Jele, concluzionénd prin luni practic, laborarea acestui volum, ani, iar el a realizat 0 vului $i managementului, e secretare, Helen extraordinar pentru lexulacestui volum, si a fost implicata 2r tutror cotegitor mei ti. dn cele din urma, le Stride mine, in special jn Education, Londra: ‘Schoo! Management: Tony Bush versitatea din Warwick ianuarie 2010 Capitolut 4 Importanta leadershipului si a managementului educational Ce este managementul educational? Managementul educational este un domeniu de studiu si de activitate care vizea2i modul de funcfionare si conducere a organizatillor educationale. Domeniul nu are 0 definitie universal acceptatt deoarece deriva dintr-o serie de discipline consacrate, precum sociologie, stiinje politice, economic si management general. Interpretirile extrase din diferite surse accentueaz in mod necesar multiple aspecte ale managementului educational, iar aceste abordri diverse sunt reflectate in capitolele volumului de fat. Bolam (1999: 194) defineste managementul educational ca ,o functie executiva destinat punerii in practic’ a politicilor aprobate”. Autorul propune © diferengiere intre management si leadership educational, la baza ciruia se afl _ tesponsabilitatea pentru formularea politicilor si, unde este cazul, transformarea organizationala” (ibid. : 194). Scriind dintr-o perspectiva indian’, Sapre (2002 : 102) afirma c& ,managementul presupune o serie de activititi orientate catre uiilizarea eficiem si eficace a resurselor organizationale pentru atingerea obiectivelor organizationale”. ‘Autorul acestei cZrti a sustinut constant (Bush, 1986; 1995; 1999; 2003) c& managementul educational ar trebui si aibi in vedere mai ales scopul si obiectivele educatiei. Acestea fac subiectul unor dezbateri si dezacorduri perpetue, dar principiul racordarii activitatilor si sarcinilor manageriale la scopurile si obiectivele institutiilor de invatamént ramane primordial. Aceste scopuri sau finalititi oferd repere fundamentale in susfinerea managementului instimugilor de educatie. Managementul vizeazi atingerea anumitor obiective educational. Dac legtura dintre scop si management mu este clar definit4, apare pericolul aluneciri in ,managerialism”, cu ,un accent pe proceduri in detrimentul scopurilor si valorilor educationale” Bush, 1999: 240). Managerialismul pune ‘mai curind accent pe eficienta managerial decit pe scopurile si obiectivele4 LEADERSHIP ST MANAGEMENT EDUCATIONAL educatiei (Newman $i Clarke, 1994; Gunter, 1997). ,Managementul nu are scopuri si valori supraordonate proprii. Aspiratia spre eficient poate fi misiunea ‘managementului, dar aceasta se manifest in realizarea obiectivelor definite de alsii” (Newman si Clarke, 1994: 29), Accentul pus pe scopul educational este important, ceea ce nu inseamn& ins toate obiectivele sau tintele sunt potrivite, mai ales daca sunt impuse din afara Sscolii, de guvern sau de alte organisme oficiale. Este esential ca managementul ‘i fie orientat spre atingerea obiectivetor educationale, dar acestea trebuie si fie agreate de scoala si de comunitate. Dac’ managerii se limitcaza la implementarea initiativelor externe, riscA si alunece pe panta managerialismului. in Anglia, instrumentele de monitorizare centralizati si de determinare a obiectivelor au fost perfectionate pentru a permite guvermului si gestioneze scolile indeaproape, spre exemplu, prin Strategiile Nationale din Domeniul Literatiei si Matematicii Elementare' (Whitty, 2008: 173). Managementul intern de succes necesita Tegituri clare intre valori, obiective, strategii si activitigi zilnice Importanja obiectivelor si a scopurilor pentru managementul institutiilor de invagimant este subliniatd in majoritatea abordarilor teoretice. Totusi, exist: ‘un oarecare dezacord cu privire la trei aspecte legate de stabilirea finalitatilor in educagie: 1. valoarea obiectivelor formale 2. sustinerea obiectivelor organizationale sau ale celor individuale ; 3. cum sunt stabilite obiectivele sau scopurile institutionale, Obiectivele formale in institutile de invagimént, obiectivele