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Education is a very broad area focused on getting and receiving new
knowledge, process of growth and development, modification of behavior,

and adjustment with the environment.
Educational management is defined as a process of reaching
organizational goal by working with and through people and other
organizational resources.
According to Fayol (2013) managing is to
forecast and plan, to organize, to command, to coordinate and to control

the organizational aspects to achieve the goals. The definitions used by
other authors are also varied but the core concept remains unchanged.
Bolam (1999) defines the educational management as an executive
function which carries out an agreed policy. By analyzing the ways
many authors define the concept of educational management it can be
concluded that activities which helps the organization to be efficient and
effective by using the resources available is another important trait of the
management.
Generally
speaking
organization
are
equipped
with
governing bodies who are formally responsible and accountable to the

stakeholders. (Glatter & Ozga, 1979)
In schools the principals, or the
managers and colleges have to deal with internal (staffs) and external
(public/government bodies).
A good leader direct, motivate and guide but does not push to work. In a school, head of
school who have the quality of motivating, guiding and promoting the subordinates are
known as educational leaders. At the core of most definitions of leadership contribute
two functions: providing direction and exercising influence. Leaders organize and
work with others to achieve the goals of the organization.
Leadership inspires and energizes people to overcome bureaucratic and

resource barriers while management offers controlling, problem solving
and monitoring results. Leadership is independent of positional authority,
while management is directly linked to it. Leaders shape the goal, guide
and motivate the actions of others and act as a link between management
and workers. Effective management and leadership should be present
equally for successful students outcome and school.
Different scholars categorized the models of leadership and management

based on various types or themes. Throughout the history many have
researched, discussed and reviewed management models. These
academics have placed them under different names and subjects, is
derived from other forms of social sciences including economics, sociology
and general philosophies (Cuthbert, 1999).These findings and educational
management models are grouped in to six major themes. These
categories are formal, collegial, political, subjective, ambiguity and
cultural. (Bush, 2005).
Formal model term is used to describe the models which emphasizes on

the official and structural aspects of the organization. This model assumes
that organizations are hierarchical systems in which managers use
rational means to pursue agreed goals of the organization. The
managers are authoritative figures and are accountable to legal bodies
and financial sponsors for the actions of the organization.
(Bush, 2003)
Collegial model basically refers to association of colleagues in which all

decision makings are shared with some or all members of organization.
Each and every one voice is heard and has the right to influence
processes and decisions (Cavanagh, 2010). The core of collegial model is
the unity and opposition to individualism, additionally the main concern of
the individuals should be the betterment of the organization but not one
particular self-serving interest of an individual. (Kirkpatrick, 2005).
Political model
Political model focused on organizations policy and decisions emerge
through a process of bargaining and negotiation. Conflicts view as natural
phenomenon and power accrues to dominant coalition or democracy. This
model captures best in higher education. According to (bush) political
model have these features. They tend to focus on group activity, rather
than organization as a whole, concern with interest and interest group,
stress the prevalence of conflict in organization, goal of organization are
unstable and contested.
Subjective
Ambiguity
Cultural
Cavanagh, J. B. (2010) Managing collegiality: The discourse of collegiality

in Scottish school leadership. Ed.D thesis. Retrieved from
http://theses.gla.ac.uk/2254/1/2010CavanaghEdD.pdf
Kirkpatrick, F. (2005) John Macmurray: Community beyond Political
Philosophy, Lanham, Rowman and Littlefield Publishers Inc.
Educational leadership models are also many and varied. Like the
management models, these models are also grouped by researchers in to
different categories but the best known categorized topology is by
Leithwood, Jantzi and Steinbach (1999),which puts them in to managerial,
participative, transformational, interpersonal, transactional, post-modern,
contingency, Moral and Instructional models.
Managerial leadership
Managerial leadership focused on managing existing activities
successfully rather than building visions for future improvement. Authority
and influences are allocated to formal positions in the organizational
hierarchical level. This type of leaders are suitable for school working
under a centralized system of management.
Transformational leadership
Transformational behavior of the principal motivates teachers and other

school personnel to work beyond their formally prescribed job
responsibilities and to give their best to do the task. Transformational
leadership stimulates others to view their work from new perspectives,
generate an answerness of the mission and vision of the organization,
develop collogues and followers to a higher levels of ability and potential,
and motivate them to look beyond their own interest towards those that
will benefit the group(Hoy &Miskel, 2001,p.415) . (brown book). It is
related to positive organizational outcomes. This leadership uses power
and motivation to move individuals towards accomplishing their common
mission not for the personal gain. The most fully developed
transformational leadership model for school contexts by Leithwood et al.
(2006) might be effective to practice since the model has three broad
categories of leadership practices which include: Setting direction,
developing people and redesigning the organization.
This model assume that principal alone does not provide the leadership
necessary to attain the vision. Rather leadership I well shared coming
from teachers as well as principal. The model concerns with the
understanding of individual needs of the staff, rather than controlling and
coordinating towards the objective. Stimulating change through bottom up
participation.
Instructional leadership
Instructional leadership is directly concerned with schools central activity,

