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Keywords
Time management, Organizational change, Stress, Conflict, Bureaucracy
Abstract
Discusses three important aspects of school management, namely, managing conflict, coping with pressure, and managing time. These issues are very relevant in the present climate of rapid educational development and change. Aims to consider a number of practical approaches to the issues cited above rather than present a set of theoretical perspectives. Of course, much valuable work has already been carried out with respect to the issues raised and recognition is given to this in the discussion. Moreover, reference is made to a number of recent developments in this field. The approaches presented are based on experience of working in education and originate from practical managerial and teaching experience within schools.
Pressure, pushing down on me/pressing down on you (Queen and David Bowie, Under Pressure, 1981).
Setting the scene
Many of us can readily identify with the lyrics of the song Under Pressure. The hectic pace of daily life and the increasing demands of work are at the heart of what we commonly call pressure. Moreover, many schools, colleges and universities will feel an affinity with the words "under pressure", given the unprecedented range of developments that have occurred in recent years. Policy development and policy implementation have been aspects of the work of many educational institutions over recent months and years. In many cases, such developments have been largely driven by Government policy and for this reason schools and colleges have been compelled to respond. This has led to additional and sustained pressure for schools, and for headteachers, in particular.
As part of their ongoing development work, many primary and post-primary schools have sought to put in place policies for each area of the curriculum, setting out what is to be taught and how it is to be taught within individual departments and/or within particular classes. Identifying and then providing the resources needed to support the teaching of the various subjects have also featured strongly in school development plans. Moreover, the development of policies for other areas of school work, including special educational needs, pastoral care and child protection, has been a focus for headteachers, co-ordinators and teachers alike.
Arguably, committing to paper the specific strategies and procedures to be carried through...