The Essay On The Importance Of Leadership And Management In Education Is Crucial.

Personal Online Contributions

There is a huge significance of leadership and management in education as the quality of leadership is capable of making a significant difference to the school and the school results (Roncesvalles, Celia & Gaerlan, 2021).  In the majority of regions of the globe including South Africa, there has been a huge recognition that educational institutions need effective managers and leaders in order to provide effective education to the student and handle their queries and concerns in a better manner (Wu et al., 2021).  This document aims at establishing a portfolio whose prime aim is to discuss the leadership as well as management setting within the educational field. The document is divided into four parts in which the first part discusses the own contributions aligned with the academic standards to make sure it presents better clarity and ease to the readers. The second part of the assignment consists of the critique of other students in relationship to leadership and management within educational settings from different parts of the globe. The third and fourth part of the portfolio describes the reflection with appropriate application of the reflection model in context to own educational context.

Part 1: personal online contributions

This section of the portfolio comprises of three different posts made about leadership and management in an educational setting (OLOLUBE, 2018). The first post describes the role of the formal model in the context of the association, the second post describes the formal model in the context of wicked issues. The third post describes the different types of leadership in the context of Bush’s model. Education is considered as the prime change agent in emerging and in emerged societies. As a consequence, the management of different educational institutions is considered as one of the most imperative management perspectives (Deligiannidou et al., 2020). Keeping this in mind, I would like to infer that it is imperative to determine the organizational goals of educational institutions as it always better attainment of goals and appropriate allocation of resources. Bush explains that formal models are used by organizations in order to pursue their respective goals. The prime formal models of management and leadership within education incorporate the system model, bureaucratic model, and structural model aiming at developing relationships with the people within the organizations.

The fundamental system model within the educational field comprises of the resources and philosophy such as inputs, a better integrative manner, and process of objectives, audiences along with instructional technology. In addition to this, it also comprises of the outcomes and experiences and assessment feedback that helps in gaining a piece of proper and relevant information allowing teachers to go through a specific model thereby aiming at constructing better relationships with students and educational professionals as well (Al-Emran, Mezhuyev & Kamaludin, 2018). In the same way, I believe that implementing the structural model in education is important as this model allows a better chance of exploring the design feature and attributes for different educational programs and helps teachers in anticipating how the program might perform in other optional contexts when accompanied with new alternatives and complementary programs. Similarly, in the case of the bureaucratic model in education, it allows the authority and administration of the different educational systems in concentrating only on the top management where the information usually flows from top to bottom (Bush 2011). This model I believe with also help in inspiring a better school culture aimed at controlling and commanding a better operational process within the education system that is rigidly controlled and closely supervised.

Formal Models of Management and Leadership in Education

Considering another post on leadership and management it is evident that leaders are responsible for influencing their followers in a positive manner. In the case of the educational field, teachers are responsible for influencing the thoughts and ideas of the students in a better manner and teaching them better approaches towards leadership in the short and long run (Rico-Bautista, Medina-Cárdenas & Guerrero, 2019). The transactional model of leadership in education is responsible for proposing an effective framework for crucial and proper evaluation of teaching in higher education that is systematic in nature. This theory is also helpful in identifying an aesthetic comprehension of reflection and teaching. However, in my view, there are a few limitations to this model in the educational background as it does not appropriately associate with the engagement of the teachers or offer any additional support to correct the vision of the teachers a few times.

For another post concerning the issues and wicked problems in education, it is evident that for teachers it is imperative for preparing effective lessons and offer constructive feedback that is capable of handling the classroom material in a positive manner and collaborating with other staff of the educational firm at the same time (Grani? & Maranguni?, 2019). The teachers could use different models and strategies that decide and is capable of imposing a solution to the wicked problems caused. This would also allow teachers a better ground for developing as well as implementing the required solutions for the wicked issues and concerns caused.

