sample research about educational management

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Educational leadership and management: theory, policy, and practice

There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and man agers if the y are to provide the best po ssible edu cation f or their learn ers. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective prin cipa ls and su pp ort from other senior an d m iddle managers. While the need for eff ective leaders is widely ack nowledged, there is much less certainty about which leadership behaviours are most likely to produce favourable outcomes. I examine the theoretic al u nd erpinn ing s f or the fie ld of ed uc atio na l lead ersh ip and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.

Related Papers

It is generally perceived that the growth of nation converge on the quality of its educational leaders. The basic concern of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This paper analyses recent theoretical developments in the study of educational leadership in school management. Beginning with an overview of the concept of leadership in terms of research, theory, and practice, this paper examines theories of leadership and styles of leadership. An attempt is made on identification of contemporary issues and possible means of amelioration. This article concludes that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in school management because quality educational leadership tradition offers great opportunity to further refine educational leadership and management policies and practices by accepting and utilizing the basic principles and styles of educational leadership.

lenka ramahali

Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences

thembinkosi tshabalala

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...

Administração: Estudos organizacionais e sociedade 4

Tulio Barrios

As society develops new challenges and demands affect all areas of society. Thus, new forms of leadership are needed. This work revises influential contributions to the study of leadership in an attempt to identify traits, behaviours and styles current and future leaders need to develop to face the ever-increasing demands properly. The author applies the main findings to the field of Education, aiming to contribute to the development of an optimal style of leadership. Educational management is a complex and demanding activity; hence, school leaders need to exercise pedagogic leadership and develop new skills and competencies to support their practice. Accordingly, flexibility, capacity to adapt, openness, determination to overcome obstacles, collective participation, and shared decision-making processes become vital aspects of an optimal leader.

Oxford Bibliographies

Lorri J. Santamaría

Santamaría, L. J. (2016). Theories of educational leadership. Oxford Bibliographies, Oxford University Press, DOI: 10.1093/OBO/9780199756810-0153 http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0153.xml Introduction General Overview of Educational Leadership Styles and Related Theories Textbooks and Handbooks Journals and Professional Organizations Historical and Philosophical Foundations Conceptual Approaches and Frameworks Exemplars Large Data Sets and Empirical Evidence Complementary, Diverse, and Alternative Perspectives Critical, Global, and International Applications Introduction Prior to understanding theories of educational leadership, it is important to begin with a comprehensive definition of educational leadership. In this bibliographic entry, educational leadership is the professional practice of a leader (or leaders) in an administrative role(s) working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers, elementary, secondary, and postsecondary institutions. These people are most often individuals or small teams employed as school site leaders, principals, assistant or associate administrators. In early childhood, higher education or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States (U.S.) where frameworks have been largely drawn from industry and commerce management principles. Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the U.S. and similarly developed nations. Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts. Beyond seminal notions and ideations of educational leadership, there are developing and sometimes ground-breaking theories contributing to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices. A closer look at these elements further reveals theoretical types of educational leadership (e.g., styles, traits, behaviors), characteristics of educational leadership (e.g., management vs. leadership, power, coercion, conceptual frameworks), or the activities or practices educational leaders engage as expressions of their leadership in action (e.g., approaches, ways of leading). Each element is dependent on the educational context within which it occurs and warrants the consideration of multiple and international perspectives for 21st century relevance in a diverse and global society. This bibliography therefore includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories. Additionally, this entry provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered. Pertinent examples are provided from each area for further reader exploration, consideration, and study.

World Journal of English Language

Dr. K Tara Shankar

According to this research, no country can advance above the level of education of its leaders. The goal of this philosophical debate is to look at leadership in a broader context and see how it may drastically enhance school administration. The academic evaluation examines existing theoretical advancements in the area of school administration educational administration. It begins with a brief overview of what leadership is or how research, philosophy, and practice might be used to describe it. After that, there is an examination of leadership theories, ideas, and styles. Every article comes to a close with a consideration of current issues and possible solutions. As a consequence, these writers argue that success may be secured if different types of leadership, principles, and techniques, as well as appropriate educational traditions, educational management, or business policies, are applied appropriately or totally in school administration. It also gives you a chance to fine-tune ...

Prof. Nwachukwu P . Ololube

Elmi Zulkarnain Osman, PhD Educational Leadership

Elmi Zulkarnain Osman

Only one leadership style actually derived from education; Instructional leadership. It was organic in that researchers wanted to find out how certain urban i.e. low-economic, high minority schools were having success. Researchers went in to identify the traits of the leaders, and then coined it “instructional leadership”. It should be noted that much of the research isolated the transformational traits exhibited by the leaders. This was in the mid-1960s. Prior to this, extensive research had not been done on actual educational leadership. The instructional leadership model dominated for at least 15 years. Then came the massive shift to transformational leadership.

