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The ideas of leadership and administration are quite similar to management, and the notion of management overlaps with both of these ideas. For instance, "Management" is a term that is often used in the United Kingdom, Europe, and Africa, but "Leadership" is a topic that is of significant current interest in the majority of industrialized nations. Despite the fact that Dimmock (1999) draws distinctions between these ideas, he acknowledges the fact that other definitions exist as well: Tensions may arise for school leaders when competing parts of management are pitted against one another, as well as between leadership and management. Regardless of how these categories are defined, it is difficult for school leaders to find a balance between the higher-level tasks aimed to enhance staff, student, and school performance (leadership), the lower-level duties (management), and the regular maintenance of present operations (management). Cuban (1988) provides one of the most elucidating breakdowns of the difference between management and leadership. Both competent leadership and management are essential to the efficient operation of educational institutions and the realization of their respective missions. "Leadership and management are two distinct but equally essential facets of every organization. According to Bolman and Deal (1997), "the challenge of modern organizations requires the leadership to shine with their vision and commitment, along with the manager's objective perspective" (p. xiii-xiv). The creation of the National Center for School Leadership (NCSL) is a strong demonstration of the modern focus that is placed on leadership rather than administration. It is recommended to have leaders that are inspirational and visionary, but there is far less of a focus put on the structures and procedures that are required to properly execute these ideas. Bush (2006) has a discussion on NCSL that is more in-depth than any other source. The management ideas that were first applied to business and industry in the United States provide the foundation for educational administration as both an area of study and a field of practice. The creation of theories was mostly accomplished via the implementation of business practices into instructional environments. As the topic became recognized as a distinct academic area in its own right, its theorists and practitioners started developing alternative models based on their observations and experiences in educational institutions such as schools and colleges. By the turn of the 21st century, the primary ideas discussed in this chapter had either been established in an educational setting or modified from models used in industry to satisfy the particular requirements of educational institutions such as schools and colleges. |