In my view, cultural leaders possess a strong role in maintaining a moral conviction along with the ability to route around and confront the authority of the educational field in a very specific manner. I also believe that cultural leadership is responsible for leading the cultural sector of the educational field. This kind of leadership is responsible for building effective organizational and school culture and allows leaders to operate, communicate as well as make decisions more effectively (Bush, 1997). Hence, cultural leadership in education incorporates the working environment for teachers, their associated behavior, values, and interactions.

The above section has widely described the leadership and management model that could be used within education for enhancing the effectiveness of the classroom activities and actions. The above mentioned leadership and management theories also described the personal experiences by taking leadership as well as management into consideration impacting the entire organization. The next section of the document aims at crucially critiquing towards the online contribution made by other students in the context of the management and leadership view in the educational field.

References 

Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in M-learning context: A systematic review. Computers & Education, 125, 389-412.

Bush, T (1997) Management structures, in T. Bush and D. Middlewood (eds), Managing People in Education. London: Paul Chapman Publishing.

Deligiannidou, T., Athanailidis, I., Laios, A., & Stafyla, A. (2020). Determining effective leadership qualities of a school principal from the perception of PE teachers in Greece. Journal of Physical Education and Sport, 20, 2126-2135.

Transactional Model of Leadership in Education

Grani?, A., & Maranguni?, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.

OLOLUBE, N. P. (2018). Does Core Qualities of Principled Leaders Regulate Educational Leadership and Management (ELM)?.

Rico-Bautista, D., Medina-Cárdenas, Y., & Guerrero, C. D. (2019, February). Smart university: a review from the educational and technological view of internet of things. In International Conference on Information Technology & Systems (pp. 427-440). Springer, Cham.

Roncesvalles, M., Celia, T., & Gaerlan, A. A. (2021). The Role of Authentic Leadership and Teachers' Organizational Commitment on Organizational Citizenship Behavior in Higher Education. International Journal of Educational Leadership and Management, 9(2), 92-121.

Wu, Z., Liao, J. Y., Wang, S., Ji, J., & Zhao, X. (2021). Corporate Leadership Strategy Management Based on Entropy Coupling Algorithm. Mobile Information Systems, 2021.

This section of the portfolio aims at critiquing on the contributions made by the fellow colleagues. However, the names of the students have not been mentioned in this portfolio. It must be also kept in mind that only a small part of their overall discussion has been taken into consideration and accordingly a critical evaluation is presented. These online contribution made by the fellow students focuses on the leadership as well as management in relation to the cultural model developed by Bush in the year 2011. Student A mentioned in the post on cultural leadership that “the working environment of companies must be pleasant rather than bound by official components.” (Student A). 

I believe that the Bush model of cultural leadership aims on identifying the values and norms in an education environment more appropriately that is mainly recognized through symbols that later become shared traditions (Bush & Glover, 2014). Thus, in order to be effective school leaders, it is imperative that the leaders operate using a framework and the Bush cultural model of leadership is responsible for providing it successfully (Bush, 2007). This is not only for the working environment however for the educational environment, the Bush model also plays an effective role in managing names and values successfully in education and management. However, from the post of Student A, I found that there are certain limitations as cultural models in educational leadership and management could be unduly mechanistic as it assumes that leaders can effectively determine the overall culture of the organization and the educational institution. However, this is not always true as leaders have a significant influence over the cultural evolution of the students by incorporating their required and desired values and by preventing a sense of monoculture for the student.

This post by Student A also lacked the fact that management teams within the educational institutions such as schools must also be concerned with the overall mission and vision and how the model must be provided to the society (Bush & Glover, 2016). I believe that leadership teams are responsible for identifying the concerned results using new and effective testing situations thereby adding more power in relation to the success of the school and its associated students (Bush, 2003). Hence, I think that the schools and educational institutions must aim at developing a group of cultural leaders in schools that would enable the schools and the educational institutions in leading a better and required cultural experiences thereby helping the students comprehend their goal as leaders to raise awareness thereby promoting opportunities for creative and cultural learning within the schools (along with a network of local schools).

