Relevant bibliographies by topics / Educational leadership School management and organization

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Educational leadership School management and organization'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational leadership School management and organization.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Educational leadership School management and organization"

1

Gil, Alfonso J., Francisco Javier Carrrillo, and Eduardo Fonseca-Pedrero. "Assessing a learning organization model: A teacher’s perspective." Management in Education 33, no. 1 (October 29, 2018): 21–31. http://dx.doi.org/10.1177/0892020618783815.

Full text
Abstract:
The main objective of this article is to analyse the four basic dimensions of the learning organization (LO) – leadership towards learning, learning structure, learning opportunities and learning culture – within the school organization context. A quantitative study utilizing a survey was carried out. By means of an ad hoc questionnaire, secondary and high school teachers were asked about some characteristics of their educational organizations that could be related to a LO. The analyses of the internal structure of the questionnaire and internal consistency of the scores were satisfactory. A questionnaire has been validated that can serve as a model for the evaluation of learning organizations in the context of high school. One school sample is analysed according to the LO model. The suitability of the model for different types of schools is verified.
APA, Harvard, Vancouver, ISO, and other styles
2

Buffone, Pino. "Agility: an essential element of leadership for an evolving educational landscape." FACETS 6 (January 1, 2021): 1610–20. http://dx.doi.org/10.1139/facets-2021-0085.

Full text
Abstract:
Defined as the ability to think and move quickly and easily, the importance of agility as an essential element in the move forward for leaders of schools and systems postpandemic, as a result of the impact of COVID-19 on children, is examined. The smartness of a leader’s continuous interactions with the multi-faceted features of their environment, the very nature of the ever-evolving educational landscape of today, is of tremendous value for the leadership of tomorrow. Through the prioritization of strategic objectives in balanced measure, connectivity through relationships and partnership building, proactivity for effective change management, ingenuity in the optimization of resources over time, and the cultivation of systemness throughout the organization—as aspects of agility—educational leaders have the bona fide chance of a lifetime to transform school systems in the pursuit of achievement, equity, and well-being for the benefit of all students, staff, and school communities. Additional considerations, including barriers to agility, are also addressed as are recommendations for leaders of schools and systems as they navigate the shifts in organizational terrain caused by the disruption.
APA, Harvard, Vancouver, ISO, and other styles
3

Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (April 1, 2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.

Full text
Abstract:
Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.
APA, Harvard, Vancouver, ISO, and other styles
4

Paletta, Angelo, Fabio Alivernini, and Sara Manganelli. "Leadership for learning." International Journal of Educational Management 31, no. 2 (March 13, 2017): 98–117. http://dx.doi.org/10.1108/ijem-11-2015-0152.

Full text
Abstract:
Purpose The purpose of this paper is to examine the relationships between the school context, the leadership of the school principal, and a set of process variables related to teachers and the educational climate, which have been shown to mediate the effects of the principal’s leadership on schools and students. The authors examined the following research questions: does the school context influence the principal’s leadership? When the influences of the school context are controlled for, does the principal’s leadership influence the process variables related to teachers and educational climate? Design/methodology/approach The research questions are analysed in a multilevel context by developing two models regarding the hypothesized relationships between the study variables. With the use of multilevel structural equation modelling techniques the models were empirically tested on data from Italian teachers and students from a sample of schools in Italy. The database include 1,566 teachers from 47 schools of different types and levels from the Autonomous Province of Trento. Findings In those schools which have the highest leadership scores, the authors also find a greater degree of job satisfaction among the teachers, higher levels of self-efficacy of teachers, and a better educational climate, which is more respectful of the basic rules of coexistence existing within the school. An interesting additional element is that the positive relationship between the exercise of leadership and the process variables related to academic success is still present, even if the effects of the school context are controlled for. Research limitations/implications It should be observed that the results of this study, particularly due to the non-representative nature of the sample considered, should be considered as preliminary evidence that will require further confirmation, and which cannot be immediately generalized. The results obtained can be influenced by the specific territorial area in which this search has been conducted. The Autonomous Province of Trento, from the rest of Italy, is characterized by a highly centralized education system, with a relative homogeneity of the conditions of the context in which schools have achieved so widespread high levels of student learning. Originality/value When studying leadership it is important to consider the school context, particularly the role of the initial level of learning of the students, as this study shows that in schools where the prior knowledge of students is greater, teachers are generally more satisfied with their job and they report a better educational environment. If the influence of the context were not taken into account, this could easily be mistaken for that of the actions of the principal.
APA, Harvard, Vancouver, ISO, and other styles
5

Khumalo, Shuti Steph. "Analyzing abusive school leadership practices through the lens of social justice." International Journal of Educational Management 33, no. 4 (May 7, 2019): 546–55. http://dx.doi.org/10.1108/ijem-11-2017-0320.

