Originally published in 1987. It has been questioned whether management theory can offer viable insights for education, largely because, unlike many other institutions, there is no exclusive managerial structure in schools - the roles of the teacher and manager are inextricably linked. This dual role usually even includes the head of a school. Nevertheless, some schools seem to be more effective than others. This book argues that, although teaching and managing are inseparable, they are not necessarily indistinguishable activities and that important non-teaching roles can be identified through critical analysis of practice in different educational contexts. The first section describes developments in organisational theory that are producing useful models for school life and also for other comparable areas in the public sector, such as health, the police and local government. The second section examines the actual processes of management in context by analysing how leadership, planning, decision-making and communication operate in real situations.
Foreword. Preface. Introduction Part 1: The Contribution of Management Theory to Practice 1. The Beginnings of Management Theory 2. Parts in Relation to the Whole 3. Focus on Individuals and Groups 4. Can Theory Improve Practice? Part 2: Pervasive Processes in Schools 5. Devising 6. Deciding 7. Communicating 8. Influencing. Epilogue
Reissuing works originally published between 1975 and 1997, this collection includes books covering all aspect of managing schools, from primary to further education. With an international selection of authors, some volumes present case studies while others address wider areas of concern in the management of educational institutions. Individual volumes concern special schools and specific types such as the grant-maintained system in the UK. Topics cross over from finance to staff development to politics and governance to innovation. This is an excellent varied set for any education management bookself.