G --··CTITIONERS

•

Edited by:Chika C. UchenduBasil A. Akuegwu

PrefaceThe challenges confronting educational management have become so

norrnou in recent times. Attempts to proffer solutions have yieldedinfinite imal result. As it is, new challenges resulting from organizationald_'Tlamics have continued to crop up, that it seems the more the endeavours to(a kle the challenges the more they remain unabated.

Educational management: A guide for beginners and practitioners istherefore a far- reaching attempt to add to the already existing solutions. It is acompilation of well articulated; in-depthly researched, carefully organized andsystematically presented human efforts in a book form. The contributors inthis book are eminent scholars, astute administrators and eagle-eyed observerswho have been in the educational sector for several decades as lecturers,trainers and educational providers. Their wealth of experience have beencarefully crafted together in various chapters such as educational managementand its overview, administrative process, educational management skill,school leadership, knowledge management, human resource practices anddevelopment, policy making, application of supervisory techniques,programme organization and time tabling, financial management, budget andits management, innovation management, conflict management,administration of school laws, knowledge creation, performance appraisal, jobdescription, job analysis and decision making techniques amongst others.

The language presentation and organization are simplified in such away (hat laymen, beginners, practitioners, students. teachers, administrators,policy makers and other stakeholders in education may have no difficulty inomprehending the text. It is therefore written for ;111 irrespective of their level

of mastery of English Language to understand it easily.In all intent and purpose, this book presented in-depth account of what

ought to be known about educational management and how to practicalizeth m to achieve better and comprehensive results in education. This is aimeda making educational management to be so unique that educational issues andballenge can be effectively and programmatically tackled to position

edu a ion on a better pedestal to achieve societal and national development.Edu ational Management: A guide for beginners and practitioners

on ained thirty- even well-written chapters, which every reader must not onlyfind in er ting but also captivating to hold and sustain their attention.Edu a ional managers in the schools and ministries of education, teachers inprimary. ondary. and tertiary education and learners especially in tertiaryin tirurion will find thi book an invaluable asset to own. It is thereforestrongly re ommended for all who are interested in educational developmentand wellbeing at the primary, secondary and tertiary levels. Have a pleasantreading!

Uchendu, C. c.,Akuegwu, B.A.2016

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~2BASIC THEORIES IN

EDUCATIONAL MANAGEMENT

Sheidu A. Sule

Chapter ObjectivesAt the end of this chapter, the reader should be able to

• Explain some basic management theories• Expain the scientific management theory - Fredrick Winslow

Taylor (1890 - 1940)• State the assumption of administrative management theorv=

Fayol, Gulick and Urwick.• Explain the human relations theory - Elton Mayo (1930)• Discuss the hierarchy of needs theory• Explain the social systems theory - Jacob W Getzels and Egon

G. Guba (1957)• Explain the component of managerial grid - Blake & Mouton

(1964)• Explain the satisfiers and dissatisfers in motivation hygiene

theory - Herzberg (1966)• Illustrate the 3-D theory - WilLiam lames Reddin (1967)• Explain the Path-goal theory=R. J House (1971)

IntroductionManagement theories originated when interest in organisations became anatural consequence of an increasing world-wide trend towardsindustrialization at the onset of zo" century. Application oftechnological principles to manual work was required. Subsequently,over the last 100 years, the science of administration has evolved inhree different phases namely:

Classical or Traditional School of Management Thought (1900-1930)

r Human-Relations Movement (1930)r Behavioural Science Approach (1950)

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Iore o. everal othexthe~~,"es\c..:o..'-I~ ~'-I<:::>\ «:,~ \\) '.:lUl\ me unfoldingand unprecedented human challenges.

om Ba ie Management Theories1. cientifie Management Theory - Fredriek Winslow Taylor

