Abstract
M.Ed. (Education Management)
Traditionally it has been accepted that if schools need to be
improved, it has to be done within the metaphor of schools being
organizations. The general belief was that within this framework
schools can realize the full potential of the youth.
History and reality has revealed to educational leaders and
reseachers that schools have not really served the real purpose
they were created for. This revelation entails that schools don't
only fail to ensure optimal learning opportunities and facilities
to all participants; they also fail to ensure a safe and natural
environment. The support for this argument can be derived from the
fact that during the last two to three decades education, and
therefore educational management, has gone through numerous phases
of change, restructuring and renewal. The fact of the matter is
that mankind is not satisfied with the contribution that education
and educational management has made to ensure the prosperous
survival of humanity in an always changing world. This has become a
tremendous headache for educational leaders.
As if this is not enough, the number of interested parties in the
provision and management of education is always increasing. The
vociferous demands of these people with regard to educational
matters is obviously something that educational managers must
always bear in mind.
The problems of educational leaders and managers are definitely not
made easier by the fact that sUbordinates, especially teachers, are
increasingly showing dissatisfaction with the manner in which
teaching is being managed and supervised. Teachers are mostly
heavily aggrieved by the fact that their true status as
professionals and their sense of responsibilty as professional
educators are undermined by current and prevailing bureaucratical
supervisional practices and processes.