ERIC Number: ED381862
Record Type: RIE
Publication Date: 1993
Contemporary School Administration: An Introduction.
Kowalski, Theodore J.; Reitzug, Ulrich C.
This book presents a pragmatic approach to school administration as a career choice. It offers a comprehensive analysis of the administrator's work environment and describes how the professional lives of principals and superintendents evolve. The book was designed to present the issues and trends likely to shape tomorrow's schools and to show how these issues/trends affect the practice of school administration. The first part provides an overview of educational leadership both as a field of study and as a specialization of professional practice. The nature of administrative work, professional preparation, licensure, and job opportunities are discussed. Part 2 focuses on the work environment of administrators; specifically, the origins and control of public education and the relationship of school to society. The third part looks at leadership challenges and responsibilities in educational settings, with a focus on leadership styles. Contemporary issues that affect schooling and the practice of school administration are explored in part 4. These include transitions in society, issues of gender and minorities in school administration, and school reform. The final part examines career decisions and commitments. Each chapter concludes with a section titled "Implications for Practice," which is designed to stimulate individual introspection. Fifteen tables, 18 figures, and subject and author indices are included. References accompany each chapter. (LMI)
Descriptors: Administrator Role, Career Choice, Career Planning, Educational Administration, Elementary Secondary Education, Government School Relationship, Leadership, Leadership Styles, Organizational Theories, Private Education, Role of Education, School Administration, School Restructuring, Work Environment
Longman, 10 Bank Street, White Plains, NY 10606.
Publication Type: Books; Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A