(1890 - 1940)The basis for Taylor's Classical Scientific Management Theory wast chnological in nature. To him, the best way to increase organisationaloutput was to improve the techniques or methods used by workers.The e thinking portrayed workers as machines that could bemanipulated by their leaders. Here, the focus of the leader is on theneeds of the organisation and not on the needs of the individual. Taylorbelieved that through careful analysis, both managers and workers couldbe united in a harmonious unit which would function for the benefit ofboth (Peretomode 1991).The theory was based on the assumption that all that was needed toperform any organisational task and to reward those who conformed toorganisational rules was the identification of 'One-Best- Way'. Taylorproposed four underlying principles of management (Peretomode 1991).These are:

a. The development of a true science to replace the intuitive methodof doing the work of the organisation. This simply says thatfor every task, one best way should be identified ordetermined.

b. The scientific selection of workers: Here, the best person for eachtask is selected and trained thoroughly to perform any giventask. By so doing each worker is given the task for which heis be t suited intellectually and physically.

c. The scientific education and development of workers.d. Intimate friendly cooperation between management and workers

to ensure that work is done according to established standardsand procedures.

Taylor's scientific management theory recognized the importance ofcooperation between management and workers, the need to identify one-be t-way of performing any organisational task as well as the need forthe determination of a suitable person for each task. The adherence tothe e principles leads to specialization, maintenance of organisationalculture and eventually to organisational effectiveness.

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dministrative Management Theory - Henri Fayol (1841-1925), Luther Gulick (1892) and Lyndall Urwick (19 43).

Thi is another classical management theory. While the scientificmanagement theory focused primarily on the operative level (individualsat workshop level) from the bottom of the organisation hierarchyupwards and ignored the larger top level issues, the administrativemanagement theories concentrated on upper level administration (chiefexecutives) and moved downwards on the organization hierarchy. Thistheory found universal principles common to successful management.The chief proponents include Henri Fayol (1841-1925), Luther Gulick(1892) and Lyndall Urwick (1943).Henri Fayol popularly called the father of administrative processpresented a list of functions of management as known by the acronymPOCCc.

a. Planningb. Organizingc. Commandingd. Co-ordinatinge. ControllingFayol also came up with fourteen classical principle of goodmanagement. They include: division of labour, parity of authorityand responsibility, discipline, unity of command, unity of direction,sub- ordination of individual interest to the common goal oforganisation, remuneration, centralization, scalar chain, order,equity, stability of personnel, initiative and esprit de corps (strengthin unity).Luther Gulick building up on Fayol's work came up with sevenadministrative procedures or activities or works of the chiefexecutive. He called it POSDCORB by acronym. These include:a. Planningb. Organizingc. Staffingd. Directinge. Coordinatingf. Reportingg. BudgetingLyndall Urwick, a British consultant reviewed, analyzed andsynthesized Taylor's and Fayol's principles of management. Heeame up with twenty nine principles or elements of administration.

-e are; Investigation, Forecasting, Planning Appropriateness,:= nization, Coordination, Order, Command, Control, Coordinative

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principle, Corre pondence authority, Scalar process, Assignment andcummulation of functions, Leadership, Delegation/exceptionprinciple, pan of control, Definition- specialisation function,Determinati e, Applicative, Interpretative, General Interest principle,Centralization, Appropriate staffing, Espirit de corps, Selection andplacement, Rewards and sanctions, Initiative, Equity, Discipline andStability (Sergiovanni, 1980).

3. Human Relations Theory - Elton Mayo (1930)The human relations theory was based on the premise that in addition tofinding the best technological methods to improve organizational output,it was necessary for management to look into the affairs of theindividual that performs the task. As observed by Hersey, et al (200 I),the function of the leader under the human relations theory is tofacilitate cooperative goal attainment among followers while providingopportunities for their personal growth and development. Thus, the mainfocus was on individual needs rather than the needs of the organisation.This theory emphasized the importance of group affiliation anddynamics in every organisation which invariably enhancesorganisational performance through the satisfaction of the needs ofemployes in the organisation.Subsequently, Mary Parker Follet, a political, business and socialphilosopher in 1920 initiated the idea of contingency or situationalapproach. She recommended different kinds of knowledge and approachfor different kinds of situation.