formale stabilite au uneori un grad mare de generalitate. De obicei, acestea presupun o fundamentare temeinict, dar, pentru c& sunt adesea utopice, astfel de obiective oferd o baz inadecvath pentru activitatea managerial. Un obiectiv tipic stabilit la nivelul unei scoli Primare sau gimnaziale ar putea avea in vedere dobandirea abilititilor si deprinderilor fizice, sociale, intelectuale si morale de cétre fiecare elev. Este Hiudabil, dar o astfe! de formulare impune limitAri considerabile in orientarea ”. Se pot identifica trei dimensiuni ale leadershipulut ca baz pentru dezvoltarea unei definitii functionale.8 LEADERSHIP $1 MANAGEMENT EDUCATIONAL IMPORTANTA LEAT Leadershipul ca influenta Un element central in multe definitii ale leadershipului vizeaza existenta unui proces de influenya. Cele mai multe definitii ale leadershipului reflectt ipoteza conform clreia acesta implict un proces de influengt social@ incluzénd o dimensiune intentionati exercitata {de un singur individ (sau de un grup] asupra altor indivizi (sau grupuri] eu scopul de a structura activititle si relatiile dintr-un grup sau dintr-o organizayie (Yok, 2002: 3). Conform definitiei lui Cuban (1988: 193), procesul de influenyi este ‘orientat spre obtinerea anumitor rezultate : ,.Leadershipul, prin urmare, presupune ci motivasia si actiunile unor oameni sunt directionate de alti oameni cu scopul atingerii anumitor scopuri; acesta implic& atat luarea unor initiative, cat gi ‘iscuri”. Bush (2008a; 277) face referire la trei aspecte-cheie ale acestor defini © Conceptul de baz este mai degrab’ cel de influenya, si nu de autoritate. Ambele sunt dimensiuni ale puterii, dar ultimul tinde si se regaseasc& in pozitii formale, precum cea de director, in timp ce primul poate fi exercitat de oricine din scoala sau din colegiu. Leadershipul este independent de autoritatea pozitiei, ins managementul este direct legat de aceasta. * Procesul este intensionat. Individul care doreste s& ti exercite influenta 0 face pentru a atinge anumite scopuri. © Influenga poate fi exercitata atat de grupuri, cat si de indivizi. Aceasti idee sustine conceptul de leadership distribuit si de echipe de leadership. ,Acest aspect al leadershipului il caracterizeaza drept un proces fluid, care poate s& apara din orice parte a gcolii, independent de pozitiile formale de ‘management gi care se poate regisi in orice membru al organizatiei, inclusiv {n personalul asociat si in elevi” (ibid. : 277). Leadershipul si valorile Nofiunea de ,,influengi” este neutra prin faptul c& nici mu explic&, nici nu recomanda scopurile sau actiunile ce ar trebui avute in vedere. Cu toate acestea, leadershipul este asociat tot mai mult cu valorile. Asteptirile sunt ca liderii si-si fundamenteze actiunile pe valori personale si profesionale clare. Greenfield si Ribbins (1993) sustin cl leadershipul incepe cu ,caracterul” liderilor, exprimat fn termeni de valori personale, constiintd de sine, precum si in capacitate emofionala si moral. A valori gi rafiune : , Valo ceca ce este, trebuie si: afirmate, alese, impuse masurate”. Cereetarea lui Day, | Anglia gi din Tara Galilc o serie clara de valori pe pentru scolile tor" (ibia dar Bush (2008a: 277) mentali si adaugi cd aces mai mare ca profesorii si cénd simt cX aceasta le cercetirilor efectuate ing asociaz’ schimbitile init timp ce schimbarile imp Leadershipul si viziur De peste 20 de ani, + leadershipului eficient. pposturi de conducere su Jor inseamnd urmitirea si Logan (1998) derula piringi (97%) si profes viziunea, in timp ce 9 liderul si dezvolte un ¢ Conetuziile acestor vvizionar, insi analiza problematic. Potrivit lu E proces dinamic sofistic ublicatie, Fullan (199; { face mai mult rau decd ‘Accentul actual pe vis ordi pe lideri in ma transform’ radical ¢ amigitor (..) ipoteza , sodatl cu plecarea lideTIONAL. ului vizeaza existenta unui poteza conform cireia acesta siuneintentionatdexercitati Aivizi (sau grupuri] eu scopul su dintt-o organizatie (Yukl, ocesul de influent’ este pul, prin urmare, presupune te de alti oameni cu scopul area