Signs of a Manager’s Leadership in a Quality Educational Institution: Cases of the City and District Centre of Lithuania (original) (raw)
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International Journal of Academic Research in Progressive Education and Development, 2017
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Leadership and Management 1 Quality Leadership and Management in Private Schools
School leadership and management in private school has of late become a major focus in the globe. The question as to why most private schools perform better than their public counterparts has been associated with the difference in the kind of leadership and management in both cases. An effective leadership in private schools is what motivates students to work harder and smarter thus a better performance. In addition, private schools run on their own leadership, probably its director and other capable leaders unlike in public schools where in most cases the government has to be consulted before carrying out any activity. Public schools are also receiving more students than private schools especially in the third world countries because either the parents do not have enough for private school education or they want a cheaper school. Considering the trends, private school teachers in most countries are paid better than their public counterparts. This might be a trigger for the better performance. However, with all these good characteristics of private schools, quality leadership and management are what drives it all. This paper aims at critically examining the notion of effective educational quality, leadership and management and assessment of the effectiveness of leadership and management in private schools (UNESCO, 2016).
This paper aimed to examine role of leaders and managers in educational institutions from the perspective of available literatureon leadership and management and the functions and behavioural dimensions of leaders and managers in educational institutions in the shape of theories and research articles. For the purpose answers of five research questions a) what are the dimensions of the leadership? b) What are the dimensions of the management? c) What is relation between leadership and management? d) How Leaders are deemed as managers? And e) what is educational leadership and management? Were coined and their answers were brought from and in the light of existing and available literature. From the review of definitions and explanations existing literature it could be inferred that the word leadership, management and educational leadership & management have different definitions, meanings and explanations as the researchers gave them on the basis of their own understanding and experiences they deemed intact for them. For the leaders it could be inferred that they should have vision, mission and hope for their followers and from the perspective of followers they should have satisfaction of their belief if the leader is followed they would achieve their destination. The management is to manage an organization in different situations with jurisprudence by utilizing available resources. The educational leadership and managers perform dual responsibilities. Leaders perform the responsibilities of the managers and so the managers in their institutions
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The aim of the article is to present the insights of carried survey on evaluating the level of significance of managerial competencies in comprehensive schools in Lithuania. The approach that head teachers’ managerial competency highly influences the process of education and is one of the most important factors ensuring efficiency of school activities such as educational policy and strategic planning, educational process, management of human, material and financial resources has been followed. Researcher self-made questionnaire for expert evaluation was used to measure competency components. In the paper the author presents main results of one part of the research related to school leader’s competencies in management area, which was divided into five spheres: strategic institution management, teaching and learning process administration, managing human resource development, ensuring and managing structure, processes and resources of institution, strategic partnership and collaborati...
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This present paper discusses the importance of leadership in educational management with specific reference to schools. Educational leadership has a critical role in the transformation of society, and for change to happen, effective leaders are key. Along with the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that if effective school leaders and managers are developed they are most likely going to provide the best possible education for their learners. Effective leadership and management are essential if schools and colleges are to achieve the wide-ranging objectives set for them by their many stakeholders, notably the government which provide most of the funding for public educational institutions. Teachers and their leaders and managers are the people who are required to deliver higher educational standards. Management and leadership are important for the delivery of good educati...
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In the literature on the subject there occur two approaches to describing mutual relationships between leadership and management. One of them perceives these phenomena as incompatible and evaluated as either positive or negative. Nowadays there is a general agreement that leadership and management are processes which cannot be separated from one another. Their value results from their co-occurrence and mutual complementation. It is emphasized that at the level of practical applications, it is impossible to separate the functions of leadership and the functions of management. From this perspective, the following questions are worth considering: in what manner do men of practice - head teachers define the notions of leadership and management within the context of their professional duties and what similarities and differences do they notice between these two notions? In order to answer these questions, we have analysed qualitatively data collected during interviews with 171 head teachers of Polish schools. The study has been conducted within the framework of the "Educational Leadership" project, whose objective is to prepare a development and improvement model for head teachers. The results of the conducted analysis indicate that the respondents define management consistently based on the classical approach to the management functions. The definitions of leadership are more varied in their content, with a common core comprising a leader's vision and determination to realize such a vision. However, the definitions comprise a wide range of leaders' different methods and scopes of activities. The differences between the head teachers' definitions of the two notions are the reflections of discussions on this subject held by theoreticians; nevertheless, one can observe a tendency to perceive management and leadership as different processes that complement one another.
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School is one of the educational institutions where the teaching and learning process takes place to educate the nation's generation. As a leader, the principal plays an essential role in determining policy. The policy was the aim to make schools more competitive. For this reason, the principal must be able to develop it into an effective school. The purpose of this study is to know the principal's managerial abilities in developing effective schools. This research uses a qualitative method and descriptive approach, analyzed using Analysis Interactive. The results of this study that school managerial ability in developing effective schools are by following the procedures, first, planning programs include; the planning process; and the strategy of designing program planning. Second, the program implementation, including; sharing tasks and routine explanation regarding work and responsibilities, building communication with all school residents properly, motivation colleagues t...
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This study investigated the importance school headmasters attach to a number of activities associated with the effective performance of their duties. This recording aims to examine the potential of these school headmasters to exercise their role and work within the highly bureaucratic and hierarchical Greek educational system. These activities include (a) establishment and realization of a common vision and mission of the school unit as well as its culture identification and formation, (b) teaching and tutoring of students, (c) management and development of the educational personnel, (d) conducting of administrative affairs and management of resources, and (e) good relations with parents, entities of external environment of the school unit, and the local community. The study found that the headmasters consider activities concerning their bureaucratic/conductive role as well as their leading behaviour as "very important" at very high percentages (over 70.0%). However, tasks involving them in administrative issues are, according to them, "less" up to "least important" so that their role is effectively fulfilled. Statistically significant diversifications have been observed in certain activities associated with the efficient performance of their duties in relation to their gender, years of experience in leadership position, and the size of the school unit.
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