EDF: 301: EDUCATIONAL

LEADERSHIP AND
MANAGEMENT

Dr Claudien NTAHOMVUKIYE
(Module leader. tel. 0789037155, office No. 16)
Dr. Alfred Otara
Chantal Kabanda Dusabe
Robert Sengarama
 Specific Objectives of the module
On completion of EDF 301, the students should be able to demonstrate their
understanding and skills of:
◦ Educational leadership and management for participating in school
improvement and effectiveness.
◦ School leaders’ role in improving the quality of teaching, learning and
management practices in schools
◦ Strategies to actively participating in School Development Plan (SDP)
◦ The notion of reflection and reflective practice as a tool for improving leadership
and management practices in schools.
◦ School leader’s roles as change agents and learn approaches and strategies for
leading and managing change in schools.
◦ Educational policy and their implication on educational leadership.
 Learning outcomes
◦ Having successfully completed the module, students should be able to:
 Apply various theories of management and leadership in a relevant context
 Differentiate between management and leadership and their roles
 Develop strategies of involving parents and other stakeholders in school
leadership and management
 Critically analyze leadership styles in relation to various
 Develop appropriate school policies and plans for education and school
improvement.
 Compare and contrast various Theories in Educational management and
leadership.
 Critique a range of leadership styles with a view of bringing out the vision of
institutions and that of the country
 Interpret and communicate educational policies and plans to stakeholders.
Chap 1: Organizational Structure

◦The nature and definition of organization

◦Structure of an organization
◦Organizational culture
◦Attributes of an organization
◦Classification and types of an organization
◦Principles and techniques of organization
Chap 2: Historical development of
Management
◦Concepts of Leadership and Management. Difference
between the two concepts
◦Scientific management theory
◦Bureaucratic management
◦Human relation and
◦Social sciences movement
Chap 3: Theories and Models of leadership
and Management
◦ Theories of leadership and
management:
◦ Great man theory,
◦ trait theory,
◦ behavioural theory,
◦ managerial grid,
◦ theory X and theory Y.
◦ Models/types or styles of
leadership and Management:
◦ functional leadership,
◦ Participative leadership,
◦ situational leadership,
◦ transformational leadership,
Instructional leadership, Autocratic
leadership, Democratic Leadership,
◦ Pseudo- democratic Leadership,
◦ Charismatic Leadership)
 Chap 3: Functions of Educational
Leadership and Management
◦ The nature of educational leadership and management at school
level
◦ The role of head teacher in school leadership and management
◦ Power and authority in education leadership and management
◦ Human Resource Management. -Accountability and staff appraisal
◦ Leadership and management of Change. -Managing conflicts and
crisis
◦ Community and Parental involvement in School leadership and
management and the role of head teacher
Chap 4: Policies and their implications to
educational Management
◦Definition of policy.
◦Policy and education
◦Education policy in Rwanda
◦Educational planning in Rwanda
◦School Development Plan (SDP)
References
◦ Bush, T. and Glover, D. (2013). School Leadership in West Africa: Findings from a Systematic
Literature Review. UNESCO Working Paper.
◦ Bush, T.( 2007). Educational leadership and management: theory, policy, and practice . South
African Journal ofEducation, 27(3)391–406
◦ Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational
Administration, 46(2), 172–188.
◦ Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement.
Educational Administration Quarterly, 44, 529–561.
◦ Leithwood, K. and Seashore -Louis, K. (2012). Linking Leadership to Student Learning. San
Francisco, Jossey-Bass.
◦ Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes:
Identifying What Works and Why: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry
of Education.
ASSESSMENT
◦Attendance : 80%
◦ Group work to be assigned by each lecturer/ 25
Marks
◦Continuous Assessment Test ( CAT). Chapter one +
Topic given in Group Work./ 25 Marks (last week of
October 2016)
◦Final Exam / 50 Marks
 Group Assignment
◦ Discuss the school community, parents and other stakeholders
(local leaders, DEOs SEOs MINEDUC/REB, NGOs/ Religious
organizations etc) involvement in teaching and learning and school
development as a whole.
◦ Indicate the role and activities of the head teacher in facilitating all
the school stakeholders in achieving educational goals

Due Date: 1st week of October 2016