Douglas Mcgregor (1906-1964) came up with theory X and theory Y\ hile developing his work on leadership and motivation theories.Th ory X proposes the philosophy of direction; close supervision,

temal control, and authoritarian/directive leadership style for workersba ed on the premise that an average human being has an inherentdi lik for v ork and will avoid it if possible. Theory X insists that sinceav rag taff dislike work, they must be coerced and threatened withpuni hment to achieve organisational goals. Theory Y is based on anop imi i philo ophy about human nature: that man naturally like towor r ju a- h like to rest and play, motivation through rewardsin t ad of puni hm nt leads to goal attainment and that the averagehuman being - t work and accepts responsibility under propercondition.

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Z expounded by Ouchi (1981), a management professor ini -ersity of California, believes that theory Z is an approach to

oti ation and a participative decision making technique. The theoryoncentrates on the organisation and behavioural side of management.

Its premise is that workers involved in decision making will yieldincreased performance. Hence performance or productivity is dependentupon commitment to participative decision making and intimacy withworkers.

4.. The Hierarchy of Needs TheoryThe hierarchy of needs theory of motivation was developed based on theassumption that human behaviour is motivated by the extent to whichcertain needs are met (Adeleke, 2001). These needs are classified asfollows:a. Physiological Needs: These can also be called biological needs

of both the administrator and the subordinates such as food,sleep, good health, exercise and other necessities. For theeducational administrator to take care of these needs, he shouldpay his staff salaries and allowances regularly and promptly,provide good accommodations, health services and recreation forthe workers. It is when these needs have been met, thatperformance can be encouraged. The drive for other needs comewhen the above mentioned needs are taken care of.

b. Safety Needs: Human beings need security, protection, safety,comfort, peace and long term sustenance of their economic well-being. Educational administrators should design a good workingatmosphere that is accident free to enable workers put in theirbest. Insurance policy covering certain accidents or work shouldbe affected in respect of the workers. Dialogue should be used aslast resort. School administrator should continue to reassure theworkers at all times and trying as much as possible to avoid threatof dismissal from work.

c. Belongingness or Social Needs: This is the feeling of acceptanceby the administrator and colleagues in a work place. Feeling ofbelongingness is to be loved by all, or given the opportunity toserve the organization is highly appreciated by people. In theeducational system, administrators desiring to fulfillbelongingness needs should involve the workers in decision-making process in the school. Committee system, effectivecommunication network and delegation ef duties are the various

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ways of fulfilling belongingness needs by educationaladministrators.

d. The Esteem eeds: The esteem needs are characterized byrecognition, prestige, confidence and leadership potentials foundin individuals. These are generally found in human beings invarying degrees. Educational administrators should by standardencourage their staff. Administrators in educational systemshould encourage the development of esteem by giving workersthe opportunity to go on further studies, conferences, seminarsand workshops to update and increase their technical knowledge.

e. Self-actualization Needs: Self-actualization needs are associatedwith self-fulfillment or self-actualization of potentials tochallenge situation, intellectual curiosity and ambition for powerand authority. The theory's assumption believes that, one needemerge when the first one has been satisfied. Human beingsdiffer in many ways, and to be able to deal effectively withvarying problems and differences in human character,educational administrator must study and recognize humandifferences among his workers. They should also fulfill the self-actualization needs by promoting deserving workers as well asgiving them leadership committees and responsibilities.

These needs which were arranged in different levels or hierarchy ofimportance were presented as shown below in figure 1.

