Initiation of Educators into Educational Management Secrets

Initiation of Educators into Educational Management Secrets

Christos Saitis Anna Saiti Initiation of Educators into Educational Management Secrets

Christos Saitis Department of Primary Education School of education University of Athens Athens, Greece Anna Saiti Department of Home Economics & Ecology School of Environment, Geography & Applied Economics Harokopio University Athens, Greece ISBN 978-3-319-47276-8 ISBN 978-3-319-47277-5 (ebook) DOI 10.1007/978-3-319-47277-5 Library of Congress Control Number: 2017945183 Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Dedicated to Valya

Preface It is generally accepted that in educational management the role of the school head is crucially significant. The significance of the role is attributed to the position of the educational hierarchy and the functions of its position. Theoretically, the position of the school head is at the managerial bottom of the national organizational structure for education. However, this position is linked directly to the communicative role of the school head between the upper educational managers and their subordinates. Each programme of educational policy is created centrally, at the top of the administrative pyramid, and is then filtered through to all schools via school management. It is coloured by the psychological attitudes and abilities of the school head in order to be realistic. Ultimately, the degree of success of an educational change (and more generally the achievement of a school s aims) depends on the selection and appointment of effective educational managers in school units. Indeed, in an appropriately organized educational system, the school head has the main role in managing human resources. Furthermore, no matter how rationally a communication and organization system is designed, it cannot fulfil the desired outcome without appointing the role of school head to appropriate people. In order for educational leaders to be successful in their work, they have to be appropriately trained. In other words, educational leaders at all hierarchical levels of educational management have to be equipped with the necessary administrative skills to a degree that will lead them to comprehensively examine a problem that has to be solved. This book is useful for university students, educational practitioners and educational leaders since it addresses a wide range of issues and proposes a simple method for learning modern management techniques. The book includes case studies and solving techniques of different managerial problems to help members of the educational community improve their abilities in matters such as taking effective decisions, time management, conflict management and oral communication. More broadly, this book could also be a valuable tool for the employee of any organization, whether private or public. vii

viii Preface This book is divided into chapters that cover basic issues of educational management: Chapter 1 examines the meaning and the functions of school management. It also refers to the field of school leadership. Chapter 2 analyses the meaning and content of the management s role in planning/programming with a special report on strategic planning. It then addresses time management techniques. Chapter 3 investigates the meaning and content of the decision-making process. It also analyses the term problem and presents various ways of solving a problem. Chapter 4 addresses the nature of managerial work with emphasis on the basic dimensions of exercising school leadership. Chapter 5 presents and analyses the meaning of communication with emphasis on oral communication and the development of good relations in the school working environment. Chapter 6 examines the phenomenon of conflicts and complaints in the school working environment and presents conflict management techniques. Chapter 7 focuses on issues regarding collective management (e.g. rules governing the functions of the teaching council, informal groups at schools, etc.) in school units. Chapter 8 discusses the leadership dimensions of school leadership with an emphasis on the motivation and monitoring of teaching staff. Chapter 9 presents and analyses the function of control in the field of education. Furthermore, it comprehensively examines the appraisal of educational work. Chapter 10 addresses crisis management in school units and presents a plan for confronting unpleasant situations in specific units. Athens, Greece Christos Saitis Anna Saiti

Acknowledgements We wish to express our thanks, gratitude and deep appreciation for the tireless support and encouragement that our family members have given us. We also would like to note our sincere thanks to Dr. Rosemary Papa, Dr. Ric Brown, Mr. Henry Scott, Mrs. Evageloula Papadatou and Mrs. Gillian Karamani for their support, help and consideration. Indeed, they deserve a particular show of appreciation for the invaluable ideas and inputs they contributed at various stages of the book s development. ix