Solution to Wicked Problems in Education

I would also like to add that education leadership is imperative for attaining a diverse set of goals and objectives associated with education and it is basic for the educational leaders and managers to be skillful, polite, discreet as well as adaptable to the situations. This would help the institution to govern better ideas and decisions thereby establishing proper and effective cultural policies for the educational institution (Bush, 2020). This is because successful schools are built on the basis of strong and effective management (or leadership) and personal experience. Therefore following a road map for the institutional organization with better goals and objectives would enable the educational institution in attaining the same effectively.

The following paragraph by Student B explains how leadership might be established through culture. Student B says “In education, ethical leadership is motivated by a commitment to principles and respect for others' rights, opinions, and dignity. School cultures are established based on well-defined expectations from teachers and students. It requires a morally upright leader to drive the cultural values of the schools effectively.’(Student B)

Taking this post into consideration, it is evident that leadership is not only influenced by the experiences and beliefs of an individual, however, it is also influenced by the situation any manager or leader encounters (Gardner-McTaggart, 2019). Thus, it becomes imperative for the school and the educational institutions to remove their personal beliefs as well as previous experiences as it might hinder the overall development of the professional leadership creating barriers for the organization as well. Student B also argues that for practicing cultural models students must learn how to develop or build the community jobs (Rostomyan, 2020). It is also imperative that leadership form transient social relationships and accept the overall legitimacy of categorical treatment for students as it would help in developing the social skills required for functioning as adult members of the society.

For educational leaders and managers, it is imperative for the students to be guided and assisted to understand their role in the educational culture as this would help the students in assessing and articulating the after effects of cultural leadership thoroughly. It would also help the students in staying informed about the cultural organizations and accordingly work towards the same with better preparation. I also think that implementing moral leadership in educational institutions and schools for leadership and management would be helpful as it is closely aligned with organizational culture. This model along with the bush model of culture will allow leaders to develop a critical focus of leadership to be on the values, ethics, and values of leaders themselves (Bush, Bell & Middlewood, 2019). I understand that leaders and managers have the prime responsibility for developing a sustaining culture and communicating the beliefs and core values of the students both within the organization and to the external stakeholders. School heads and principles have their own beliefs and values arising from several years of successful teaching practice. Hence, I think that these leaders and principles could effectively embody the culture of the school and college to the students and keep the associated with the institution for longer.

Cultural Leadership in Education

The following paragraph quotes the third student that is Student C, who states that” Knowledge, in my opinion, is the most important aspect of school since it shapes a student's personality in comparison to those with more advanced thinking abilities. Personality, individuality and the significance of having personal choices are commonly held notions that encourage learning approaches.” (Student C) 

Student C explains that high achievers must feel responsible for developing the abilities of the students and encourage them to stand out from the crown and the competition. I somewhat agree with this quote by Student C as leaders (other cultural or moral) are responsible for encouraging the follower to develop their abilities and make them a better version of themselves (Student C). However, I also believe that the existence of modern complementary values should also be publicized in the educational leadership and management in order to survive and sustain their associated sponsorship and support both at the same time. This could be done by autonomous schools and colleges whose survival and the success of the education support are highly dependent on the reputation created with potential clients. I also believe that for cultural leaders, it is imperative that they understand culture as an active and living phenomenon through which students can develop and recreate their world according to them. For this, it is imperative for the cultural leaders to identify the roots of the cause and accordingly understand the organizational processes thereby constructing better realities.

