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The online version of this article can be found at:
DOI: 10.1177/0013161X11400186
March 2011
2011 47: 620 originally published online 17 Educational Administration Quarterly
W. H. Adriaan Hofman and Roelande H. Hofman
Netherlands
Configurations in General and Vocational Education in the
Smart Management in Effective Schools: Effective Management
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634 Educational Administration Quarterly 47(4)
In general education we observed, in contrast to vocational education, no
influences of the degree of standardization on the math performances. All in
all, after concluding the discussion of independent effects, we can establish
that there is a clear difference between general and vocational education. Yet the
most important question is whether this is also true for the three management
configurations.
Smart Management Configurations
in General and Vocational Education?
In general education, the average math performance is significantly higher in
schools characterized by the third management configuration, which included
the secondary schools with strong and integrated school and department
management. This means that a management style allowing the different
layers a relatively strong influence on school policy is more effective. Schools
that decentralize power to the faculty and stimulate parental involvement
show particularly good results. An effective management style typically
shows strong educational supervision from faculty heads (see Hattie, 2009).
In these schools the rules structure is also adequate, that is, it is clear and car-
ried out consistently. Within departments of the effective management
configuration type, a relatively high level of commitment is made with
respect to curriculum content and procedures concerning homework, exams,
extra instruction time, and student feedback. Furthermore, these departments
are characterized by activities to enhance professionalism, a lot of teamwork,
and finally, strong consensus about the school and faculty policies relating to
educational goals, content, didactics, rules, and even financial and personnel
management.
Next to this positive effect on students math performance, an additional
but negative effect was observed for general education with respect to the
second management configuration. This is the management style that includes
the secondary schools with faculty-based management focusing on instruc-
tion and skills but lacking consensus.
The hypothesis that configurations of school and department manage-
ment characteristics are more likely to have an additional effect on math
performances than the independent effects or integration mechanisms is
also now confirmed in vocational education. However, unlike in general
education, the second management type, in addition to the independent
effects, exhibits an additional effect on the mathematical performances.
Therefore, the management type of faculty-based management focusing on
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Hofman and Hofman 635
instruction and skills but lacking consensus exhibits a positive effect on
math performance.
All in all we can conclude that there are some differences between voca-
tional and secondary education students with respect to an effective manage-
ment context. This also fits in with the outcomes of research at the class level,
which also revealed that the nature of an effective teaching environment was
very different for vocational and general education students. Clearly the
application of class and school management is strongly determined by the
type of student (Hofman et al., 1999).
The theoretical influence of school-level characteristics and the actual
influence of the formulated models on math performances are shown in
Table 3.
Two issues are clearly visible. The first is that the interschool variance in
math performances is greater in general education than in vocational educa-
tion, 33% versus 23%, respectively. In principle, there are therefore more
possibilities for the school in general education to exert an influence than is
the case for vocational education. We subsequently observed that the models
distinguished, put more precisely the indicators distinguished within these,
have a diverse impact on math performances in general and vocational edu-
cation. For example, the influence model accounts for a quarter of the inter-
school variance in vocational education, whereas for general education this
model can only account for 3% of the interschool variance. A comparable
situation is found for the standardization and supervision model. The (addi-
tional) influence of the configurations distinguished or the integration mech-
anisms is more or less the same in general and vocational education.
Put briefly, the explanatory power of the theoretical models is sig-
nificantly greater in vocational education (70%) than in general educa-
tion (14%).
Table 3. Explained School-Level Variance (%) in Math Performances
General Education Vocational Education
To explain at school level (of total
variance)
33 23
Explained by:
Influence model 3 26
Supervision 1 21
Standardization 5 17
Clusters 5 6
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636 Educational Administration Quarterly 47(4)
Summary and Discussion
In this studyto clarify differences in the performance and functioning of
students in secondary educationwe have concentrated on the role of configu-
rations of integrated management in realizing an effective school. Following
on from Mintzberg (1979, 1989) we adopted various integration mechanisms
for the promotion of effective integrated school management: (a) integration
and a mutual adjust ed influence structure, (b) educational supervision,
(c) standardization of work proces ses and output, and (d) standardization by
means of skills and norms.
Differential Effects in General and Vocational Education
Both the degree of monitoring of teacher performance and the extent to
which there is contact between parents and school are positively correlated
with the math performances of vocational students. This was not the case
for general education students. We also see differences between general
education students and vocational education students in another aspect.
Vocational students obtain higher marks in mathematics in schools where
the school management places great emphasis on the contribution of their
school to the performance of the students. High expectations from school,
good contacts between parents and school, and parental involvement with
school are particularly beneficial for the performance of vocational students.
