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| Preface | |
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| The Importance of Leadership and Management for Education | |
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| What is educational management? | |
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| What is educational leadership? | |
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| Distinguishing educational leadership and management | |
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| The chronology of educational leadership and management | |
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| Decentralization and self-management | |
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| The significance of the educational context | |
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| Instructional leadership | |
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| Conclusion | |
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| Models of Educational Leadership and Management | |
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| The theory/practice divide | |
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| The relevance of theory to good practice | |
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| The nature of theory | |
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| The characteristics of theory | |
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| Diversity in educational leadership and management | |
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| Models of educational management: an introduction | |
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| Models of educational leadership: an introducation | |
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| Formal Models | |
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| Central features of formal models | |
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| Structural models | |
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| Systems models | |
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| Bureaucratic models | |
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| Rational Models | |
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| Hierarchical models | |
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| Formal models: goals, structure, environment and leadership | |
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| Managerial leadership | |
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| The limitations of formal models | |
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| Conclusion: are formal models still valid? | |
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| Collegial Models | |
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| Central features of collegial models | |
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| Collegial models in higher education | |
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| Collegial models in secondary schools | |
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| Collegial models in primary schools | |
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| Collegial models: goals, structure, environment and leadership | |
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| Transformational leadership | |
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| Participative leadership | |
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| Distributed leadership | |
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| Limitations of collegial models | |
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| Conclusion: is collegiality an unattainable ideal? | |
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| Political models | |
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| Central features of political models | |
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| Baldridge's political model | |
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| Sources of power in education | |
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| Political strategies in education | |
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| Political models: goals, structure, environment and leadership | |
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| Transactional leadership | |
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| The limitations of political models | |
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| Conclusion: are political models valid? | |
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| Subjective Models | |
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| Central features of subjective models | |
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| Subjective models and qualitative research | |
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| Subjective models: goals, structure, environment and leadership | |
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| Postmodern leadership | |
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| Emotional leadership | |
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| The limitations of subjective models | |
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| Conclusion: the importance of the individual | |
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| Ambiguity Models | |
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| Central features of ambiguity models | |
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| The garbage can model | |
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| Applying the ambiguity model: Oakfields School | |
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| Ambiguity models: goals, structure, environment and leadership | |
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| Contingent leadership | |
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| The limitations of ambiguity models | |
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| Conclusion: ambiguity or rationality? | |
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| Cultural Models | |
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| What do we mean by culture? | |
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| Societal culture | |
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| Central features of organizational culture | |
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| Developing a learning culture | |
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| Organizational culture: goals, structure, environment and leadership | |
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| Moral leadership | |
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| Limitations of organizational culture | |
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| Conclusion: values and action | |
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| Conclusion | |
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| Comparing the management models | |
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| Comparing the leadership models | |
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| Applying the models to schools and colleges | |
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| Attempts at synthesis | |
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| Using theory to improve practice | |
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| Author Index | |
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| Subject Index | |