I understand that educational leadership and management have several quantities of competing perspectives that are specifically streamlined through the structure of leadership within the organization. However, taking the Bush culture of leadership model it is evident that the prime aim of educational leadership must be certainly concerned with the aim as well as the objective of education for students (Thomas, 2020). Taking insights to form the bush model it is evident that, this model of leadership must be applied in systems where the requirement for an anticipated structure and when execution of technical issues is easy and hold a greater importance within the organization (Ikonne, 2021). Since the educational system is more predictable, therefore, it is imperative for the leaders to show empathy and respect to both the perspective and the personality of the people associated with the educational setting thereby taking care of the perspectives of the stakeholders at the same time. Thus, I believe that the cultural leadership training would be highly beneficial as it would help students in getting inspired by various reasons within the educational setting and identify the power of culture within the school (Parker III, 2021). Thus, I support the idea of Bush and the concept of becoming a cultural leader in the educational management who is capable of inspiring employees and enriching the lives of the students to a better extent in the future.  

Hence within this section of the portfolio, a varied range of thoughts and concerns about cultural leadership and management have been presented by several fellow members. Accordingly, imperative arguments were discussed and more thoughts on the same were also presented (Coles & Southworth, 2006). The following section of the portfolio describes a detailed personal reflection surrounding the development section of the two parts thereby forming a better understanding of the assigned tasks.

References  

Bush, T. (2003). Theories of educational leadership and management. Sage.

Bush, T. (2007). Educational leadership and management: Theory, policy and practice. South African journal of education, 27(3), 391-406.

Bush, T. (2020). Turnaround leadership in education: A restatement of heroic leadership or a flawed concept. Educational Management Administration & Leadership, 48(1), 3-5.

Bush, T., & Glover, D. (2014). School leadership models: What do we know?. School Leadership & Management, 34(5), 553-571.

Bush, T., & Glover, D. (2016). School leadership and management in South Africa: Findings from a systematic literature review. International journal of educational management.

Bush, T., Bell, L., & Middlewood, D. (Eds.). (2019). Principles of educational leadership & management. Sage.

Fukunaga, N. (2022). Becoming a Woman Leader in the United States: Finding a Place to Shine. Japanese Language and Literature, 56(1), 227-234.

Gardner-McTaggart, A. (2019). Leadership of international schools and the International Baccalaureate learner profile. Educational Management Administration & Leadership, 47(5), 766-784.

Ikonne, E. C. (2021). Becoming a Leader in Product Development. Springer Books.

Parker III, E. T. (2021). Becoming a Diversity Leader on Campus. Routledge.

Rostomyan, A. (2020). Your guide to becoming a successful leader (Vol. 2). tredition.

Thomas, D. (2020). Becoming a leader. In The Practice of Leadership in Higher Education (pp. 198-203). Routledge.

Reflection using Gibbs model of reflection in association with the online discussions

This part of the portfolio describes and aims at developing a personal reflection about several experiences that took place during the online discussions documented in section one as well as section two of the portfolio. This section of the portfolio makes use of Gibbs's reflection model which also provides a better structure to follow (Fullan, 2004). This model also aims at providing an individual with the ability and better techniques and tools to comprehend what learning took place during the overall learning experience. In addition to this, this section of the portfolio also aims at describing the situations that took place in the first and second parts of the portfolio.

Before this learning module, I was not aware of the importance and role of leadership and management in education. From this learning module, I was able to understand that good and effective leadership in educational firms assists in fostering a positive as well a motivating culture for the employees and developing high quality experiences for the learners. In addition to this, I also came to know that the overall purpose of educational management and leadership is to manage, create and maintain environments effectively and efficiently (Harris & West-Burnham, 2014). Therefore, within educational institutions, both humans and material are responsible for promoting, supporting, and sustaining effective learning and teaching thereby setting key objectives which could later be attained. In the initial weeks of this learning course on management and leadership in education, we were taught about the importance and application of leadership and management in education. Accordingly, several groups were made and we were told to discuss different themes such as what is educational management and leadership, various leadership, as well as management models developed by Bush, could be applied to a comprehensive range of companies incorporating educational contexts. Different posts were submitted to complete the tasks given in an orderly and appropriate manner.

