{"id":149,"date":"2025-05-13T10:43:32","date_gmt":"2025-05-13T09:43:32","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/elcblog\/?p=149"},"modified":"2025-05-13T11:50:12","modified_gmt":"2025-05-13T10:50:12","slug":"what-educational-model-are-you-sandwiched-within","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/elcblog\/2025\/05\/13\/what-educational-model-are-you-sandwiched-within\/","title":{"rendered":"What educational model are you ‘sandwiched’ within?"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

Who is this blog post for:<\/strong> Current or emerging middle leaders and for senior leaders or Headteachers who are developing middle leaders.<\/p>\n\n\n\n

Author: <\/strong> Lisa Ramshaw<\/a> <\/p>\n\n\n\n

Posted on:<\/strong> 24th March 2023<\/p>\n\n\n\n

Keywords:<\/strong> model; transformative; formal; collegial; political; subjective; ambiguity; cultural; goals; organisational structure<\/p>\n\n\n\n

\n\n\n\n

Introduction<\/h2>\n\n\n\n

This blog post shares a range of theoretical models that may help you recognise how your school or your educational organisation is structured and led.<\/p>\n\n\n\n

Tony Bush is a leading educational theorist*, and he writes, \u201cif practitioners shun theory, then they must rely on experience as a guide to action\u201d (2020, p.20). As stated in the introduction to this blog series, we would like to create links between the theory, research, practice and reflection of leadership, whilst effectively utilizing case studies as an experiential component. <\/p>\n\n\n\n

In the first\u00a0reflection post<\/a>\u00a0of this series, it was prefaced that\u00a0the two layers of the hierarchical structure can pull a middle leader in many directions<\/em>; however, not all structures within an educational setting follow a particularly hierarchical model. This article aims to present six different theoretical models of educational management by Bush (2020), in order to provide different ways of viewing your institutional structure. Bush (2020, p.22) claims that \u201ceach theory has something to offer in explaining behaviour and events in educational institutions\u201d.\u00a0\u00a0<\/p>\n\n\n\n

Recently, I facilitated a seminar that focused on these educational models and a school leader said to me – \u201cI understand my own institution and how things work but an understanding of these models has now allowed me to put a \u2018name\u2019 to it and therefore understand the school structures and processes more deeply than I did before. I also now know the educational model I would like the institution to move toward. I feel like I have clarity on the institution\u2019s development now\u201d. <\/p>\n\n\n\n

So, let\u2019s look at these models in more detail. In his book, Bush (2020) explains six educational models. Click the title below to view a summary of each model. <\/p>\n\n\n\n

Six Educational models (click to expand)<\/summary>\n
Formal <\/strong><\/td>The formal model depicts the most common hierarchical model that most of us would recognise in institutional structures, where there are clear positions and accountability.  <\/td><\/tr>
Collegial <\/strong><\/td>Collegial models are more about a collaborative approach whereby people agree on goals \/ shared views of values, in a more lateral structure. People work together in a collaborative manner and leadership is usually distributed effectively.  <\/td><\/tr>
Political <\/strong><\/td>In a political model, processes of negotiation and bargaining are common, and interest groups develop and form alliances or coalitions in pursuit of particular objectives. At times, conflict can emerge, and different forms of power can be used, including positional power; authority of expertise; personal power; control of rewards; coercive power. <\/td><\/tr>
Subjective <\/strong><\/td>In this model, there is more interest in processes and relationships and the organisational structure tends to be an outcome of the interaction between people. The individual participant is at the heart of the organisation and should not be regarded simply as a cog within the institution. <\/td><\/tr>
Ambiguity <\/strong><\/td>In an ambiguous model, institutions are characterised by fragmentation and \u2018loose coupling\u2019 \u2013 i.e., sub-units operating autonomously. Rules and regulations are unclear or disregarded and participation in decision-making is fluid. <\/td><\/tr>
Cultural <\/strong><\/td>In a cultural model, there is a close link between culture and structure, and values and beliefs are expressed in the pattern of roles which underpin attitudes and behaviours. There is a development of shared norms and meanings: the \u2018way we do things around here\u2019 and these are expressed through rituals and ceremonies which support the beliefs and norms. <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Figure 1:<\/strong> Six Educational Models (Bush, 2020).<\/em><\/p>\n<\/details>\n\n\n\n

Reflection (click to expand)<\/summary>\n