The Role of Middle Managers in English Primary Schools - Literature review Example

Literature Review Part 3 The Role of Middle Managers in English Primary Schools Literatures reviewed in the previous section show how the concept of middle management in English primary schools has evolved over the years (Fleming & Amesbury 2013; Hammersley-Fletcher & Strain, 2011; Danielson 2006). As evident in most of the literature reviewed, the roles of middle managers in schools were not formally recognised (Fletcher 2000). Traditionally, middle leaders were considered to be subject leaders whose roles generally entailed providing advice on subject knowledge and resources to their colleagues. However with time, it was recognised by the Department for Education and Employment (DFEE) and OFSTED that middle management is essential in enhancing best practice and improving educational outcomes. Consequently, the need to have middle managers in primary schools began to regularly appear in school improvement and development plans (Fletcher 2000; Fleming & Amesbury 2013). Following these developments, it worth questioning what roles do middle managers in English primary school play today? A critical look at various relevant literatures that have explored the role of middle managers in English primary schools, it is apparent that different views have been provided (Bennett et al. 2003; Fleming & Amesbury 2013). In essence, there no consensus in literature on what the role of middle managers in English primary schools entails. Perhaps based on the contrasting views presented in literature, it is plausible to argue that there no definite role of middle managers in English primary schools. Their role may vary depending on the size, structure or culture of the school (Bennett et al. 2003; Blandford 2006; Fleming & Amesbury 2013). This section will examine the various arguments presented in literature regarding the role of middle managers in English primary schools. Blandford (2006) notes that, over time the role of middle managers has become more complex, demanding and multifaceted. Middle managers perform a wide range of roles depending on the responsibilities that have been assigned to them. Ruding (2002) notes that, one of the roles of middle managers in primary schools take up involves teaching. In relations to teaching, Ruding suggests that in many English primary schools, middle managers engage in actual classroom teaching where they engage in lesson planning, deliver instructions to pupils, conduct assessments and manage students behaviour and overall learning process. Nevertheless, unlike other teachers the role of middle managers extends beyond classroom teaching (Ruding 2002). Although Ruding (2002) provides insight on the role of middle managers as teachers, he does not effectively expound on other roles that middle managers undertake in English primary schools. Similar to Ruding (2002), Fleming & Amesbury (2013) also concur that middle managers in English primary schools are also teachers. They further note that middle managers also take-up management roles in their respective department. In most cases, middle managers are concerned with developing clear goals for their department, managing teams of school staff members and departmental resources in order to ensure that departmental goals are realised. They also ensure that routine administrative tasks of their departments are effective and efficient. Fleming & Amesbury (2013) further note that in schools where the philosophy of total quality management is emphasized middle managers work in ensuring that pupils, parents and clients are provided with quality services. Moreover, middle leaders take up leadership roles. Fleming & Amesbury (2013) argue that, they play a significant role in shaping the school mission. They act as team leaders by planning, motivating and guiding other teachers. They also encourage good practice, challenge bad practice and assist teachers in problem solving (Fleming & Amesbury 2013). In this regard, Bennett et al (2003) argue that in their positions as leaders, middle managers often operate in an interface characterised by different forces of change and influence. Hence, in most cases they find themselves engaging in the management of cultural change. A report by Bennett et al (2003) commissioned by the National College of School Leadership (NCSL) highlights a number of roles that middle managers play within the primary school context in English schools. In this report, the role of middle managers is categorised into two key contexts namely; the wider school context and their responsibility area. Within the wider school context, the middle managers’ role entails implementation of policies enacted by the Department of Education or the government. They realise this goal by communicating to teachers about policy guidelines and expected outcomes. They also encourage and monitoring the translation of educational policies into practice (Bennett et al., 2003). Moreover this report found that, within the wider school context middle managers act as “buffers and bridges”. Generally this role involves middle managers interpreting and communicating the school aims downwards to departmental members (Brown and Rutherford1999). It also involves middle managers communicating upwards to the senior management of the school regarding the concerns, needs or grievances of the teachers in their department (Bennett et al. 2003). Similar to the findings of this report, a previous study carried out by Glover et al (1998) found that the role of middle managers both in primary school and secondary schools entailed “bridging and brokering”. This involves communicating and translating the school’s goals and aims to other teachers. They also communicate to departmental members on behalf of the senior management of the school. As a result, they significantly influence the impact of external pressures on the department that they lead. They filter external demands in a manner that is practical and acceptable in their area. They also represent the expectations and needs of their department to the wider school community so that the management of the school can take into account the teachers’ needs and departmental interests when planning or allocating resources (Abolghasemi et al 1999; Bennett et al. 2003). In their specific responsibility areas (department), Bennett et al. (2003) observes that middle leaders undertake administrative tasks that enable learning and teaching to occur. For instance, they manage resources, develop programmes of work and provide strategic directions to other teachers in the department. They also record, monitor, assess and support the implementation of the curriculum (Fletcher & Bell 1999; Sammons et al 1997). References Bennett, N., Newton, W., Wise, C., Woods, P.A., & Economou, A., 2003, The role and purpose of middle leaders in schools(Full report), National College for School Leadership, Nottingham, UK. Glover, D., Gleeson, D., Gough, G. and Johnson, M., 1998b, ‘The meaning of management: The development needs of middle managers in secondary schools’, Educational Management and Administration vol 26, no. 3, 279-292. Blandford, S., 2006, Middle Leadership in Schools: Harmonising Leadership and Learning, Pearson Education Limited Great Britain Ruding , E., 2002, Middle Management in Action: Practical Approaches to School Improvement, Routledge,London. Read More