which is teaching and learning. Instructional leaders spend most of their
time dealing strictly with curricula matters rather than administrative
functions. The principals as instructional leaders should at all times strive
for excellence in teaching and learning with the sole purpose of improving
student achievement. Principals should serve foremost as instructional
leaders
in
schools,
and
that
their
commitment
to
instructional
improvement should not only be strongly articulated but should be

reinforced with experience in theclassroom (Glanz, 2006).
Instructional leadership can be defined as those actions that a principal
takes, or delegates to others, to enhance student learning. According to
this model, it is the principals responsibility to work with teachers to
define educational objectives and set school goals, provide the necessary
resources for teaching and learning, and create new learning opportunities
for students and staff. (bush)
Instructional leaders always try to develop and implement strategies to
improve the quality of learning and teaching. However in XYZ School, the
leader does not have such a strong commitment especially to develop
strategies to improve teaching since the Principal does not monitor the
teachers work and does not create opportunities to talk with the leader
about teaching and learning.
Instructional leadership has been prolonged towards deeper participation in the center of
schooling. Today awareness has transferred from instruction to learning. That is the main
reason this model of Leadership will not be much effective in XYZ School. A principal have
many duties such as student discipline, security, and maintaining relationships with parents,
and many more. Sometimes these responsibilities become obstacle in success of Instructional
leadership model
Their days are filled with activities of
management scheduling, reporting, handling relations with parents and community, dealing
with the multiple crises and special situations that are inevitable in schools.
Fayol, H. (2013) General and Industrial Management, Martino Publishing,

USA
Glatter, R. & Ozga, J. (1979) An Introduction to the Control of Education in
Britain, Open University Press, United Kingdom.
Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006) Seven Strong
Claims about Successful School Leadership. London: Department for Education and
Skills
According to the responses, the principal is a leader who is very strict and
uses positional power to achieve the goals of the school. She does not
listen to the teachers and never gives a chance to share their ideas and
concerns. She never encourages the teachers to discuss the issues even if
they had problems. Providing opportunities to teachers to think critically
and creatively is not important for her. She did not have a good
relationship with teachers, and did not use rewards or incentives at all to
motivate the teachers. She never monitors teaching and provides
feedback or gives support to the teachers.
Implementation plan of theory recommendation

Successful management requires a clear link between aims, strategy and
operational management.
educational leadership is an important characteristic of effective schools.

principals should have
high expectations of teachers and student achievement, supervise teachers,
coordinate the curriculum, emphasize basic skills, and monitor student prog
ress.
In school effectiveness studies of the seventies and eighties, researchers
were mostly looking for direct effects of instructional leadership on student
outcomes
quality of leadership makes a significant difference to school and student

outcomes.
requires trained and committed teachers but they, in turn, need the leadership of
highly effective principals with the support of other senior and middle managers.
Internationally, school principals increasingly are held account

able
for educational quality in the belief that students success or failure is
determined by the way a school is run (Fullan &Watson, 2000; Leithwood &
Menzies, 1998; Wildy & Louden, 2000). In the Netherlands, policy reforms
Staff training plan for the development of organization
Challenges faced by the leaders and staff in implementing the plane,

identify best practical strategy to face those challenges
Adopting the organization to one specific model is not good.

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Education is a very broad area focused on getting and receiving new

knowledge, process of growth and development, modification of behavior,

According to Fayol (2013) managing is to

forecast and plan, to organize, to command, to coordinate and to control

governing bodies who are formally responsible and accountable to the

In schools the principals, or the

Leadership inspires and energizes people to overcome bureaucratic and

Different scholars categorized the models of leadership and management

Formal model term is used to describe the models which emphasizes on

Collegial model basically refers to association of colleagues in which all

Cavanagh, J. B. (2010) Managing collegiality: The discourse of collegiality

Transformational behavior of the principal motivates teachers and other

Instructional leadership is directly concerned with schools central activity,

improvement should not only be strongly articulated but should be

Fayol, H. (2013) General and Industrial Management, Martino Publishing,

Implementation plan of theory recommendation

educational leadership is an important characteristic of effective schools.

quality of leadership makes a significant difference to school and student

Internationally, school principals increasingly are held account

Staff training plan for the development of organization

Challenges faced by the leaders and staff in implementing the plane,

Adopting the organization to one specific model is not good.

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