Full text
Abstract:
Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.
APA, Harvard, Vancouver, ISO, and other styles
6

Marti­nez, Inmaculada Garci­a, and Pedro Jose Arrifano Tadeu. "The impact of pedagogical leadership on pedagogical coordination in secondary schools." Research in Social Sciences and Technology 3, no. 3 (October 10, 2018): 1–15. http://dx.doi.org/10.46303/ressat.03.03.1.

Full text
Abstract:
Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.
APA, Harvard, Vancouver, ISO, and other styles
7

Kamenskiy, Alexey Mikhalovich, and Sergey Nikolaevich Kariagin. "Project-collective management as a development factor of the school staff." Revista Tempos e Espaços em Educação 14, no. 33 (May 2, 2021): e15619. http://dx.doi.org/10.20952/revtee.v14i33.15619.

Full text
Abstract:
The article deals with the organization of the collective project activities at school. Leading projects, described in the article, fit into the program for the extracurricular work development. We emphasized the importance of social partnership, interaction with creative unions of the city, public associations, sports societies, etc. A new effective model of interaction between subjects of educational activity is proposed in the framework of the long-term socially-oriented projects implementation, containing educational, cultural and developmental potential. As an additional effect, we noted the development of leadership abilities of participants in educational relations.
APA, Harvard, Vancouver, ISO, and other styles
8

Balkar, Betül, and Sevilay Şahin. "The Role of Leadership Skills of High School Principals in Their Knowledge Management Process Competencies." Journal of Studies in Education 5, no. 3 (June 1, 2015): 1. http://dx.doi.org/10.5296/jse.v5i3.7631.

Full text
Abstract:
<p>School principals play an important role in assisting educational institutions in achieving knowledge and gaining knowledge management competence and hence, as a real knowledge organization, in meeting the needs of the age. In order to realize knowledge management, principals should take an active role both as knowledge managers and leaders. The aim of this study was to examine the extent to which leadership skills of high school principals predicted their knowledge management process competencies. In the context of this purpose, the study also aimed at investigating the relationships between principals’ leadership skills and their knowledge management competencies. The sample of the study realized in a relational screening model was comprised of 573 high school teachers working in Adana province of Turkey. The surveying method was utilized for data collection and the data obtained were statistically analyzed. The results of the study suggest that there is a statistically significant relationship between principals’ knowledge management competencies and their leadership skills and that the high school principals’ leadership skills are a predictor of their knowledge management process competencies. The findings of the study emphasize applicability of knowledge management at schools from a social perspective and point out that leadership of the school principal is a facilitator factor to carry out knowledge management processes at schools. </p>
APA, Harvard, Vancouver, ISO, and other styles
9

Lim, Siew Hui, and Gurcharan Singh Bishen Singh. "The Influence of Instructional Leadership on Learning Organisation At High Performing Primary Schools in Malaysia." Asian Journal of University Education 16, no. 2 (August 6, 2020): 69. http://dx.doi.org/10.24191/ajue.v16i2.10298.

Full text
Abstract:
Transforming a school into a learning organization requires a significant cultural shift, change of mind-sets and a school-wide commitment to self-reflection and evaluation. The headmaster’s presence and drive in the school are urgently needed to bring the school to its intended purpose. Various styles of leadership will characterize the behaviour of a leader in performing their duties. It is essentially crucial for headmasters to increase competencies and skills in their practice of instructional leadership at the school. This study was conducted to identify the influence of instructional leadership on learning organization. It involved 286 teachers from 14 high-performing primary schools in the northern zone of Peninsular Malaysia. The modified Principal Instructional Management Rating Skills (PIMRS), and Middle School Teacher Survey (MSTS) were applied as research instruments. Data was analyzed using Structural Equation Modeling (SEM) aided program AMOS 24. Findings indicated that instructional leadership was significantly related to learning organization. Results showed that loadings were significantly fit based on all index values tested with SEM and achieved the required level of the Goodness-of-Fit. Hence, findings could potentially benefit educational practitioners in planning, designing, implementing and evaluating future training such as professional development programs to sustain and enhance the leadership excellence of school leaders in Malaysia. Considerable time, efforts, and resources, however, will need to be allocated strategically, to turn any school into a successful and sustainable learning organization. What is important in bringing change and improvement is the collective agreement of the vision and objectives of the school. Keywords: High Performing School, Instructional Leadership, Learning Organisation,
APA, Harvard, Vancouver, ISO, and other styles
10

Vampa, Magdalini. "Cultural Influence on Educational Leadership in Albania." European Journal of Social Sciences Education and Research 9, no. 1 (January 21, 2017): 62. http://dx.doi.org/10.26417/ejser.v9i1.p62-67.