Bclongingncss of Social Needs

Security. ced-

Physiological .ccds

Figure 1: Maslow's Hierarchy of Needsource: deleke (200 I). Managements Concepts and Applications

Fram figure I above, the need on the lowest level of the pyramid isterm d the ph iological needs and the most important Maslow

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po tulated that when the physiological needs are reasonably satisfied(reasonably because they cannot be completely satisfied) the next higherneed in the hierarchy which is safety or security need takes pre-eminence. These include the need for protection of lives 'and property,threat, deprivation and danger. The next in the hierarchy is the socialneeds which include the need for love, friendship, acceptance,belongingness and association. These needs begin to dominate in themotivation of behaviour once the security needs are met.After the social needs have been satisfied, the esteem needs take overthe motivation of behaviour. These needs are classified into twocategories namely:i. The needs that have to do with an individual's self-esteem self-

confidence, competence, knowledge and independence.11. The needs that have to do with an individual's reputation i.e.

status, appreciation, recognition and respect.The last in the pyramid is the self-actualization needs. These are needsfor self-development and creativity which begins to motivate behaviourafter the esteem needs have been taken care of.Maslow's theory recognized the usefulness of understanding behaviourfor improving organisational output or performance. Workers tend to putin their best in attainment or organisational goal when they feel that theirneeds have been taken care of. Thus the idea of individual needs hadbeen folded into the theory, since job enrichment emphasizes how jobcharacteristics appeal to underlying needs for social interaction,competence and personal achievement.

5. Social Systems Theory - Jacob W. Getzels and Egon G. Guba(1957)

The notion of a social system is a general one that can be applied tosocial organisations carefully and deliberately planned. A social systemis an organized whole comprising interacting personalities boundtogether in an organic relationship (Hoy & Miskel, 2007). A socialsystem is characterized by an interdependence of parts, a clearly definedpopulation, and differentiation from its environment, a complex networkof social relationships, and its own unique culture. The basicassumptions of the social system as presented by Hoy & Miskel are asfollows.

• Social systems are open systems.• ocial systems are peopled.• ocial systems consist of interdependence parts, characteristics,

and activities that contribute to and recei e from the whole.

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• Social sy tern are goal oriented.• Social tern are structural.• Social tern are normative.• oeial stems are sanctioning bearing.• ocial ystems are political.• Social systems have distinctive cultures that are a dominant set of

shared values that influence behaviour.• Social systems are conceptual and relative.• All formal organisations are social systems, but all social systems

are not formal organisations.Getzels and Guba conceived of the social system as involving twoclasses of phenomena that are independent and at the same timeinteractive. These classes of phenomena they referred to as nomotheticand idiographic dimensions. Individual behaviour in a social system,and consequently social behaviour, is a function of the transactionbetween the two dimensions (Peretomode (1991).

(i) The omothetic DimensionIt is also referred to as the normative dimension and it is sociologicalanalysis of social behaviour. The word nomothetic, according to Silverin Peretomode (1991), refers to the making and transmission of laws.Thus, the nomothetic dimension of the social system is that whichrenders behaviour law-like, orderly and predictable. It is therefore thedimension that ensures that behaviour conforms to the norms of society.According to the Getzels and Guba model, the nomothetic dimensionconsists of three interrelated conceptual elements, namely: institution,role and expectations. Institutions are sub-systems of a society. Eachinstitution is made up of roles. Each role is associated with a particularset of expectations.An institution is a reutilized pattern of social positions that has beenestablished by society to accomplish certain imperative functions inorder to ensure the survival of the society. For instance, the school hasbecome the institution devoted to educating. Role is an important unit,the analytic sub-unit of an institution. A role refers to the 'dynamica pects' of positions, offices or statuses within the institution. In short, iti a po ition within an institution associated with a set of rights andobligation .

ii) The Idiographic DimensionI 0 ref rred to as personal dimension, it is often considered as the

p ychological le el of analysis of social systems. The idiographicdimen ion con i t of three interrelated elements: individual, personality

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-dispositions. Roles in institutions, it should be noted, areoectrnied by individuals who have their own personalities arid needdisoositions. This individual is a single human being who is the basicomponent of the social system. Personality refers to the dynamic

organisation within the individual with unique need dispositions andcapabilities with unique interaction with the environment. Needdisposition to orient and act with respect to objects in certain ways andto expect certain consequences from these actions. Needs dispositionsare relatively enduring over time. Getzels and Guba believed that tounderstand, predict or control behaviour in a social system, one mustunderstand the nature and interaction of the elements of the nomotheticand idiographic dimensions.

