SERGIOVANI CHAPTER 3: TOWARD A THEORY OF MANAGEMENT FOR THE

PRINCIPALSHIP

Introduction

Not all management and leadership mindscape are equal. Different mindscape
mean different theories, different theories mean different approaches to
management and leadership and different school improvement strategies. Both
traditional and new theories have important roles to play in bringing about quality
schooling providing they are appropriately matched to situations of practice.

Changing Mindscapes.

Traditional management used in many program for school administrator mindscape,

dominates much of literature on school improvement. It is difficult to change the
thinking of many school principles. The mindscapes of management and leadership
should be able to changing to match the actual landscape they encounter in
practice. Traditional management theories have its merit and limitations and it’s
important for principle to know the difference.

The Limits of Traditional Management Theory

Traditional management theory is not useless but we must know how and when to
use it to get best advantage. Traditional management theory is suited to:-

1. Situation of practice that are characteristics by linear condition but

usefulness when nonlinear conditions begin.

2. Situation of practice that can be tightly structured and connection but

usefulness when loosely structured conditions begin.

3. Situations need ordinary performance but usefulness when the goal needs
extraordinary commitment and performance.

Linear and Nonlinear Conditions

Linear Conditions Nonlinear condition

Stable, predictable environments
Tight management connection
Loose cultural connection
Structured task
Single solutions
Easily measured outcomes
Dynamic environments
Loose management connections
Tight cultural connections
Multiple and competing goals
Unstructured task
Competing solution

Tight and Loose Structured

 It is generally assumed that there is a tight connection between stated goal
and the policies, decisions and action in an organization. But the problem is
that schools have multiple goals to achieve, sometimes the goals conflict with
each other means losing progress toward another. Karl Weick (1976) has
argued compellingly for viewing schools as loosely coupled organizations.
Under nonlinear and loosely structured conditions, schools don’t achieve
goals as much as they respond to certain values (Parsons, 1951)

Ordinary and Extraordinary Commitment and Performance.

There two reasons why traditional management theory and practice are limited
to achieving minimums but not maximums.

1. The theory is based on bureaucratic and personal authority.

2. The theory with bureaucratic root is heavily bias toward standardization and
routinisation, which only suitable for simple work that takes place in stable
environment but is not the formula for extraordinary commitment and
performance.

Toward a New Theory.

The role of traditional management must change to overcome the limits of this
theory. The new theory for principalship must be developed and subsume the old
whenever nonlinear and loosely structured conditions or extraordinary performance
requirements are present. The alternative must be finding in the several issues such
as

• The Issue of How School Are Structured

• The Issue of Strategic Planning

• The Issue of Where to Fit People into the Improvement Planning

Process.

• The Issue of Getting and Maintaining Compliance

• The Issue of Developing a Motivational Strategy

Both traditional and new management and leadership theories are about control.
The traditional theory seeks to increase control over events and people, which
power over approach to leadership and management. The new management
theories seeks to control probalities , this is power to approach to management and
leadership.

The six basic control strategies that can be used are direct supervision,
standardizing the work process, standardizing outcomes, emphasizing professional
socialization, emphasizing process and structuring for collegiate and natural
interdependence.

The New Theory and School Organization

Good organization provides the administrative structures, arrangement and

coordinating mechanism needed to facilitate teaching and learning.

Basic principles of organizing

The new theory suggest making any decision about organizing, they must reflect
the following basic principle:

1. The principle of cooperation: Organizational structures enhance cooperation

among teacher.

2. The principle of empowerment: Organizational structures enhance

empowerment among teacher.

3. The principle of responsibility: in successful school, organizational structures

encourage teacher responsibility.

4. The principle of accountability: organizational structures allow teachers to be

accountable for their decision and achievement.

5. The principle of meaningfulness: in successful school, organizational

structures provide for meaningful work.

6. The principle of ability-authority

The Language of theory

The heart of any theory is the language used to describe and implement it. The
words we use shape the way we think about management and leadership. Steps,
procedure and schedules that are promise the best delivery routes timetables, the
need to provide clear instruction to delivers of instruction; monitoring the delivery
process; and evaluating to be sure that what is supposes to be delivered is
delivered and on time.

Changing Our Metaphors

Because traditional management theory does not work well in non-linear and
loosely structured situations or under condition that require extraordinary
commitment and performance, a great deal is at stake in developing a new and
better-fitting theory. For this happen, our metaphor for management, leadership
and schooling must change.