Leadership and Management: A Conceptual and Framework Discourse in Educational Management (Published)
The concepts of leadership and management remain central to scholarly debate, particularly in educational management. Although often used interchangeably, these terms denote distinct yet complementary roles vital to organisational success. This paper explores the core concepts of leadership and management, focusing on their definitions, required skills, styles, and similarities and differences. Leadership is defined as the ability to influence, inspire, motivate, and guide individuals or groups towards common goals. In contrast, management is described as the systematic process of planning, organising, staffing, directing, and controlling resources to achieve organisational objectives. The paper reviews various leadership styles, including autocratic, democratic, transformational, servant, authentic, adaptive, digital, ethical, and inclusive leadership, as well as management styles such as production-oriented, people-oriented, coaching, visionary, affiliative, pacesetting, transactional, transformational, agile, and inclusive management. It emphasises key skills for effective leadership and management, such as communication, decision-making, strategic thinking, delegation, problem-solving, emotional intelligence, and technical expertise. The discussion highlights that leadership is primarily focused on vision, influence, motivation, and change, while management emphasises structure, stability, coordination, and operational efficiency. The paper concludes that successful educational leaders need to combine both leadership and management skills to foster institutional growth, employee engagement, innovation, and long-term organisational success.
Keywords: Educational Management, Leadership, Leadership Styles, Management, Organisational effectiveness, management styles
Proposed Model for Management of Schools in Times of Insecurity in Nigeria (Published)
The aim of this project was to propose a model for the management of schools in times of insecurity. Quantitative research method was employed while using descriptive research design. A total of 139 school managers’ respondents which was ten percent of the target population were sample size. The instrument was subjected to content validity and inter-raters reliability was also employed. Data collected was analyzed using frequency counts; percentages, mean, standard deviation, bar chart and chi-square. The major findings revealed that education, religion and lack of facilities constituted the major insecurity in schools. Tripartite model was discovered to be an effective model school managers should employ for the management of insecurity in schools. Based on the findings, it was recommended that tripartite model should be employed for capacity building and training of school managers, teachers and government educational agencies for effective management of schools in Nigeria in times of insecurity
Keywords: Boko Haram, grassroots, internet of things, management styles, tripartite model