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(Uncorrected OCR) Abstract Under School-based Management, middle managers have more significant roles to play than before. Middle managers are important assistants to the principal in planning, developing, managing and leading the school. How middle managers understand and carry out these roles have great influence on effective management of the school. In view of the importance of the roles of middle managers, this study aimed at understanding the middle management in a school under SBM. The study took place in an aided primary school. The roles of middle managers were studied from the perception of the middle managers, the principal and teachers. The results showed that middle managers had more active roles under SBM. However, the principal was still the fmal decision maker in school, especially on important issues. Middle managers' participation in decision-making was mainly consultation. As the school climate of the case school was harmonious and non-competitive, middle managers' roles were complementary rather than competing. The non-competitive school climate was also an advantage to the collaboration of staff in school. In order to improve middle management, empowerment through professional development of middle managers was necessary to help them carry out their roles more effectively.
Aimed specifically at those teachers who either aspire to, or have recently been promoted to, management positions, this book provides information on team leadership, effective time-management skills, and an increased awareness of educational management.
Like its predecessor on secondary middle management, this book uses a succinct and accessible style. The authors; highlight the special challenge of middle management; cover the full range of middle management activities in primary schools; link to the Teacher Training Agency's National Standards for Subject Leadership; and use self-assessment questions and case studies to bring management theory to life. A chapter is devoted to the performance management framework that was introduced in September 2000. Throughout, the focus is on improving the quality of education for pupils through the creation of a positive team ethos.
A text to support INSET courses designed to develop essential management skills for primary school middle managers, offering activities for use in INSET sessions or private study. Based on quality management concepts for schools, sections explore the origins of the scale-post system in primary schools, and skills for implementing policy, such as team leading and evaluation, within the framework of education initiatives and regulations in the UK. Annotation c. by Book News, Inc., Portland, Or.
This dissertation, "The Role of Teachers Under School-based Management: a Case Study of a Primary School in Hong Kong" by Kai-yau, Lee, 李繼有, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The aim of this research is to study the role of teachers under school-based management (SBM) in a Hong Kong primary school. Under SBM, the teachers play a more important and complex role than before. Although the principal is the significant figure in this reform, the teachers are the real persons who carry out the school policy related to finance, curriculum and teaching, etc. How teachers perceive their roles and how much they understand SBM are essential to the success of the implementation of SBM. This research studies the roles of teachers in decision making and factors that affect their roles such as their perception of SBM, teacher leadership and the autonomy they possess. This research was conducted through interviews, observations, and document analysis. A better understanding of the role of teachers under school-based management is obtained. Nine ordinary teachers, three middle managers and the principal were involved in this study. iii DOI: 10.5353/th_b3764842 Subjects: School-based management - China - Hong Kong - Case studies Educational leadership - China - Hong Kong Elementary school teachers - China - Hong Kong - Attitudes
First Published in 2000. The skills required to be an effective middle manager in a secondary school are many and varied but people management skills lie at the heart of getting the best out of both teachers and pupils. Motivating people and building a collaborative team ethos are at the core of effective management. This book is about how middle managers can contribute to raising the quality of education in their schools through proficient team leadership.
This book covers all aspects of the roles and responsibilities of middle managers in all types of schools and is divided into two parts. Part 1 is based on all the elements contained in the National Standards for Subject Leaders, published by the Teacher Training Agency. Part 2 complements this, covering the practical aspects, including checklists and training exercises, for the professional development of middle managers and their teams. By covering the generic issues of middle management, the book can be used in primary, secondary and special schools, by heads of department, subject coordinators and by those aspiring to such positions. Senior managers should find value in the book in establishing agreed roles for their middle managers, and for use in school-based in-service training. The scarcity of existing publications in the area of middle management in schools means that the book should also be of value to others involved in the training and development of existing and aspiring middle managers.
Recent years have seen dramatic developments in the way schools are structured and much greater emphasis placed on managing your school effectively. Every education professional knows how demanding these new methods can be, but they can also reinforce a sense of purpose and control. Senior Management Teams in Primary Schools looks at how positive teamwork can be achieved within your school and illustrates the benefits it brings. Most teachers involved in managing their school will recognise the situations detailed in the case studies contained in the book - the forceful head, the overworked middle managers, the meetings that try to wade through the mountains of administration that face the modern teacher. You will find practical advice, clear guidelines, case studies from schools that are involved in the process of good practice. This book will organise you in your approach and ensure that you reap the benefits of teamwork while avoiding the pitfalls.
This book uses practice theory to examine the role of ‘middle-leadership’. In particular, it investigates the practices of ‘leading in the middle’ in the cultural-discursive, material-economic, and social-political domains – i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis – a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ‘middle management’ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ‘management’ and ‘the classroom’ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.