Full text
Abstract:
Leadership theories, the "Great Man” theory, charismatic theory of leadership, contingency theories, the theory of attributes, etc. help us understand and explain the leadership process and the role of leader, but none of them treats the complexity of human interaction in the leadership phenomena. Implicit theory began to draw some conclusions in early 90s, by defining leadership from the perspective of subordinates when leadership attitude is manifested, and more specifically how cultural groups "prepare" and respond to leadership. The main aim of this paper is to describe some aspects of management styles of school organizations in Albanian society, by taking in consideration the cultural influence on management effectiveness. Implicit theory of leadership developed by Lord - Maher, as well as the results of the prestigious GLOBE project, guided the elaboration of this work. Cultural dimensions used by researchers in GLOBE project, are reused in data collection of this study, but in a narrow context: only for educational organizations, in a Region in Albania. Concerning literature, we have tried to explain how school management practices are built upon an epistemological relationship and empirical life experience, which is qualitatively distinct from north to south and from east to west.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Educational leadership School management and organization"

1

Mead, Carlton R. "Encouraging school leadership in elementary schools /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

Full text
Abstract:
Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
2

Hendricks, Clarence Nowellin. "Integrated leadership : a leadership approach for school management teams." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018610.

Full text
Abstract:
School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
APA, Harvard, Vancouver, ISO, and other styles
3

Catlin, Mary Ellen Vandeberg. "Assessing leadership competencies /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153779.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-144). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
4

Smith, Elizabeth L. "Educational leadership : a study of graduates of Eastern Illinois University's educational administration program /." View online, 1987. http://ia301524.us.archive.org/1/items/educationalleade00smit/educationalleade00smit.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Poon, Siu-lan Lucy. "Leadership ... in you : a case study of an aided secondary school in its infancy /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810913.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Syms, Johannes Jacobus. "Development of a leadership model for public schools." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/2080.

Full text
Abstract:
Thesis (DTech (Human Resources Management))--Cape Peninsula University of Technology, 2005.
This thesis describes a model for developing and implementing leadership strategies in any public school and Education Department in South Africa. To shape this model, first of all, a general literature review was undertaken. Transformational, transactional, developmental, competency-based and instructional leadership, as well as leadership styles, leadership principles, the human dynamics of leadership, qualities of leadership and the role of leadership in change were researched and studied. Although the National Education Department and the Western Cape Education Department place great emphasis on effective leadership, newly appointed educational leaders and managers often feel they would have liked more induction and training regarding leadership than they received. The Western Cape Education Department (WCED) has programmes whereby they do capacity-building work sessions with educational leaders. The mentioned programmes are mostly held once a year for newly appointed leaders in education over a period of two days. An educational leader can only attend a work session once. The educational leader has a great responsibility towards all stakeholders and must therefore be well equipped as a leader. However, many problems regarding the lack of leadership skills, effectiveness, managing of the curriculum, staff and resources in schools have necessitated the Western Cape Education Department to bring out a circular on effective leadership, emphasising the role and responsibilities of the educational leader regarding effective leadership and management. The Education Department wants to maintain the efficacy of academic, leadership and managerial standards at schools. A well structured developmental, corrective training mechanism is an attempt to deal with the poor work performance and abilities of principals and senior staff members. The national minister of education, Mrs. Grace Naledi Pandor now recently made a announcement that she intend to empower educational leaders through workshops in 2006 regarding their responsibilities, leadership capacity, and effectiveness. Against this background, the researcher undertook a survey to determine the extent to which leadership strategies are being employed at schools in the Western Cape. A questionnaire Multifactor Leadership Questionnaire (MLQ) was used to gather information and data. Structured interviews and a focus group discussion were also held.
APA, Harvard, Vancouver, ISO, and other styles
8

Setchel, Barbara Anne. "How distributed school leadership practices are implemented in a rural northeast Georgia elementary school." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/barbara_a_setchel/setchel_barbara_a_200801_edd.pdf.

