Leadership and Management Development in Education (Education ...

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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:
12LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATION• Goal setting• Needs identification• Priority setting• Planning• Budgeting• Implementing• Evaluating.It is significant to note that this type of leadership does not include the conceptof vision, which is central to most leadership models. Managerial leadership isfocused on managing existing activities successfully rather than visioning abetter future for the school. This approach is very suitable for school leadersworking in centralised systems as it prioritises the efficient implementation ofexternal imperatives, notably those prescribed by higher levels in the hierarchy.Bureaucracy, and by implication managerial leadership, is the preferredmodel for many education systems, including the Czech Republic (Svecova2000), China (Bush et al. 1998), Greece (Kavouri and Ellis 1998), Israel (Gaziel1998), Poland (Klus-Stanska and Olek 1998), South Africa (Sebakwane 1997),Slovenia (Becaj 1994) and much of South America (Newland 1995). Two ofthese authors point to some of the weaknesses of bureaucracy in education:The excessive centralisation and bureaucratisation, which continue toexist [in South America] in spite of the reforms undertaken, affect the efficiencyof the system. (Newland 1995: 113)The Greek state should start moving towards restructuring the organisationof schools. Less complexity, formalisation and centralisation of thesystem, and more extended professionalism and autonomy of teachersand headteachers would be beneficial. (Kavouri and Ellis 1998: 106)Managerial leadership has certain advantages, notably for bureaucratic systems,but there are difficulties in applying it too enthusiastically to schools and collegesbecause of the professional role of teachers. If teachers do not ‘own’ innovationsbut are simply required to implement externally imposed changes, they are likelyto do so without enthusiasm, leading to possible failure (Bush 2003: 46).Transformational leadershipBush (2003) links three leadership models to his ‘collegial’ management model.The first of these is ‘transformational leadership’.This form of leadership assumes that the central focus of leadership ought
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