Contents 1 Basic Dimensions of School Leadership... 1 1.1 The Meaning of School Leadership... 2 1.2 The Significance of School Leadership... 3 1.3 Is Management Art or Science?.... 4 1.4 Management Differs from Execution................. 5 1.5 Management Functions... 5 1.6 Historical Development of Management Science... 7 1.7 Managers in Education.............................. 13 1.7.1 The Meaning of the Term Educational Managers............. 13 1.7.2 Ranking the Managerial Levels in Education........ 14 1.7.3 Relationship Between Managerial Hierarchy and Degree of Decision-Making................. 15 1.8 Approaches to School Management... 16 1.8.1 Dimensions of School Leadership.............. 16 1.8.2 School Leadership Activities................... 17 1.8.3 Coexistence of the School Head and the Deputy Head... 19 1.8.4 A School Head Ought to Adhere to the Basic Principles of Management......... 20 1.8.5 School Leadership Demands Continuous Learning.................................. 21 1.8.6 Why Is Learning a Crucial Factor for a Manager?... 22 1.8.7 Factors Hindering the Learning Process of Managers... 23 1.9 Case Studies... 24 References... 26 xi

xii Contents 2 The Function of Planning and Programming... 31 2.1 What Do Design and Programming Mean?............ 32 2.2 Definition of the Basic Terms in Planning and Programming..... 33 2.3 The Significance of Planning and Programming... 34 2.4 Basic Elements of Planning and Programming............. 35 2.4.1 Process of Planning and Programming... 35 2.4.2 Basic Types of Plans......................... 36 2.4.3 Conditions for Effective Planning and Programming..... 38 2.4.4 Limitations of Planning and Programming.......... 39 2.5 Planning and Programming in School................... 40 2.6 Modern Managerial Approach: Strategic Planning in Education........... 41 2.6.1 Meaning and Necessity of Strategic Management... 41 2.6.2 Basic Elements of Strategic Management.......... 42 2.6.3 Process of Strategic Management............ 43 2.6.4 The Nature of Strategic Planning and Programming..... 43 2.6.5 Process of Strategic Planning and Programming... 45 2.6.6 Strategic Programming and Implementation of Changes in Education... 46 2.7 Planning and Good Time Management... 53 2.8 Techniques of Time Saving........................... 54 2.9 Case Studies... 56 References... 57 3 Decision-Making and Problem Solving... 61 3.1 The Meaning of Decision... 62 3.2 Types of Decision-Making..... 63 3.3 Decision-Making Process............................ 67 3.4 Remarks on the Decision-Making Process... 72 3.5 Human Weakness in Decision-Making..... 73 3.6 Our Life Depends on Our Decisions or Is It a Matter of Luck?..... 74 3.7 Definition and Solution of a Problem...... 75 3.7.1 Definition of a Problem... 75 3.7.2 Procedure for Resolving a Problem............... 75 3.7.3 Ways of Solving a Problem... 76 3.8 Case Studies... 78 References... 79

Contents xiii 4 Leadership and Leaders... 81 4.1 Dimensions of the Terms Leadership and Leader.... 82 4.1.1 Clarification of the Terms Leadership and Leader..... 82 4.1.2 Ways of Exercising Influence.... 83 4.1.3 Is a Leader Born or Made?...... 83 4.1.4 The Terms Leader and Manager Are Not the Same... 84 4.2 Basic Elements of Leadership.... 85 4.3 Models of Leadership Behaviour.... 86 4.4 Leadership Abilities and the School Head... 88 4.5 Examples of Applying Emotional Intelligence... 93 4.6 Development of Educational Leaders.................... 95 4.7 Forms of School Leadership.......................... 96 4.8 Leadership Behaviour as a Factor in a School s Effective Functioning............................... 100 4.9 Many Leaders Fail. Why?... 101 4.10 Case Studies... 103 References... 104 5 Communication in the Field of Education... 109 5.1 What Is Communication?.... 110 5.2 The Importance of Communication..................... 111 5.3 Process of Communication........................... 112 5.4 Forms of Communication...... 112 5.5 Improving Oral Communication....................... 114 5.6 Development of Good Relations in School.... 119 5.6.1 Open and Sincere Community...... 120 5.6.2 Effective Listening... 120 5.6.3 Empathy.................................. 121 5.6.4 Respect for Diversity......................... 122 5.6.5 Trust..................................... 122 5.6.6 Emphasizing Positive Aspects.................. 123 5.6.7 Positive Reinforcement... 124 5.7 Case Studies... 124 References... 125 6 Conflict Resolution and Complaint Management at School... 129 6.1 Definition and Outline of Conflict...................... 130 6.2 Types of Conflict...... 132 6.3 Sources of Conflict at School........... 133 6.4 Conflict Management Strategies at School... 134 6.5 Basic Parameters of Effective Conflict Resolution.......... 137 6.6 Complaint Management............................. 138