Full text
Abstract:
Thesis (Ed. D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 112-120) and appendices.
APA, Harvard, Vancouver, ISO, and other styles
9

Allie, Fadilah. "The influence of school principals' leadership styles on the effectiveness of schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1954.

Full text
Abstract:
Dissertation submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
The poor matriculation results of the past number of years, as well the changing role of principals as school leaders raise concerns for the future of education in South Africa. One of the contributory factors is that principals who were trained under the apartheid school system often lack the skills and knowledge to lead democratically or strategically. This has major implications for the effectiveness of schools of learning. Although there is a wide range of theories on leadership styles, the area remains complex. The nature of what exactly makes some leaders and organisations successful and others unsuccessful is uncertain. There is a shortage of evidence about what precisely constitutes effective leadership, particularly in the area of disadvantaged schooling. The question that follows is: How do the different leadership styles of school principals influence the effectiveness of schools in low-income communities, and what other factors promote school effectiveness? If there is a particular style of leadership which could help to make schools more effective in such communities, it is the purpose of, and justification for, this study: to identify it, or its application, in such schools. The purpose of this research was to identify and characterise principals’ leadership styles and their influence on the effectiveness of four schools in low-income areas on the Cape Flats. This investigation identified the factors that contribute to a school being effective. Principals’ leadership styles were investigated in relation to factors such as availability or lack of resources, parental and community involvement, an environment conducive to learning, and learners’ academic performance on school effectiveness. Research was located largely in a qualitative paradigm, with limited use of quantitative data. It sought to achieve an in-depth and holistic understanding of interaction among principals’ leadership styles and other factors contributing to school effectiveness. Data was collected from four principals and four HODs from four schools in Mitchell’s Plain and Steenberg in the Cape Flats area of the City of Cape Town. The four schools were selected on the basis of their location in low-income communities. Methods of data collection included audio-recorded, semi-structured interviews and document analysis. The results revealed that schools, at which principals adopted a participatory or contingency leadership style, where all stakeholders within the school community shared responsibility and decision-making, were more successful in terms of academic performance and overall school effectiveness.
APA, Harvard, Vancouver, ISO, and other styles
10

Link, Bill D. Baker Paul J. "Quality management and school improvement a comparative analysis of three elementary schools /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859831&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178890693&clientId=43838.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Paul J. Baker (chair), Joseph Pacha, Norman D. Durflinger, Jeffry B. Nelson. Includes bibliographical references (leaves 206-216) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational leadership School management and organization"

1

O'Brien, Jim. School leadership. 2nd ed. Edinburgh: Dunedin, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Janet, Draper, and Murphy Daniel 1951-, eds. School leadership. 2nd ed. Edinburgh: Dunedin, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Theories of educational leadership and management. 4th ed. London: SAGE, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Educational values for school leadership. London: Kogan Page, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Deborah, Nusche, Moorman Hunter, Hopkins David 1949-, Organisation for Economic Co-operation and Development., and SourceOECD (Online service), eds. Improving school leadership. Paris: OECD, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Payzant, Thomas W. Urban school leadership. San Francisco: Jossey-Bass, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Caldwell, Brian. Re-imagining educational leadership. London: Sage Publications, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Re-imagining educational leadership. Camberwell, Vic: ACER Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Academy of Educational Planning and Management (Pakistan)., ed. Educational leadership and institutional management. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

School leadership: International perspectives. Dordrecht: Springer, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educational leadership School management and organization"

1

Normand, Romuald. "Leadership and New Public Management: The Forgotten Professional Dimension of School Organizations." In Education Policies and the Restructuring of the Educational Profession, 221–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8279-5_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vican, Dijana, Renata Relja, and Toni Popović. "Principals’ Educational Leadership." In School Effectiveness and Educational Management, 87–106. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Walker, Allan. "School Leadership and Management." In International Handbook of Educational Research in the Asia-Pacific Region, 973–85. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_67.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Walls, Jeff, and Jamie Kudlats. "Caring School Leadership." In The Palgrave Handbook of Educational Leadership and Management Discourse, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-39666-4_109-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Saitis, Christos, and Anna Saiti. "Dimensions of School Management Leadership." In Initiation of Educators into Educational Management Secrets, 163–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47277-5_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Saitis, Christos, and Anna Saiti. "Basic Dimensions of School Leadership." In Initiation of Educators into Educational Management Secrets, 1–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47277-5_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pavičić, Jurica, Nikša Alfirević, Goran Vlašić, Zoran Krupka, and Bozena Krce Miočić. "School Principals, Environments and Stakeholders: The Blessings and Heresies of Market Organization." In School Effectiveness and Educational Management, 27–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Knapp, Mariella, and Stefan Hopmann. "School Leadership as Gap Management: Curriculum Traditions, Changing Evaluation Parameters, and School Leadership Pathways." In Bridging Educational Leadership, Curriculum Theory and Didaktik, 229–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58650-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bush, Tony. "Conceptions of the Leadership and Management of Schools as Organizations." In The SAGE Handbook of School Organization, 50–66. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526465542.n4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sood, Krishan, Sheine Peart, and Malini Mistry. "Education policy and leadership, governance and management of educational settings." In Becoming a Successful School Leader, 7–22. Abingdon, Oxon; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315657615-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational leadership School management and organization"