NOMOTHETIC DIMENSION

Institution Role Expectation

SocialSystem

fl flSocialBehaviour

Individual Personality' Need Disposition

IDIOGRAPHIC' (PERSOl'AL) DIMENSION

Figure 2: Normative and Personal Dimension of Social BehaviourSource: Peretomode (1991) Educational Administration: AppliedConcepts and Theoretical Perspectives for Students and Practitioners

Understanding the basic assumptions of the social systems enables onorganisations to solve the problems of adaptation, goal achievement,integration and latency. The theory helps to understand the relationshipamong the units and sub-units within an organisation.

6. Managerial Grid - Blake & Mouton (1964)Blake and Mouton developed the managerial grid where two dimensionsof leader behaviour were defined as concern for people and concern forproduction. According to Babalola and Ayeni (2009), the 'ManagerialGrid" developed by Blake and Mouton identified five leadership stylesthat include:

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Style 1.1 - Impoverished Leadership: In this style, minimum effort ismade to get required work done and just enough concern for peoplemade to sustain organisational membership. This is an abdication ofresponsibility and the lack of leadership is obvious. The leader simplypasses information from above to the subordinates and so has little or noinfluence over his or her subordinates.Style 9.1 - Task-oriented Leadership: Here, emphasis is placed on workbut good relation is lacking. Production is the main concern, as closesupervision and authoritarian style is noticed and interaction is strictlyofficial.Style 1.9 - People-oriented Leadership: This style focuses on the needsof people and production is incidental. The leader emphasizes soundinterpersonal relations and keeps organisational goals ambiguous orgeneral so as to make room for the personal needs of member which iscontrary to organisational goals. Leader makes concerted effort to avoidconflict and develops high morale among members.Style 5.5 - Balanced Leadership: This style of leadership tries toachieve equilibrium in the organisation by striking a balance betweenhigh productivity and good relations. Extreme positions are avoided anda middle course is adopted between formal and informal systems toensure that neither the needs of people nor the goals of the organisationare neglected.

Style 9.9 -Integrated Leadership: Here, there is a high concern for bothproduction and people. When a leadership style is balanced, work isaccomplished by highly committed and motivated people and effort ismade to achieve high degree of congruence between organisationalgoals and personal goals of members. The leader has confidence in theability of members, thus there is participation. Communication is openand free to aid team work and group decision making. Blake andMouton's 'Managerial Grid' as presented by Peretomode (1991) isillustrated in figure 3.

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I 9 9 9

'i 'i

1,1 9,12 345 6 7 8 9

Concern for productionFigure 3: The Managerial Grid (Blake and Mouton)Source: Peretomode (1991). Educational Administration: Applied

Concepts & Theoretical Perspective for Students andPractitioners.

The managerial grid helps leaders in educational administration toidentify their leadership style and be able to' adopt the best style.

7. Motivation Hygiene - Herzberg (1966)The motivation hygiene theory was developed by Frederick Herzberg in1966. The theory resulted from the analysis of an earlier study carriedout by Herzberg and his colleagues at the psychological service ofPittsburgh which involved extensive interviews of professionals fromeleven industries in the Pittsburgh area. (Hersey, Blanchard & Johnson,200 1).Through this study analysis, Herzberg identified two categories of needswhich he called "hygiene factors and motivators that affect behaviour indifferent ways. He discovered that when people felt dissatisfied withtheir jobs, they were concerned about the environment in which theywere working. This category of needs was- called hygiene ormaintenance factors because they describe people's environment such aspolicies and administration, supervision, interpersonal relations, money,status and security which help in preventing job dissatisfaction. Theywere also called maintenance because they are never completelysatisfied rather they continue to be maintained.It was also discovered that when people felt good about their job, thefeeling has to do with the work itself such as feeling of achievement,professional growth and recognition. Herzberg called this category ofneeds "motivators" because they appeared to be effective in motivatingpeople for higher performance.

