Educational management is one of a trilogy of overlapping concepts, along with educational administration and educational leadership. These three concepts are related but nonetheless possess definitional differences depending on where the terms are applied. The complexity of educational management as a concept is evidenced by its inclusion of related but subsidiary though important notions such as ethics, culture, and diversity within differing educational systems. The overall purpose of educational management is to effectively and efficiently create and maintain environments within educational institutions that promote, support, and sustain effective teaching and learning, but how those key objectives are set and the means by which they are attained may differ significantly depending upon education system or level and across educational cultures. In striving to accomplish these goals, educational managers, through thoughtful practical application of management principles, enlist and organize a society’s available resources to attain the educational goals that have been set by that society’s political leaders. As such, the various educational goals set by differing societies to which educational managers at all levels of the educational system must respond are by definition changeable along with changing socioeconomic conditions within a society and the disruption occasioned by the rapid development of digital technologies used as management tools. Educational management, while guiding planned change, must be responsive to unplanned, disruptive change created by rapid changes in both social structures and cultures as well as advances in digital technologies. This is where the element of educational leadership that directs and guides the entire process of educational management and administration takes on particular importance. Leadership includes both manager and teacher professional ethics and is expressed within a variety of theories of ethical leadership in education that respond to cultural imperatives in differing societies. Educational management must be responsive to both global and local changes due to technological developments that directly impact teaching and learning through changes in curriculum in terms of pedagogical and assessment practices. It is in how educational management as a discipline evolves to effectively meet the needs of educational systems contingent upon the challenges derived from technological, social, cultural, and economic changes sweeping the globe in the first decades of the 21st century that will determine the effectiveness and efficacy of management practices going forward. Effectively and innovatively managing change is the primary challenge facing educational management locally, regionally, and globally in the decades ahead.
Richard Lynch, Poonpilas Asavisanu, Kanog-on Rungrojngarmcharoen, and Yan Ye
Norazlinda Saad and Paramjit Kaur
Organizational theory involves various approaches to analyzing organizations and attempts to explain the mechanisms of organizations. Organizations embody structured social units that need to achieve aims and needs as well as pursue shared goals. Organizational theory is made up of various disciplines and bodies of knowledge. Some of the theories of organization include classical theory, neoclassical theory, contingency theory, human relations theory, and modern systems theory. These theories are based on multiple perspectives including modern and postmodernist views. In education management and policy, it is necessary to understood organizational theory within the micro and macro realms of the education settings. Another factor that affects organizational theory within educational settings is organizational culture. Organizational culture is made up of a system of shared assumptions, beliefs, and values that governs how people in organizations behave and act. In organizations, shared values and beliefs that evolve over time strongly influence how members function and perform their duties and tasks in the organization.. Organizations develop and maintain a specific unique culture that acts as a guide and molds the behavior and roles of the members of the organization. Organizational culture can be further understood by examining it on multiple levels including artifacts of the organization, advocated values, and underlying assumptions within the organization. Various principles that govern organizational culture may help explain organizations and their members. It is also pertinent to observe how organizational culture affects practices and principles of organizations as well as how organizational culture governs members and aims of organizations. The various organizational theories and the organizational culture perspective can help provide a more comprehensive understanding of organizations and their members and practices, especially within educational settings and contexts.
Nena Padilla-Valdez and Rosna Awang Hashim
Monumental shifts in education, in situations of leading global changes in the local culture, trigger profound repercussions on teachers. In view of reconstructionism, this article enquires into the evolving nuances of administrative reforms, unfolding the cultural links and reciprocal influences between teacher equity and educational administration. On the premise that reforms are triggers of administrative development, it positions teacher equity—a flexible individualization in a networked relationship—both as an enabling platform and as a cultural tool, to maintain a system in action. It argues that impacting change is envisaged as an arduous initiative when competing interests thrive within the system. To maintain administrative coherence and teaching force productivity, people’s perspectives and responses to change are coherent for the advancement and benefit of the entire system. Developing learning capacities such as adaptation and reconstruction form the critical core of an equity-driven culture. Such is a reiterated call for reciprocal change, a catalytic stimulus generative of equitable pathways that, more often than not, remain unscathed and oblivious to culturally diverse groups. As scholars and experts in administration and development studies grapple with complicated notions about policy reforms and pragmatic practices, this exposition rouses resilience in the discipline, as implicated in the pretext of greater autonomy and accountability. Essentially, it dispels scholarly revulsions and nuances, while newer investigative tools and culturally responsive reforms are underway to be explored and articulated, respectively.
Some of the most complex and challenging problems that arise for educational leaders are actually “leadership dilemmas.” This type of dilemma, which must be owned by the leader, contains a strong tension between a desire to achieve the goals of the organization and simultaneously preserve positive relationships. Performance appraisal is one of the main contexts in which this dilemma arises for the leader. In most cases it is not recognized or is avoided because of its potential to create conflict and unpleasantness. Common avoidance approaches include polarizing the strands of the dilemma and attending to either an organizational demand or a relationship concern, and in such cases the problem is only partly solved and resurfaces at a later date. Because there is often a high level of anxiety experienced by both parties in staff appraisal situations, the avoidance of dilemmas is ubiquitous and poor performance is not confronted. Consequently, many significant issues that impact on student learning are not attended to effectively, and these problems persist and recur. When educational leaders are motivated to deal with these extremely difficult problems, they must engage in a learning loop that allows them to reflect on and change values that do not lead to long-term problem resolution. They must be willing to surface and confront the conflict inherent in a leadership dilemma. This involves understanding the nature of a leadership dilemma and being able to analyze the defensive theory of action that blocks learning when conflict is present. It involves knowing about and practicing an alternative theory of action that can guide efforts to be productive in addressing the problem. In order to manage leadership dilemmas, specific skills for double-loop learning, such as the Triple I approach, must be acquired and internalized so that productive conversations can occur.