Leadership and Management Development in Education (Education ...

MODELS OF EDUCATIONAL LEADERSHIP11More recently, he has reviewed concepts of educational leadership, notably inwork undertaken for the English National College for School Leadership (NCSL)(Bush and Glover 2003). As with educational management, the vast literature onleadership has generated a number of alternative, and competing, models. Somewriters have sought to cluster these various conceptions into a number of broadthemes or ‘types’. The best known of these typologies is that by Leithwood et al.(1999), who identified six ‘models’ from their scrutiny of 121 articles in fourinternational journals. Bush and Glover (2003) extended this typology to eightmodels. These are among the nine leadership models shown in Table 2.1, alongsidethe management models mentioned earlier in this chapter.The rest of this chapter will examine these models and assess their significancefor leadership practice in a wide range of educational contexts. Whilemanagement models will also be discussed, the chapter will be structured usingthe nine leadership models featured in Table 2.1.Managerial leadershipManagerial leadership assumes that the focus of leaders ought to be onfunctions, tasks and behaviours and that if these functions are carried outcompetently the work of others in the organisation will be facilitated.Most approaches to managerial leadership also assume that the behaviourof organisational members is largely rational. Authority and influence areallocated to formal positions in proportion to the status of those positionsin the organisational hierarchy. (Leithwood et al. 1999: 14)This definition is remarkably close to that given for ‘formal models’ in the presentauthor’s trilogy of books on this topic (Bush 1986, 1995, 2003).Formal models assume that organizations are hierarchical systems in whichmanagers use rational means to pursue agreed goals. Heads possess authoritylegitimized by their formal positions within the organization and areaccountable to sponsoring bodies for the activities of their institutions.(Bush 2003: 37)Dressler’s (2001: 175) review of leadership in Charter schools in the USA showsthe significance of managerial leadership: ‘Traditionally, the principal’s role hasbeen clearly focused on management responsibilities’.Caldwell (1992: 16–17) argues that managers and leaders of self-managingschools must be able to develop and implement a cyclical process involvingseven managerial functions: