 Organizing Planned Change = 227
• 12.6 Prerequisites for Change = 228
• 12.7 Leader's Role in Changing the Organizational Culture and Climate = 229
• 12.8 Taking a Socio-technical Approach to Reforms = 230
• 12.9 Planning for Action = 231
• 12.10 Organizational Development or Self-renewal = 233
• 12.11 Central Role of the Leader = 234
• 12.12 Approaches to Different Intervention Strategies = 235
• 12.13 An Integrated Approach to Change = 237
• 12.14 Overcoming Resistance = 240
• 12.15 Conclusion = 242
• 12.16 Review Questions = 243
• 13. Leading and Managing Professionally Staffed Organizations = 245
• 13.0 Learning Outcomes = 245
• 13.1 Focus = 245
• 13.2 Working with Professionals : A Different Leadership Challenge = 246
• 13.3 What Are the Key Characteristics of a Profession? = 246
• 13.4 Conflicts in Organizations Staffed with Professionals = 248
• 13.5 Professionals' Claim for Autonomy = 249
• 13.6 External Orientation of the Professionals = 249
• 13.7 The Professional as Leader／Manager = 250
• 13.8 Operation of the Dual Roles of Leading Professional and Chief Executive Officer = 251
• 13.9 Concepts of Power and Empowerment = 253
• 13.10 How Does Empowerment Benefit the Organization? = 255
• 13.11 Advantages of Teacher Participation in Policy Formulation = 257
• 13.12 Reconciling to Bureaucratic-Professional Conflicts = 258
• 13.13 Conclusion = 260
• 13.14 Review Questions = 261
• 14. Leading and Managing Human Resources = 263
• 14.0 Learning Outcomes = 263
• 14.1 Focus = 263
• 14.2 Significance of Human Resources = 264
• 14.3 Personnel Management of Human Resources Management = 265
• 14.4 Structuring the Human Resources Function = 266
• 14.5 Human Resources Policies and Activities = 268
• 14.6 Job Design = 269
• 14.7 Staff Recruitment = 270
• 14.8 Training and Development = 273
• 14.9 Industrial Relations = 275
• 14.10 Performance Appraisal = 277
• 14.11 Conclusion = 279
• 14.12 Review Questions = 279
• 15. Leading and Managing Meetings = 281
• 15.0 Learning Outcomes = 281
• 15.1 Focus = 281
• 15.2 Why Have the Meetings? = 282
• 15.3 Types and Purposes of Meetings = 283
• 15.4 How to Plan for Meetings? = 285
• 15.5 Agenda and Allocation of Time = 285
• 15.6 How to Lead a Meeting Efficiently and Effectively? = 287
• 15.7 Managing Meetings = 289
• 15.8 Who Should Attend a Meeting? = 290
• 15.9 Provision of Accurate and Adequate Information = 291
• 15.10 The Role of the Participants = 293
• 15.11 Minutes of Meetings and Follow-up Action = 293
• 15.12 Checklists for Leading and Managing Meetings = 294
• 15.13 Conclusion = 296
• 15.14 Review Questions = 296
• References = 297
• Index = 317