Those students in general education seem to benefit less from such an effec-
tive management context. Furthermore, it is known that less performing
students benefit more than high performers from a clear and well-structured
learning environment (Kirschner, Sweller, & Clark, 2006). In terms of
instruction, the importance of a direct teaching approach for less performing
students and of a flexible teaching approach for higher performing students is
mentioned. This line of thought could also be true for the role of the teacher
in general and vocational schools. In the vocational school with a homogenous
group of less performing students, the faculty must then fulfill a heavily regula-
tory role strongly directed toward instruction in the class and the skills of the
teachers to be able to teach this type of pupil (Muijs, Campbell, Kyriakydes,
& Robinson, 2005).
Smart School Management?
The question was whether the three configurations of school and depart-
mental management characteristics could bring about additional effects
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Hofman and Hofman 637
on the cognitive functioning of students. The outcomes of the analyses for
math performances confirm this thought. In fact, we can state that in gen-
eral education there is a reinforcement premise. The math performances
of general education students undergo an extra positive effect from a
strong and integrated school and faculty management in this type of
school. Furthermore, we established an additional negative effect of the
second management cluster in general education: the faculty-based man-
agement focusing on skills and instruction but lacking consensus. That
this type of management configuration does not function well in general
schools can possibly be explained by the fact that too much faculty-based
management in this type of school with three types of general education
(lower/higher/pre-university) too often leads to loosely coupled schools
(Weick, 1976). In particular, the lack of consensus in the management
configuration could be strongly disadvantageous for the math perfor-
mances of the students.
We conclude that what may be termed an effective management context is
partly dependent on the type of student (general vs. vocational). This there-
fore confirms the validity of the contingency theoretical approach to the social
context of learning. Effective management is not one best style for all
schools. What is the best style depends on certain characteristics of second-
ary schools (e.g., Mintzberg, 1979). Management styles are contextually sen-
sitive to influences from the community around the school and differences in
the student populations, such as students attending vocational schools.
Implications for Internationalization of Education
We will close now with some reflections on the implications of our findings
about school management and leadership for other countries. The important
question that should be answered is How universal or context specific are the
results of our study? We expect there to be as much similarities as well as
differences in the management of schools across cultures. We believe that
many of the assumptions that underlie effective management in secondary
schools are universal indeed. The multifactorial or configuration assumption
will be valid for many educational contexts. There is no logical reason to
assume fundamental differences between different cultural and educational
contexts in the fact that combinations of factors will have an impact on school
effectiveness instead of isolated factors. Although education is a complex pro-
cess everywhere, we agree with Hattie (2009), who points at the importance of
the teacher as a key player: Teachers who account for 30% of the variance. It
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638 Educational Administration Quarterly 47(4)
is what teachers know, do and care about which is very powerful in this
learning equation (p. 3). Hattie presents an overview of the effect sizes of
various variables that are related to student achievement (learning gains). In
fact, 8 out of 10 most important (effect sizes from Cohens d: 0.501.13) fac-
tors are situated at the level of the teacher (feedback, instructional quality,
direct instruction, remediation/feedback, class environment, challenge of
goals, peer tutoring, mastery learning).
A second issue concerns that of the context sensitivity of indicators of
effective management practices. We think it is possible to define indicators
that are empirically tested robust to context variation. Brophy (2000) pro-
vides two arguments for this: First, schooling (or the management of school-
ing) is much more similar than different across countries and cultures, and
second, the principles of effectiveness refer to generic aspects of schooling
that cut across grade levels, school subjects, and particular curriculum con-
tent (Reynolds et al., 2002).
Several studies on education management suggest that certain types of
leadership are associated with effective schools (Alton-Lee, 2007; Geijsel et al.,
2003; Hargreaves & Fink, 2006; Leithwood, Aitken, & Jantzi, 2001; Timperley,
Wilson, Barrar, & Fung, 2007). Hattie (2009), for example, concluded based
on an extensive metameta-analysis positive effects on student outcomes for
more instructional and purposeful leadership, compared with transforma-
tional leadership; the latter effects are more indirectly through satisfaction
and teacher outcomes.
However, in the setting of many developing countries, principals appar-
ently function as the lower link in an organizational chain that extends
from the school through local educational boards, district supervisors, to
central staff. Our study shows a positive impact of school management on
school effectiveness if the influence of members of the school community
on management decisions is relatively high. This finding indicates that the
responsiveness of management to the educational knowledge of staff and
other parties involved in the school life, such as parents, is crucial. It would
be worthwhile to invest time and effort to make principals, department
heads, and teachers more aware of the importance of their contribution to
decision making, school policy, and the governance of their school. Good
relationships between all school parties, like governors, principals, teach-
ers, and parents, are fundamental to effective decision making and gover-
nance of schools. The specific knowledge of school management and
teachers concerning the local community surrounding their school, their
pupils home environment, the students in- and out-of-school behavior,
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Hofman and Hofman 639
and peer group should be taken more into account in establishing a fitting
school policy and effective school-based governing of schools in general.
Although not every country will hold the same opportunities to develop such
a local responsiveness of their school management, still, emphasizing the
opportunities of school-based management could indirectly lead to a more
collectively shared educational and effective school management.