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Table 1: otiMotivator

ation and H giene FactorsHygiene Factor

The Job ItselfAchie ement

EnvironmentPolicies andadministrationSupervisionWorking conditionsInterpersonal relationsMoney, status, security

Recognition for accomplishmentChallenging workIncreased responsibilityGrowth and development

Table 1 above represents the factors causing dissatisfaction as well asthe factors that cause satisfaction listed in the order of higher to lowerimportance.If the motivation hygiene theory holds in an educational organisation, itfollows that management not only must provide hygiene factors to avoid'employee dissatisfaction, but must also provide factors intrinsic to thework itself for employees to be satisfied with their job.

8. 3-~ Theory - William James Reddin- (1967)The three dimension theory was developed through extensive researchand studies based on the premise that there is no ideal managementapproach. The concept of managerial effectiveness was the central issueof Reddin's research and teaching. Essentially, he proposed and used amodel of management developed from Blake and Mouton's ManagerialGrid.According to Brown (2011), leadership behaviour can be described asrelationship-oriented or task-oriented. His grid considered the aspects ofthe situation in which leadership is exercised, as well as accounting forthe concern for people (relationship orientation) and the concern forproduction (task orientation). He held that relationship orientation andtask orientation are relatively independent and that a manager canexhibit high or low degrees of each.Reddin's theory showed that managerial behaviour can be positive ornegative, appropriate or inappropriate in any given situation.Furthermore, he postulated that' delegation is appropriate only in specificituations. Reddin explained the three dimensions as follows:

• Task Orientation: This is the extent to which a manager directshi Iher subordinate's efforts towards goal attainmentcharacterized by planning, organizing and controlling.

• Relationship Orientation: It talks about the extent to which amanager has personal job relationships, characterized by mutual

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trust, respect for subordinates' ideas and consideration for theirfeelings.

• Effectiveness: It is the extent to which a manager achieves theoutput requirements of his or her position.

Here, the research showed that degrees of relationship orientation anddegrees of task orientation are independent of effectiveness. That is,either could be correlated with success depending on the situation.Reddin summated that to be effective; managers must sometimes createan atmosphere that induces self-motivation among their subordinatesand sometimes act in ways that appear either hard or soft. At othertimes, they must quietly efface themselves for a while and appear to bedoing nothing.Applying the 3-D theory, it would seem accurate to say that any basicstyle may be used more or less effectively, depending on the situation.

9. Path-Goal Theory - R. J. House (1971)The theory is a contingency or situational leadership theory developedby House (1971) which is anchored on the fact that the most effectiveleadership behavior is usually a mix of various behaviours depending onthe situation and the type of followers involved.According to House (1971), a leader has the function of clearing thepath towards the goals of the group by meeting the needs ofsubordinates. The theory also maintains that effectiveness depends onleader impact on subordinates and his/her motivational ability toperform; and that subordinates' satisfaction depends on their perceptionof their leader's behaviour, task, means, procedure and the operationalenvironment available to them. According to House and Evans, theessence of the theory is 'the meta proposition' that leaders, to beeffective, engage in behaviours that complement subordinates'environments and abilities in a manner that compensates for deficienciesand is instrumental to subordinates' satisfaction and individual and workunit performance. They posited that behaviours which make leaderseffective can be learned.The theory identifies the following four leader behaviours:1. Achievement orientation: Leaders set challenging goals and

expect employees to perform at their highest levels.Directive orientation: The leader tells employees what isexpected of them, schedule work, and gives specific guidance asto how to accomplish tasks.Participative orientation: Leader consults with employees andu e their suggestions before making decisions.

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4. Supportive orientation: Leader is friendly and show concern forthe needs of employees.

