Leadership and Teams in Educational Management

By Megan Crawford; Lesley Kydd et al. | Go to book overview

9
Staff teams and their
management

LES BELL

[…] Teams need to be deliberately and carefully managed. Tasks within the team need to be shared and responsibilities distributed. This does not involve a 'hard' approach to management founded on directing, controlling, commanding and ordering. In a community of professional colleagues, involvement, co-operation, participation, delegation and effective two-way communication are the essence of management. It is important, however, that teamwork is based on good, professional working relationships which may not be the same as good social relationships. In short, this approach to management will need to be based on effective teamwork throughout the school.


What is teamwork?

The school staff team will have a number of characteristics. It will have a process for discussing its aims and it will seek to identify and achieve common objectives. Whatever its structure, the effectiveness of the group will be increased if there is recognition of the importance of agreed perceptions of the task and of a shared achievement of these common objectives. Thus, shared and agreed plans for the development of the school and for the part to be played in that process by identified individuals is important. Each staff team, whether it is the whole staff group working together or a smaller group of colleagues with a shared function, will have to develop working relationships which are consistent with the overall philosophy of the school. These relationships will need to be negotiated within the group. Once these are established, they will need to be managed. Building and managing staff teams is the prime responsibility of the headteacher and senior staff. It is also an important responsibility of any individual teacher who happens to be leading a group of colleagues at any particular time. This is especially true of those in middle management positions in schools, to whom much

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Leadership and Teams in Educational Management
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vii
  • Introduction 1
  • Part 1 - Leading and Leadership 7
  • 1: Leadership as an Organizational Quality 9
  • 2: Dimensions of Leadership 24
  • 3: Primary Headship and Leadership 40
  • 4: Critical Leadership Studies 61
  • 5: Women in Educational Management 73
  • 6: Motivation in Education 88
  • 7: Managing Stress in Educational Organizations 103
  • 8: Managing Conflict in Organizations 110
  • Part 2 - Working in Teams 117
  • 9: Staff Teams and Their Management 119
  • 10: The Dynamics of Teams 130
  • 11: Headship and Effective Teams in the Primary School 144
  • 12: Managers Communicating 156
  • 13: Communication in Educational Management 165
  • 14: Effective Teambuilding 179
  • Index 189
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