Educational Evaluation and Policy Analysis

Andreas Mitman

Over the past few years a good deal of writing has been compiled on the subject of school or educational leadership. The authors have had the opportunity to re-view much of this work in an attempt to define some of the major recurring prob-lems with the educational ...

International Handbook of Educational Research in the Asia-Pacific Region

Jacqueline Baxter

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Please note you do not have access to teaching notes, a conceptual framework for systematic reviews of research in educational leadership and management.

Journal of Educational Administration

ISSN : 0957-8234

Article publication date: 15 March 2013

The purpose of this paper is to present a framework for scholars carrying out reviews of research that meet international standards for publication.

Design/methodology/approach

This is primarily a conceptual paper focusing on the methodology of conducting systematic reviews of research. However, the paper draws on a database of reviews of research previously conducted in educational leadership and management. In a separate effort, the author identified 40 reviews of research that had been published in educational leadership conducted over the past five decades. The paper draws upon narrative examples from the empirical review as a means of clarifying and elaborating on the elements of the conceptual framework. The paper also refers to specific findings from the earlier paper in order to illustrate broader trends with respect to how the various elements of the framework have been employed in exemplary reviews.

As scholars working across a broad range of scientific fields suggest, high quality reviews of research represent a potentially powerful means of reducing the gap between research and practice. Yet, the quality of research reviews conducted in educational leadership and management remain highly variable in methodological rigor. This paper provides a conceptual framework and language that scholars might use to guide the conduct and evaluation of future research reviews in educational leadership and management.

Research limitations/implications

The contribution of this paper lies first in highlighting the need for scholars to employ systematic methods when conducting research reviews in educational leadership and management. Beyond this broad purpose, the paper provides a framework for decision‐making at different points in the review process, and a set of criteria or standards by which authors, readers and reviewers can judge the quality of a research review. It is hoped that this conceptual framework can provide useful methodological guidance that will enhance longstanding efforts in our field to advance knowledge in a more systematic and coherent fashion.

Originality/value

This originality of this paper lies in its adaptation and application of recent methodological advances in conducting reviews of research across the natural and social sciences to the field of educational leadership and management. A search of core journals in educational leadership and management found not a single paper that discussed methods of conducting reviews of research. The paper offers a clear framework that will allow future scholars in educational leadership and management to improve the quality of their research reviews.

• Educational administration
• Educational research
• Methodology
• Research methodology

Hallinger, P. (2013), "A conceptual framework for systematic reviews of research in educational leadership and management", Journal of Educational Administration , Vol. 51 No. 2, pp. 126-149. https://doi.org/10.1108/09578231311304670

Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited

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Educational Management Dissertation Topic Ideas

Published by Owen Ingram at January 2nd, 2023 , Revised On August 11, 2023

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Dissertation Topics Related To Educational Management

• A comparison of the wonder kid and standardized tests used to gauge students’ academic achievement.
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• A case study of nuts: the impact of strike action on the preachment of trade union aims in an organization.
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• Examine the social, intellectual, and personal experiences of homeless university students.
• Private primary and secondary school operators face issues in some selected UK schools.
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• The work environment and teacher quality determine secondary school students’ academic performance.
• Analysis of teachers’ participation in classroom management in secondary schools in Nigeria.
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• Understanding how the principals affect their school by utilizing emotional intelligence.
• Evaluating the impact of the environment on students’ academic performance.
• Assessment of sites related to program objectives for business education.
• The effect of classroom management on pupils’ conduct.
• Assessing how faculty and student perceptions of student participation at public colleges relate to one another.
• The linkage between teachers’ job satisfaction in secondary schools and principals’ leadership style.
• Using walkthrough observations by the principals in the classroom to improve education.
• Factors preventing secondary school principals from managing school records effectively.
• The effect of the teachers’ welfare package on satisfaction with their job.
• The theory of career development by Ginsberg is validated among UK university graduates.
• A determination of government involvement in programs for adults.
• Efficient management of students’ academic records: factors to consider.
• The accessibility of human and material resources in Lagos state teaching senior school.
• The problem of parents’ unfavourable attitudes toward education
• Utilization of technology by the first-year mentor for literacy.
• A case study of UK schools’ junior secondary schools’ role in teaching sexual education.
• The effects of classroom management on pupils’ behaviours.

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