Theories of Educational Leadership and Management

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  • Edition: 4th
  • Format: Paperback
  • Copyright: 12/9/2010
  • Publisher: SAGE Publications Ltd
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In this established text Tony Bush presents the major theories of educational management, and links them to contemporary policy and practice.

Leadership continues to be one of the major criteria used to differentiate the models but the author now makes clear links between educational management theories and the main models of leadership. The author applies the models to a range of international contexts, including both developed and developing countries. This relates to global interest in concepts of leadership and management and to an increasing recognition of the need to customize theory and practice to each context and culture rather than adopting a 'one size fits all' approach.

For the fourth edition, the essential conceptual models remain. New case study material has been added from the full range of education and non-school settings, from early years through to further and higher education. Each chapter now includes key words, summary and end of chapter materials including issues for discussion. Key terms are defined in-text for the non-expert reader and all references and relevant key legislation details have been fully updated.

This book is essential reading for all teachers who aspire to management, as well as for experienced leaders on Masters' level courses, and for those studying school management as part of education studies degrees.

This internationally popular and classic text has been thoroughly revised and updated for the 4th edition with the latest research findings, new case studies and examples from around the world, and an increased focus on early years, post compulsory education and extended schools.

Author Biography

Tony Bush is Professor of Educational Leadership at the University of Warwick, and previously held similar posts at the universities of Leicester, Reading and Lincoln. He is also Visiting Professor at the University of the Witwatersrand, Johannesburg.

Table of Contents

Prefacep. ix
The Importance of Leadership and Management for Educationp. 1
What is educational management?p. 1
What is educational leadership?p. 5
Distinguishing educational leadership and managementp. 8
The chronology of educational leadership and managementp. 10
Decentralization and self-managementp. 12
The significance of the educational contextp. 14
Instructional leadershipp. 16
Conclusionp. 18
Models of Educational Leadership and Managementp. 23
The theory/practice dividep. 23
The relevance of theory to good practicep. 25
The nature of theoryp. 26
The characteristics of theoryp. 29
Diversity in educational leadership and managementp. 30
Models of educational management: an introductionp. 33
Models of educational leadership: an introducationp. 36
Formal Modelsp. 40
Central features of formal modelsp. 40
Structural modelsp. 42
Systems modelsp. 44
Bureaucratic modelsp. 47
Rational Modelsp. 50
Hierarchical modelsp. 53
Formal models: goals, structure, environment and leadershipp. 54
Managerial leadershipp. 60
The limitations of formal modelsp. 62
Conclusion: are formal models still valid?p. 66
Collegial Modelsp. 72
Central features of collegial modelsp. 72
Collegial models in higher educationp. 76
Collegial models in secondary schoolsp. 77
Collegial models in primary schoolsp. 79
Collegial models: goals, structure, environment and leadershipp. 80
Transformational leadershipp. 84
Participative leadershipp. 87
Distributed leadershipp. 88
Limitations of collegial modelsp. 91
Conclusion: is collegiality an unattainable ideal?p. 95
Political modelsp. 99
Central features of political modelsp. 99
Baldridge's political modelp. 107
Sources of power in educationp. 108
Political strategies in educationp. 112
Political models: goals, structure, environment and leadershipp. 113
Transactional leadershipp. 119
The limitations of political modelsp. 120
Conclusion: are political models valid?p. 122
Subjective Modelsp. 126
Central features of subjective modelsp. 126
Subjective models and qualitative researchp. 132
Subjective models: goals, structure, environment and leadershipp. 134
Postmodern leadershipp. 138
Emotional leadershipp. 140
The limitations of subjective modelsp. 140
Conclusion: the importance of the individualp. 143
Ambiguity Modelsp. 147
Central features of ambiguity modelsp. 147
The garbage can modelp. 154
Applying the ambiguity model: Oakfields Schoolp. 156
Ambiguity models: goals, structure, environment and leadershipp. 158
Contingent leadershipp. 164
The limitations of ambiguity modelsp. 165
Conclusion: ambiguity or rationality?p. 167
Cultural Modelsp. 170
What do we mean by culture?p. 170
Societal culturep. 172
Central features of organizational culturep. 174
Developing a learning culturep. 177
Organizational culture: goals, structure, environment and leadershipp. 179
Moral leadershipp. 184
Limitations of organizational culturep. 186
Conclusion: values and actionp. 188
Conclusionp. 192
Comparing the management modelsp. 192
Comparing the leadership modelsp. 198
Applying the models to schools and collegesp. 204
Attempts at synthesisp. 208
Using theory to improve practicep. 210
Author Indexp. 214
Subject Indexp. 218
Table of Contents provided by Ingram. All Rights Reserved.

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Great July 31, 2011
I have had to use this textbook for my doctoral studies; I have found it a great Learning Tool, easy to read, informative, and thorough. It has rationales for each skill it includes along with detailed instructions and pictures.
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