unor initiative, cat si ferire la trei aspecte-cheie uengd, si nu de autoritat. | tinde s& se regiseasca in 2e primnul poate fi exercitat hipul este independent de 2et legat de aceasta Sf igi exercite influenta o side indivizi. Aceastd idee shipe de leadership. , Acest In proces fluid, care poate it de pozitiile formale de ou al organizatici, inclusiv ‘nici nu explica, nici mu nvedere, Cu toate acestea, ‘eptirile sunt ca liderii si-gi lonale clare. Greenfield si cterul” liderilor, exprimat precum si in capacitate IMPORTANTA LEADERSHIPULUI $I A MANAGEMENTULU! EDUCATIONAL ___19 ‘emotional si moral. Anterior, Greenfield (1991 : 208) flicea distinctia dintre valori si ratiune : ,Valorile se afld in spatele ratiunii, Pentru ca rafiunea sé fie -ceea ce este, trebuie si se construiasc’ pe un fundament valoric. Valorile sunt afirmate, alese, impuse sau crezute. Acestea nu pot fi nici cuantificate si nici misurate”, Cercetarea lui Day, Harris gi Hadfield (2001) in 12 scoli ,eficiente” din Anglia si din Tara Galilor a dus la concluzia c& ,liderii buni igi asuma si sustin serie clara de valori personale si educationale, reprezentind scopurile morale pentru scolile lor” (ibid. : 53). Aceasta presupune c& valorile sunt ,alese”, dar Bush (2008: 277) sustine c& cele dominante sunt cele de origine guverna- mentali si adaugi c& acestea sunt ,impuse” liderilor scolari. Exist o probabilitate ‘mai mare ca profesorii si liderii si manifeste entuziasm fata de schimbare atunci cand simt ci aceasta le ,apartine”, si nu atunci cnd le este impusi. Pe baza ‘cercetirilor efectuate in colile din Canada, Hargreaves (2004) afirma ci profesorii asociazi schimbarile inigiate de ei ingigi cu o experiensa emotional pozitiva, in timp ce schimbarile impuse se reflect in sens opus la nivel emotional. Leadershipul gi viziunea De peste 20 de ani, viziunea este considerati o component esential’ a Ieadershipului eficient. Southworth (1993: 73-74) sugereazii cX cei aflati in posturi de conducere sunt motivati s% munceasci mult ,deoarece leadershipul Jor inseamna urmarirea viziunilor individuale” (ibid, : 74). Studiul tui Dempster si Logan (1998) derulat in 12 scoli australiene demonstreaz cA aproape tofi piringii (07%) si profesorii (99%) se asteapts ca directorul si-si exprime clar viziunea, in timp ce 98% dintre respondentii ambelor grupe se asteapti ca liderul si dezvolte un plan strategic pentru a-si pune viziunea in aplicare. Concluziile acestor studii aduc argumente in sprijinul ideii de leadership vizionar, ins& analiza lui Foreman (1998) indicd un nucleu referential inc& problematic. Potrivit lui Fullan (1992a: 83), ,construirea unei viziuni este un proces dinamic sofisticat, pe care putine organizati il pot sustine”. Intr-o alti publicatie, Fullan (1992b) este mai critic, sugernd ca liderii vizionari ar putea face mai mult riu decat bine scolilor la conducerea cirora se afld ‘Accentul actual pe viziune in leadership poate induce in eroare. Viziunea fi poate orbi pe lideri in mai multe feluri (...). Directorul energic si carismatic, care transforma radical scoala” in patru-cinci ani, poate (...) fi un model fals si amagitor (...) ipoteza mea este c& cele mai multe dintre aceste scoli intri in deetin codaté cu plecarea liderului(..). Directorii sunt orbii de propria viziune atunci c&nd2 LEADERSHIP $I MANAGEMENT EDUCATIONAL. simt c& trebuie st manipuleze profesorii si cultura goolii pentru a i se conforma (ibid. : 19). Studiul lui Bolam si al colaboratorilor s&i (1993) ilustrea2i un numiir de pro- bleme legate de dezvoltarea si articularea ,,viziunii” in scolile din Anglia si din ‘Jara Galilor. Studiul lor privind 12 gcoti autoselectate ca ,cficiente” aratl ci cei mai mulsi dintre directorii acestora au putut descrie ,un fel de viziune”, dar ,s-au Bush, T. (2008c), The NCSL's resea for Research on Educational Lead f Bush, T., si Glover, D. (2002), Sch: ham: National College for Scht Bush, T., si Jackson, D. (2002), , perspectives”, Educational Man Bush, T., i Middlewood, D. 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