Theories of Educational Management

The multiplicity of competing models means that no single theory is sufficient to guide practice. Rather, managers need to develop “conceptual pluralism” (Bolman & Deal, 1984, p. 4) to be able to select the most appropriate approach to particular issues and avoid a unidimensional stance: “Managers in all organizations . . . can increase their effectiveness and their freedom through the use of multiple vantage points. To be locked into a single path is likely to produce error and self-imprisonment” (p. 4).

Conceptual pluralism is similar to the notion of contingent leadership. Both recognize the diverse nature of educational contexts and the advantages of adapting leadership styles to the particular situation rather than adopting a “one size fits all” stance. Appreciation of the various models is the starting point for effective action. It provides a “conceptual tool-kit” for the manager to deploy as appropriate in addressing problems and developing strategy.

Para bom entendedor, isto basta para perceber que o modelo único imposto pel decreto.ei 75/2008 vai ao arrepio de todo o bom senso e da investigação nesta área.