Feelings: when I first opted for this course on leadership and management in education, I was not sure about how this course could help me in shaping my professional abilities. Hence, there was a varied range of emotions associated with the project in the initial days. This was primarily due to a lack of practice and experience on my part in the educational leadership and management field (Middlewood, Parker & Beere, 2005). However, I was able to cope up with this challenge of mine by talking and interacting with other students from the groups and getting more exposure and knowledge about the leadership and management in the educational field. After collecting appropriate knowledge on educational leadership and management, I was able to concentrate on the given tasks to us and perform better than earlier. However, I would like to mention that in the initial phase of this learning course I was stuck while creating mine on the discussion on the topic of educational leadership and management. This was a major setback for me, however, I grabbed my morale and started pushing myself harder to complete this learning course successfully and grab a better amount of knowledge and skill that could help me at present and in the future as well.

Evaluation: taking the learning module on educational leadership and management into consideration, I came to know that the concept of management overlaps several similar terms such as administration and leadership. However, the concept of leadership in education is highly applicable and appreciated (Morgan, 2007). Educational leadership and management are responsible for the effective application of theories and practices within the field of education or in the educational institutions. Therefore, I also came to know that educational leadership and management is responsible for allocating the resources for the attainment of pre determined goals and objective of the educational institution. The entire process of educational leadership and management comprises of five fundamental functions that a manager uses for attaining the goals in a more appropriate manner. These functions include planning, organizing, directing, coordinating, coaching, and evaluation (Senge, 1999). While going through the course it was also observed that the majority of us did not have the required experience for educational leadership and management. As a result, the course lead reassured us that undertaking this course will develop our certain skills that might shape our future and professionalism as well.  This helped us in staying associated with the course learning and understand the importance of leadership and management in educational fields.

Analysis: it was also clear that the individual encountered a series of experiences while considering this course. However, every one of us got a better exposure to what the topic means and what is the role played by the cultural leaders and managers of the schools and other educational institutions (Senge, 2000). I also obtained a wide range of knowledge about leadership and its associated process of influencing individuals to lead and fulfill the preset targets and also came to know that the entire foundation of leadership and management is based on motivating and supporting others toward an entire mission for the school build on professional as well as personal values (Stoll, Fink & Earl, 2003). As a whole, this helped me in analyzing the ability of successfully combing and expanding the acquired resources within the internal along with the external environment of schools to reach the societal goals thereby developing the vision of the students at the same time.

Conclusion:  hence, it can be concluded that there are numerous opportunities if I have opted that could have resulted in considering the tasks assigned in a better manner. Engaging myself in active listening and staying involved with the group assigned actively could have helped me in generating more and better knowledge for my posts.

Action plan: however, now I aim at responding to the post of other follow members in an appropriate manner by linking the correct set of information thereby obtaining a better understanding of the posts. Identifying key specific roles in the groups assigned is in my action plan as it would help in responding to the gained knowledge in an appropriate manner.

References 

Coles, M. & Southworth, G. (eds) (2006) Developing Leadership: Creating the Schools of Tomorrow. Maidenhead: OU Press.

Fullan, M. (2004) Leadership and Sustainability: System Thinkers in Action, London: Sage.

Harris, D. & West-Burnham, J. (2014) Leadership Dialogues: Conversations and activities for leadership teams. London, Crown House Publishing.

Middlewood. D. Parker, R. & Beere, J. (2005) Creating a learning school.  London: Paul Chapman.

Morgan, G. (2007) Images of Organization (4/e) London: Sage.

Senge, P. (1999) The Fifth Discipline, New York: Doubleday.

Senge, P. et al (2000) A Fifth Discipline Fieldbook. London: Nicholas Brealey.

Stoll, L., Fink D. & Earl, L. (2003) It’s About Learning and It’s About Time. London: RoutledgeFalmer.

Key aspects of leadership within the leadership and management module

This section of the portfolio aims at focusing on the aspects of learning as well as teaching that I found interesting during the entire learning session taught on leadership and management in education.

While considering these learning sessions and learning modules, it must be kept in mind that this specific module on leadership and management in the educational field comprises of several topics that have both practical as well as theoretical elements associated with the educational context (Binti Mosbiran et al., 2020). The course module on leadership and, management in education also aimed at developing key ideas which if implemented in leadership practice could be highly beneficial for the leaders as well as the managerial teams to provide better insight into the relevant and irrelevant happenings (Lyon et al., 2018). In addition to this, the course module on leadership and management in an educational context is also comprised of different modules that might be implemented within the educational organizations, and accordingly, a new leadership style could be formed as well. The prime objective of this course module was to help and understand the principle of the cultural model of Bush on educational leadership and management and accordingly make alignment and links between the moral leadership styles. The course module also aimed at describing and allowing individuals to apply as well as evaluate the cultural model against that of the current experiences of educational management.

Thus, taking this learning course allowed me in identifying several concepts associated specifically with educational leadership and management (Fedorova et al., 2021). It helped me gain a better understanding of the beliefs, ideology, and values as well and make me understand that these are the heart or core of the organization and individuals hold certain specific ideas as well as values based on the preferences which are responsible for influencing their responsive behavior. This major critical finding was possible for me only after undertaking this course on the bush module of culture for educational leadership and management. In addition to this, there were a total of seven dimensions of a societal culture that every educational organization relies on to follow. Hence, the application of each dimension to the current educational techniques can do wonders. However, it is imperative to clearly compare the results obtained in order to find the similarities and differences thereby working on the weaknesses towards better (James, Connolly & Hawkins, 2020). According to Morgan, there were several and major competing value systems that are responsible for creating a series of organizational realities rather than creating a uniform culture within the organization. Hence, in the case of educational institutions, the sib groups created are more likely to foster a positive culture within the schools and universities where the culture could be made of different separate or competing groups present.

One thing about this course module that I found most interesting was the in insights drawn for the organizational culture and goals in an educational context. From this learning module, I came to know a proper idea that the entire culture of the school or a college could be easily expressed through its associated goals (Choudhary & Paharia, 2018). This is because these acts as the statement of purpose that the educational services use to serve or reinforce the beliefs and values of the educational organization. I also came to know that the educational institution in which goals, as well as values, are consistent, the institution will be more cohesive in nature. Hence, it is imperative for the educational institutions to identify a particular process of goal setting that is appropriately linked with the values of the educational institution. Doing this would help in determining the vision for the college or the school in a natural manner (Bell & Harrison, 2018). It would also lead the educational institution towards its desired goal and allow the educational institutions to have a better framework of values linking the mission and goals appropriately.  The learning module also helped me in understanding that there is a very close association between the culture and structure of the organization, however, both are independent in nature. Hence, adopting a subjective module that addresses the culture and structure of the organization could be helpful in several manners (Bush, Bell & Middlewood, 2019). However, I believe it is imperative for the model to have a shared meaning and educational organizations could work upon attaining them easily. Taking the leadership model by Deal, it could be understood that leaders are often the founders of their respective cultures and in order to implement strategies for educational leadership, it is imperative for the leader to document the history of the school or the educational institution and review the rituals closely to convey the associate cultural beliefs and values (Ganon-Shilon & Schechter, 2019). This would provide the educational leaders and managers in accessing to the informal networks of communication.

On the other hand, Hargreaves in his model explains that cultural change within organizations and in educational institutions is challenging and problematic. This is primarily because culture incorporates the beliefs, attitudes, and behavior of individuals who are more resistant to change than leaders primarily allow at the beginning (Anderson, 2018). This resistance to change can alter different educational systems. However, Hargreaves in his model was capable of identifying the situation when culture might be highly subjected towards the rapid change that could benefit the educational institutions significantly (Gómez-Leal et al., 2022).  The first circumstance is when the school or the educational institution encounters an obvious crisis, when the leaders (educational) are highly charismatic, and when the educational leader succeeds in a poor principle. However, none of these situations are applicable every time. Hence, the cultural adoption could be slow in a few educational systems as well.

A leader might select different attributes depending upon the trait theory. However, the leader might encounter or experience several issues and problems while applying the same theory to the issues. Therefore, it is imperative for the leaders along with the managers to develop their own and unique style of leadership using the given theories as these would be relevant for a longer period of time allowing the leaders to conclude on several situations when required or needed. For example, teachers of different educational institutions must be provoked to attend several training sessions in order to develop their professional growth. However, it is imperative that these training sessions are coordinated by the school administration for better viability. Minor efforts from the teachers' end could also help the university or the educational sustain in gaining better and bigger breakthroughs thereby creating a positive scenario using the required cultural norms. However, I believe that it is essential for the educational managers and leaders to characterize the problem using the academic atmosphere and an appropriate framework that could help the organization closely to reduce the gap generated between the previous and the current set of students while stickling to the academic policies in a proper and formal manner.

The Bush model of cultural leadership and management in the education system also explains that it is imperative for the educational institutions to constantly and continuously develop new and high quality services that are academically sound and powerful.  This will help in surpassing the educational gap caused due to previous failures and staying connected with the teaching environment by using different cultural practices as well (Lambert, 2020). Since educational leadership means the capability of a person to influence others in order to attain the required objective. Therefore, educational leaders within the core of the educational system could pave a better path for the people to attain the organizational objectives. Hence, effective leaders in educational systems will be known for successfully compiling and expanding the resources towards societal goals thereby influencing leading toward the desired purposes of the educational institutions (Madsen & Andrade, 2018). In the same way, educational management will require the managers of the educational institutions to direct and control the groups associated for better harmony towards gaining or accomplishing the goal sought.

Therefore, taking all the sections into consideration it can be concluded that this portfolio has helped in identifying key elements of learning. This has been done through several and a variety of resources available from the internal and externals sites and teaching methods that took place during the leadership and management course module. The last section of the portfolio explains the major learnings of this course module considering different styles of leadership and management and the associated issues at the same time. This section of the portfolio also argues about different theories in a separate manner in order to develop an enhanced understanding of effective management and leadership in the educational field.

References

Anderson, C. (2018). Exploring the role of advanced nurse practitioners in leadership. Nursing Standard.

Bell, J., & Harrison, B. T. (Eds.). (2018). Vision and values in managing education: Successful leadership principles and practice. Routledge.

binti Mosbiran, N. F., Mustafa, M. Z. B., Razzaq, A. R. B. A., binti Ahad, R., & bin Nordin, M. N. (2020). Meta Analysis for Special Education Leadership In Malaysia. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 13455-13468.

Bush, T., Bell, L., & Middlewood, D. (Eds.). (2019). Principles of educational leadership & management. Sage.

Choudhary, M., & Paharia, P. (2018). Role of leadership in quality education in public and private higher education institutions: A comparative study. GYANODAYA: The Journal of Progressive Education, 11(1).

Fedorova, S. I., Krylova, Y. S., Nesterova, A. Y., Plotnikova, V. S., & Yanushkina, G. M. (2021). Leadership for Education in a Digital Age. In SHS Web of Conferences (Vol. 121). EDP Sciences.

Ganon-Shilon, S., & Schechter, C. (2019). School principals’ sense-making of their leadership role during reform implementation. International Journal of Leadership in Education, 22(3), 279-300.

Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between emotional intelligence and leadership in school leaders: a systematic review. Cambridge Journal of Education, 52(1), 1-21.

James, C., Connolly, M., & Hawkins, M. (2020). Reconceptualising and redefining educational leadership practice. International Journal of Leadership in Education, 23(5), 618-635.

Lambert, S. (2020). The implementation of sustainable leadership in general further education colleges.

Lyon, A. R., Cook, C. R., Brown, E. C., Locke, J., Davis, C., Ehrhart, M., & Aarons, G. A. (2018). Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13(1), 1-14.

Madsen, S. R., & Andrade, M. S. (2018). Unconscious gender bias: Implications for women's leadership development. Journal of Leadership Studies, 12(1), 62-67.