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The existence of several different perspectives creates what Bolman and

Deal (1984) describe as ‘conceptual pluralism’. Each theory has something to offer in

explaining behaviour and events in educational institutions. A further complication is

that these approaches all tend to be normative, that is they reflect the theorists’ beliefs

about how organization should be managed. Often these perspectives are advocated

so zealously that they tend to cloud rather than illuminate reality:

Students of educational management who turn to organisational theory for

guidance in their attempt to understand and manage educational institutions will find

not a single, universally-applicable theory but a multiplicity of theoretical approaches

each jealously guarded by its particular epistemic community.

(Ribbins, 1986, p. 223)

Several writers on organization and management theory attempt to impose
order on the confusing variety of perspectives by presenting them in distinct groups or
bundles (Bolman and Deal, 1984; Bush; 1986; Cuthbert, 1984; Ellstrom, 1983; Enderud,
1980; House, 1981; Sergiovanni, 1984). The remaining chapters in this book present
or illustrate five jamor theoretical models or perspectives. These are bureaucratic,
collegial, political, subjective and ambiguity models. Some of the articles explain the
perspective whereas others illustrate the application of one of the models in a British
school or college.

The development of theory
The chronology of theory development in educational management has been
well documented (Hughes, 1986). A distinction can be made between organization
theory and management theory. The later has a narrower focus and tends to be more
practical. However, the distinction is not clear-cut because management theory
is grounded in organization theory wich in turn has implications for management
practice, (Hoyle, 1986).
Frederick Taylor was the influential figure of the scientific management
movement which was dominant in the early years of the twentieth century. He
regarded workers as essentially rational beings who could be expected to operate like
machines to increase productivity. Henri Fayol was another important writer during
the period. He defined several principles of management which are still influential in