These orientations are contingent to the environmental factors andfollower characteristics and are so fluid that leaders can adopt any of thefour orientations depending on situational demands.Howell and Costly (2001), explaining the theory, outline the followingas factors that can motivate, guide and influence followers toward higherperformance and improved attitudes under a situational leadershipbehaviour:(i) Redesigned job tasks that are inherently interesting and

motivating.(ii) Self-managed work groups that structure and controls their

members' activities.(iii) Reward systems such as bonus programmes based on company

profits that guide and motivate follower efforts with little or noleader involvement.

(iv) Follower self-leadership, where followers are encouraged tobecome increasingly responsible for planning, monitoring andcontrolling their activities.

(v) Participative goal setting programmes where key motivatingfactors are the goals that followers establish for themselves (oftenin conjunction with the leader) to guide and control taskbehaviour.

Leadership is a process where a member of a group is given the powerto influence other group members in the desired direction, meet theindividual and corporate needs as well as handle task requirements. Incarrying out these duties, a leader may choose to exhibit an autocratic,democratic or laissez-faire leadership style. He or she may also choose amix of the different styles. This, therefore, suggests that there is no suchthing as an ideal leadership style. The situations in which leadersfunction influence the approaches they adopt and the degree to which astyle is appropriate is a consequence of the nature of tasks, thecharacteristics of the group or staff and the personality/experience fieldof the leader.

Adopting consistent leadership as opined by Dubrin, (2007), is not usingthe same leadership style all the time, but using the style appropriate forthe followers' level of readiness, task nature and organisationalenvironment. Organisational effectiveness depends mostly on thecapabilities of the leader. It is also a function of leader-followerrelationship, environment in which subordinates operate as well as the

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c . - ructure. More so, organisational success is not about the leader'sp --impo ed power and authority but rather the ability to carry everyone

ng in every aspect of the organisational tasks to ensure maximumffectiveness. It is the leader's responsibility to define and direct the

way for his/her followers by ensuring optimum buy-in to every decision.n understanding of the fact that different situations require different

approaches is essential in achieving organisational effectiveness. It isonly when an educational administrator understands this that he/she canlead his/her subordinates in the right direction.

ConclusionGenerally there are many management theories being applied to modemday's institutions, businesses, ministries, agencies and parastatals. Thepattern and intensity of application of these theories vary from countryto country. The same applies to educational theories. It is worthy to notethat theories can be normative, selective or partial in application; hence,it is recommended that an intelligent and modem educational managerwhile appreciating all the theories should be able to adapt thebasic/relevant ones according to the necessity in the organization. Agood manager who is trendy should be able to generate situationalstrategies and follow them to achieve efficiency.

ReferencesAdeleke, A. (2001). Management concepts & ap)lications. Lagos:

Concept Publications.Babalola, lB. & Ayeni A.O (2009). Educational management: Theories

and tasks. Lagos: Mac Milligan.Brown, B, (2011). Situational analysis of management. Retrieved from:

http://www.callofthewild.co.ukllibrary/theory/s.Dubrin, A. 1. (2007). Leadership: Research, findings, practice and

skills. New York: Houghton Mifflin.Hersey, P. Blanchard, K. H. & Johnson, D. E. (2001). Manaf,ement of

organisational behaviour: Leading Human Resources (8t1 edition).

New Jersey: Prentice-Hall,House, R. J. (1971). A Path Goal Theory of Leadership Effectiveness.

Administrative Science Quarterly, 16: 321 - 328.Howell, J.P. & Costley, D.I (2001). Understanding behaviour for

effective leadership. New Jersey: Prentice-Hall.Ho.'. W. K. & Miskel, e.G. (2007). Educational administration:

Theory, research and practice (7th edition). New York: McGraw-Hill.

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Peretomode, V. F. (1991). Educational administration. Applied conceptand theoretical perspectives. Lagos: Joja.

Sergiovanni, Thomas J (1980). Educational governance andadministration. Englewood Cliff, New Jersey: Prentice-Hall Inc.

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