1

Curpanaru, Gabriela-Livia. "Quality Management and Leadership in Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/11.

Full text
Abstract:
Increasingly, the notion of manager is confronted with that of leader. The literature written on this subject is considerable (John P. Kotter and Abraham Zaleznik being only two of the sound names that can be mentioned in this endeavor). Zaleznik proposed that managers were results driven and leaders were creative artists. Kotter proposed that leaders navigated change and managers navigated complexity. John P. Kotter says that today's managers need to know how to lead, be managers and leaders. The differences are: 1. Management is more formal and scientific than leadership. Management is an explicit set of tools and techniques, based on reason and testing, that can be used in a variety of situations; 2. Leadership involves having a vision of where the organization should go; 3. Leadership demands cooperation, teamwork. Researcher Warren Bennis said, “Managers are people who do things right, and leaders are people who do right things.” Organizations need both. So what does leader mean, what does manager mean? Why are these concepts being put so often face to face? A management specialist, P. Drucker (1954) draws a first distinction: management means doing the right thing, and leadership means doing the right thing. Such an opinion is continued by S. R. Covey (1990): "management is efficient in ascending on the scale of success, and management determines whether the ladder is placed on the right wall". In other words, the manager manages, organizes, the leader has a vision. Such a direction of analysis is illustratively supported by the metaphor of the road through the jungle: in organizing and conducting this expedition - often similar to the activity of organizations to achieve the proposed objectives - the manager prepares the tools, distributes them to the participants, writes and debates procedural manuals, in time what the driver looks for the direction, the path, has a certain sense for finding the best way. Thus, while the manager generates orders, organization, the leader creates and causes change, draws directions not only objectives, sets directions not only agendas, seeks new resources does not rationally allocate only existing ones. Assuring quality management inevitably brings multiple changes of substance and size in terms of philosophy and management practice at the level of the Romanian school. The concept of quality management necessarily includes the notion of leadership. The multiple researches carried out over time on quality management in education have consistently nominated among the factors that generate and feed this efficiency, the idea of leadership. Thus, the quality of leader of the manager is considered fundamental for ensuring quality management in the school, and the school is considered effective.
APA, Harvard, Vancouver, ISO, and other styles
2

Burhanuddin, Burhanuddin, Achmad Supriyanto, and Eka Pramono Adi. "Leadership Orientation as Mediator of Organizational Culture Effects on School Leadership." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hidayatuloh, Dani, and Aceng Muhtaram Mirfani. "Build Teacher Leadership Capacity and Application of Learning Organization (Field study in Vocational School 8 Bandung)." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Muhammad Yuliansyah, Muhammad. "Correlation of Leadership Behavior of School Headmasters and Organizational Climate on Teacher Job Satisfaction at Public Elementary Schools." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mukhtarova, Anar. "EARLY SCHOOL LEADERSHIP CHALLENGES IN KAZAKHSTANI EDUCATIONAL MANAGEMENT." In CBU International Conference on Integration and Innovation in Science and Education. Central Bohemia University, 2013. http://dx.doi.org/10.12955/cbup.2013.18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Surana, Dedih, Asep Dudi Suhardini, Fitroh Hayati, and Laksmi Dewi. "The Correlation between Educational Leadership and the Effectiveness of School Organization." In Proceedings of the Social and Humaniora Research Symposium (SoRes 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sores-18.2019.92.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Febriantina, Susan. "Outstanding Female Leadership in Implementing Effective School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.47.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Vonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah, and Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Haris, Ikhfan. "Developing School Performance Index for Assessing Innovation Capability of School in Quality Improvement." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Diana, Sri. "Behaviour Management Plan for Elementary School Students." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.53.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational leadership School management and organization' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography