Effective School Management

Results
Relationships
Autocratic
Paternalistic
Consultative
Democratic
(Tell)
(Sell)
(Involve)
(Codetermine)
Figure 2.1
A management style model based on Tannenbaum and Schmidt (1958)
HIGH
1/9
9/9
Solicitous
Motivational
Problem-solving
Concern
for
5/5
relationships
Administrative
1/1
9/1
Passive
Assertive
Political
LOW
Concern for results
HIGH
V
V
V
– – – – – – – –
V
 – – – – – – – –
– 
– 
– 
– 
– 
– 
– 
– 
– 
– 
– 
– 
– 
––
 –
 –
Figure 2.2
A two-dimensional model of management styles based on Blake and Mouton (1994)

---

THE MANAGER AS A LEADER
1 7
• doesn’t worry too much about other people’s feelings or opinions;
• is aggressive if challenged;
• ‘drives’ things ahead; and
• checks up on staff.
Solicitous
• cares about people;
• wants to be liked;
• avoids open conflict – smooths and coaxes;
• ‘if the school is “happy”, that is all that matters’;
• praises achievement to the point of flattering;
• glosses over slackness or poor performance;
• tends towards ‘management by committee’; and
• is helpful.
Motivational/problem-solving
• agrees goals and expects achievement;
• monitors performance against goals;
• helps staff members to find solutions to poor performance;
• faces up to conflict calmly;
• agrees and monitors action plans;
• involves staff in decisions which affect them;
• delegates clearly; and
• takes decisions as and when needed.
Passive/political (NB People whose concern is neither for results nor for people
are often frustrated, disillusioned or feel under threat. They may respond
either ‘passively’ or by indulging in considerable ‘political’ activity):
Passive behaviour:
• does no more than is required;
• resists change;
• becomes ‘slack’ if not checked; and
• blames other people, the ‘children of today’, innovation, the govern-
ment, etc., for creating intolerable conditions.
Political behaviour:
• is very concerned about status;
• is quick to criticize; and
• draws attention to the faults of others.
Administrative
• goes ‘by the book’;
• maintains the existing system;
• is conscientious rather than creative or innovative; and
• is steady.

---

1 8
EFFECTIVE SCHOOL MANAGEMENT
ORIENTATION AND  BEHAVIOUR
It is extremely important to realize that any such model operates at two
different levels:
(1) Basic orientation (or ‘dominant style’), i.e. the way in which a person
most naturally behaves or wants to behave.
(2) Behaviour, i.e. the way in which a person actually does behave on any