ERIC Number: ED304758
Record Type: RIE
Publication Date: 1988
The Managerial Imperative and the Practice of Leadership in Schools. SUNY Series in Educational Leadership.
This book reexamines the organizational experiences that bond teachers and administrators; reaffirms the enduring legacy that teachers, principals, and superintendents jointly inherited once they entered classrooms; and, finally, argues that reconstructing that sense of common purpose about the role of schooling is essential to improving what happens in classrooms and schools. The introduction presents the argument of the book: that schools as presently organized press teachers, principals, and superintendents toward managing rather than leading, and that this managerial imperative largely precludes significant change in the status quo. Part 1, "The Crucible," describes the three conflicting images of teaching and administering from the earliest days of both occupations to the present: political, managerial, and instructional. Chapters 1, 3, and 5 explore how these images arose, how they flourished, and how they created a set of constant tensions that continue to inspire and plague both occupations. The intervening chapters, 2, 4, and 6, illustrate this discussion by drawing on the author's personal experiences in teaching and administering. Part 2, "Meanings" (chapters 7 and 8) distills the argument and explores the significance of seeing teachers and administrators as sharing common experiences and performing similar functions within different settings. Notes are included, along with an index. (TE)
Descriptors: Administrator Role, Educational Administration, Elementary Secondary Education, Foundations of Education, Instructional Leadership, Leadership Responsibility, Organizational Climate, Organizational Communication, Teacher Administrator Relationship
Publication Sales, State University of New York Press, State University Plaza, Albany, NY 12222 ($16.95).
Publication Type: Books; Opinion Papers
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A