First assignment

• .Who is a manager?
• 2. Why do teachers need to learn management?
• 3. How can managers best fulfill their personal roles and at the same
time contribute to that of the educational institutions where they are
set in authority?
• 4. Are education and management incompatible?
• As all teaching jobs contain at least some element of ‘management’ in
this sense, one can argue that every teacher is a manager.
• However, our prime concern will be with school ‘managers’ in the
more conventional sense, i.e. those teachers who have some
responsibility for planning, organizing, directing and controlling the
work of other teachers.
 THE MANAGER AND THE ORGANIZATION
The ‘organization’ – be it department, school, college, university,
education authority or, indeed, the educational system in toto – expects
of its ‘managers’ three things. These are that they will
• (1) integrate its resources in the effective pursuit of its goals;
• (2) be the agents of effective change; and
• (3) maintain and develop its resources.
 Integration of resources
The managerial role – as opposed to the teaching role is hold the
organization together
As a manager success depends on using the ideas and talents of a
team, on arriving at decisions and actions to which the team members
feel committed and on ensuring that they are put into effect.
• Christopher Day and Pamela Sammons (2016) identify models of
Leadership. These are transformational leadership and
pedagogical/instructional leadership.
• Transformational leadership
• Transformational leaders are visionary. He or she sets directions;
restructures and realigns the organization; develops staff and
curriculum; and involves with the external community.
• Practices 1. Building vision and setting directions. This focuses
motivating leaders’ colleagues. 2. Understanding and developing
people 3. Redesigning the organisation 4. Managing the teaching and
learning program
• Pedagogical/Instructional Leadership
• Pedagogical leadership emphasizes the importance of establishing
clear educational goals, planning the curriculum, and evaluating
teachers and teaching. Leaders prime focus is on enhancing teaching-
leaning process and outcomes.
• Leaders nurtures relationships with teachers as a core business of
teaching and learning, the greater their influence on student
outcomes. To exercise leadership of learning, headteachers need to
be knowledgeable about content knowledge, general pedagogical
knowledge, and curricular knowledge and knowledge of learners.
• Leading concerns
Vision
Strategic issues
Transformation
Ends
People
Doing the right thing
• Managing concerns
Implementation
Operational issues
Transact
Systems
• Case Study: Trust Issue and Power Relations
• Trust in an organization is crucial in achieving an institutional goal. For
an incoming principal (Plaridel,Mabini, Jose Abad) gaining trust of
teachers and coordinators is a big challenge especially when there are
existing cohesive cliques within an organization. When cohesive
cliques have formed strong affiliation or loyalty towards the previous
principal or existing leaders within an organization, skepticism
towards an incoming principal may be experienced. Although it takes
time to build organizational trust, a leader needs to promote the
culture of fairness, consistency, competence. Leaders impact the
future of the organization as well as its employees. Therefore,
employees trust their leaders whom they believe are fair, consistent
and make good decisions for the institution.
 Effective change
• It may be initiated from within the school or imposed from without. It
may take the form of making improvements in the way in which we
achieve ongoing goals, or we may have to cope with new goals and
challenges.
• As managers, we are involving others in that change, and we need to
bear in mind that the following phenomena tend to come into play,
affecting both ourselves and those whom we manage:
• Research has shown that the most important indication of high
management potential and effective managerial performance is the
‘helicopter’ quality – the ability to take the broader view of one’s
activities and to see them in context.
 Maintaining and developing resources
• Managerial activities particularly concerned with the maintenance
and development of resources are
• (1) human – selection, job design, performance management, career
• planning, training, project work, coaching;
• (2) material – purchasing, stock control, asset management; and
• (3) financial – budgeting, cost control, fund-raising, cost/benefit
analysis.
 ETHICS AND THE MANAGER
• As teachers we already play an important and influential role in the
lives of our pupils. As managers we become, additionally, one of the
most important influences on the working lives of the staff who
report directly or indirectly to us. As heads we fashion the value
system of the school. On our actions and attitudes will depend to a
large extent
• (1) whether the staff are happy or unhappy in their work;
• (2) their work priorities; and
• (3) the standard which they observe and reflect.
Chapter 2
• How we use our awareness of behavioral processes is a key aspect of
managerial ethics. Do we use it to ‘manipulate’ or to ‘facilitate’?
• The best known of the management style models are based on the premise
that every manager has two main concerns: to achieve best results and good
relationships. Discuss how   manager’s concerns for results and relationships
were not necessarily opposed to each other, but that it was possible to be
concerned about both at the same time. 
• Think about someone and try to classify him or her according to his or her
dominant management style. What back-up style(s) does each of them have?
•  What do you believe to be your own dominant and back-up styles? Ask the
person you thought in no. 3 about his or her view.
• The Manager as a Leader
• Leadership is a process of influencing others to achieve a goal
(Dickmann and Stanford Blair, 2002)
 MANAGEMENT STYLE MODELS
• MANAGEMENT STYLE MODELS
• The best known of the management style models are based on the
premise that every manager has two main concerns. These concern:
• (1) to achieve results (i.e. he or she is ‘task’ oriented); and
• (2) for relationships (i.e. he or she is ‘people’ oriented).
• Earlier style models such as the Schmidt–Tannenbaum continuum
(Tannenbaum and Schmidt, 1958) suggested that these two concerns
were in conflict and that the more a person was concerned with
results, the less he or she would be concerned about relationships,
and vice versa.
• Assertive
• wants things done his or her way;
• ‘tells’ rather than ‘listens’;
• doesn’t worry too much about other people’s feelings or opinions;
• is aggressive if challenged;
• ‘drives’ things ahead; and
• checks up on staff.
• Solicitous
• cares about people;
• wants to be liked;
• avoids open conflict – smooths and coaxes;
• ‘if the school is “happy”, that is all that matters’;
• praises achievement to the point of flattering;
• glosses over slackness or poor performance;
• tends towards ‘management by committee’; and
• is helpful.
• Motivational/problem-solving
• agrees goals and expects achievement;
• monitors performance against goals;
• helps staff members to find solutions to poor performance;
• faces up to conflict calmly;
• agrees and monitors action plans;
• involves staff in decisions which affect them;
• delegates clearly; and
• takes decisions as and when needed.
• Passive/political (NB People whose concern is neither for results nor for peopleare often
frustrated, disillusioned or feel under threat. They may respond either ‘passively’ or by
indulging in considerable ‘political’ activity):
• Passive behaviour:
• does no more than is required;
• resists change;
• becomes ‘slack’ if not checked; and
• blames other people, the ‘children of today’, innovation, the government,
etc., for creating intolerable conditions.
Political behaviour:
• is very concerned about status;
• is quick to criticize; and
• draws attention to the faults of others.
• Administrative
• goes ‘by the book’;
• maintains the existing system;
• is conscientious rather than creative or innovative; and
• is steady.