xiv Contents 6.7 Claiming One s Rights Appropriately................... 139 6.8 Case Studies... 140 References... 141 7 Practical Strategies for the Teachers Council Operation... 145 7.1 Collective Management in Education.................... 146 7.2 The Director s Administrative Responsibilities... 147 7.3 Key Factors for the Effective Operation of the Teachers Council......................................... 147 7.4 Collective Decision-Making at School................... 151 7.5 Informal Groups at School..... 152 7.6 Dealing with Difficult Teachers............ 153 7.7 School Management and Team Spirit... 155 7.8 Case Studies... 160 References... 161 8 Dimensions of School Management Leadership... 163 8.1 Definition of the Term Effective School... 164 8.2 School Management and Teacher Motivation.... 165 8.2.1 Introductory Comments....................... 165 8.2.2 What Holds Teachers Back from Doing Their Best?... 165 8.3 Human Resources Supervision... 170 8.4 Professional Development of the Teaching Staff........ 171 8.5 Leadership Rules... 176 8.6 Case Studies... 179 References... 180 9 Control Process in Education... 185 9.1 Dimensions of the Control Process...... 186 9.1.1 Definition of Control... 186 9.1.2 Objectives of Control... 187 9.1.3 Significance of Control... 187 9.1.4 Control Process............................. 188 9.1.5 Types of Control... 189 9.1.6 Qualities of Effective Control Systems.... 189 9.1.7 Opposition to Control... 190 9.2 Edging Closer to Educational Evaluation...... 191 9.2.1 Introductory Observations..................... 191 9.2.2 Meaning and Purpose of Educational Evaluation... 192 9.3 The Evolution of Educational Evaluation Systems over Time..... 193 9.4 Case Studies... 193 References... 195

Contents xv 10 Crisis Management at School... 197 10.1 The Meaning of Crisis and Its Various Forms............ 199 10.2 The Meaning of Danger and Techniques to Confront It.... 199 10.3 The Meaning of Accident.......................... 200 10.4 Hygiene and Safety at School......................... 200 10.4.1 First Aid.................................. 201 10.4.2 Dimensions of School Violence................. 201 10.4.3 Rules for Safety and Hygiene at School........... 204 10.5 The Need for a School s Prompt Response to a Crisis... 205 10.6 Establishing a Crisis Management Policy at School... 206 10.6.1 Development of a Crisis Management Plan..... 206 10.6.2 Preparatory Steps............................ 207 10.6.3 Content of the CMP... 207 10.6.4 Conditions for the Effective Implementation ofacmp... 208 10.7 Case Studies... 208 References... 210 Index... 213

About the Authors Christos Saitis is emeritus professor of the University of Athens, Athens, Greece. He received his bachelor s degree in organization and business administration from the University of Piraeus, Athens, Greece; his MA in public administration from the University of Liverpool, Liverpool, UK; and his PhD in management in education from the University of Hull, Hull, UK. His research interests focus on management in education. He has participated in several international conferences, and he is the author of several books (in Greek) on the administration of education such as Organization and Administration of Education (2012) (co-authored by A. Saiti), Problems in One-Post Primary Schools (2000), The Manager in a Modern School (2008), etc. He has written several articles regarding management in education that have been published in both Greek and foreign scientific journals, while his papers have been cited by many Greek and foreign researchers. Anna Saiti is a professor of management and economics of education, in the Department of Home Economics and Ecology, Harokopio University, Athens, Greece. She received her bachelor s degree in organization and business administration from the University of Piraeus, Athens, Greece; her MA in banking and finance from the University of North Wales, Bangor, UK; and her PhD in administration and economics of education from the University of Hull, Hull, UK. Her research interests focus on the management and economics of education and health. She is the author of six books (in Greek), namely, Education and Economic Development (2000), Organisation and Management in Education (2012) (co-authored by Christos Saitis), The School Principal in a Modern School Unit (2012) (co-authored by Christos Saitis), etc. She has also published several papers in both foreign and Greek scientific journals. She has been a reviewer for several international scientific journals. Moreover, she has participated in several international conferences, while her papers have been cited by many Greek and foreign researchers. Finally, she is the coeditor of the book entitled Building for a Sustainable Future in Our Schools: Brick by Brick published in 2017 by Springer International Publishing. xvii