The SAGE Guide to Educational Leadership and Management allows readers to gain knowledge of educational management in practice while providing insights into challenges facing educational leaders and the strategies, skills, and techniques needed to enhance administrative performance. This guide emphasizes the important skills that effective leaders must develop and refine, including communication, developing teams, coaching and motivating, and managing time and priorities. While being brief, simply written, and a highly practical overview for individuals who are new to this field, this reference guide will combine practice and research, indicate current issues and directions, and choices that need to be made. • 30 brief, signed chapters are organized in 10 thematic parts in one volume available in a choice of electronic or print formats designed to enable quick access to basic information. • Selective boxes enrich and support the narrative chapters with case examples of effective leadership in action. • Chapters conclude with bibliographic endnotes and references to further readings to guide students to more in-depth presentations in other published sources. • Back matter includes an annotated listing of organizations, associations, and journals focused on educational leadership and administration and a detailed index. This reference guide will serve as a vital source of knowledge to any students pursuing an education degree as well as for individuals interested in the subject matter that do not have a strong foundation of the topic.

School Leadership and Politics

School leadership and politics
Catherine Marshall Darlene C. Ryan Jeffrey E. Uhlenberg

University of North Carolina, Chapel Hill

Glenwood Elementary School, Chapel Hill, North Carolina

Guilford County Schools, Greensboro, North Carolina

Principals’ frequent refrains are “every day brings a new political demand,” and “ultimately, I am the one who’s responsible.” This chapter provides an overview of what principals need to know to manage the challenges of such political demands and responsibilities.

Power, Conflict, and Leaders as Political Actors

Many central office administrators believe that principals and superintendents are terminated not for student achievement (although they should be), but for their politics—or for political reasons. School ...

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