Nonetheless, we have to keep in mind that there are culturally grounded
differences in teachers responses to certain types of management styles
(Hallinger & Kantamara, 2000; Kantamara et al., 2006; R. H. Hofman
et al., 2008). Just as we found that effective management styles can differ
between academic and vocational education, different types of manage-
ment strategies will be culturally and context dependent and need adapta-
tion to the type of students and teachers within a secondary school. These
adaptations should concern adjustments that derive from the cultural val-
ues and norms that shape the behavior of individuals within schools, stu-
dents as well as teachers. It demands skilful leadership to understand how
to take advantage of the cultural strengths within a (local) community
(Hofstede, 1991).
Finally, we would like to end this article in line with Hallinger and Kantamara
(2000), who prefer to view cultural characteristics as
two-sided coins on which strengths may become weaknesses and
weaknesses may become strengths. When one adopts this perspective,
a richer field of vision emerges on the domain of leadership. It should
stimulate scholars in the industrialised West to look more deeply at
their own conceptual models. If so, they will seeperhaps for the first
timethe cultural background on which their theories exist. This will
open up the possibility of richer and more broadly applicable theoreti-
cal development. (p. 16)
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640 Educational Administration Quarterly 47(4)
Table A. Psychometric Characteristics of Indicators of Coordination Mechanisms
Variables/Scales Mean SD Range n Items Alpha
Coordination through an adequate influence structure
S influence school principal 2.92 0.38 14 19 .91
F influence faculty leader 3.02 0.18 14 19 .93
S influence students 1.06 0.17 14 2 .72
S influence school boards
decisions
2.16 0.32 14 4 .65
S contacts with parents 1.22 0.32 14 2 .78
F influence teachers of faculty 2.59 0.44 14 23 .90
Coordination through educational supervision
S monitoring teachers
functioning
2.81 0.77 14 5 .85
S evaluation policy 1.88 0.36 14 7 .72
S achievement orientation 2.72 0.56 14 1
F instruction arrangements 0.60 0.21 01 5 .60
F emphasis on objectives 2.45 0.40 14 6 .72
Standardization through work processes and output
S rules and orderly climate 3.37 0.51 15 23 .87
S policy truancy 2.61 0.44 14 14 .81
S policy drop out 2.35 0.39 14 9 .83
S policy cancellation lessons 4.41 2.62 020 1 %
F teachers team working 1.90 0.42 14 7 .75
F cancellation lessons 8.66 5.93 040 1 hours
F arrangements on content,
homework
0.40 0.14 01 11 .65
Standardization through skills and consensus
S professionalization 61.80 20.67 0100 1 %
S help starting teachers 4.64 1.07 17 2 sum
S monitor skills 1.96 1.44 04 3 .95
S innovation policy 2.48 0.29 14 35 .85
S consensus 2.60 0.33 14 8 .80
F professionalization 1.04 0.17 12 1
F consensus 2.50 0.50 14 8 .80
Note. S = school level; F = faculty level.
Appendix
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Hofman and Hofman 641
Table B. Management Configurations (Cluster z Scores)
Cluster 1 Cluster 2 Cluster 3
n = 35 General;
n = 32 Vocational;
55%
n = 21 General;
n = 15 Vocational;
30%
n = 9 General;
n = 9 Vocational;
15%
Coordination through mutual influence structure
S influence school
principals
.01 .24 0.55
S influence on boards
decisions
.01 .28 0.73
S contact with parents .03 .37 1.00
F influence faculty .25 .12 0.78
Coordination through educational supervision
S evaluation policy .13 .31 0.20
S achievement
orientation
.32 .55 0.02
F emphasis on
objectives
.05 .31 0.96
F instruction
arrangements
.28 .32 0.37
Standardization through work processes and output
S rules and orderly
climate
.18 .59 0.66
S policy cancellation
lessons
.17 .02 0.68
F cancellation lessons .22 .56 0.45
F arrangements on
content, homework
.23 .03 1.00
F teachers
teamworking
.27 .15 0.78
Standardization through skills and consensus
S help starting
teachers
.27 .14 0.80
S monitor skills .46 .60 0.47
S consensus .28 .70 0.52
F consensus .05 .22 0.73
Declaration of Conflicting Interests
The authors declared no potential conflicts of interests with respect to the authorship
and/or publication of this article.
Funding
The authors received no financial support for the research and/or authorship of this
article.
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642 Educational Administration Quarterly 47(4)
Note
1. In the case of vocational education, school type has not been included as a variable
in the analyses because vocational education is understood to be a type of educa-
tion at one level.
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Bios
W. H. Adriaan Hofman is professor of education at Erasmus University Rotterdam
in the Netherlands. He specializes in school effectiveness research with a focus on
ethnic minorities and urban education.
Roelande H. Hofman is associate professor at University of Groningen, Netherlands.
She specializes in school effectiveness research with a focus on management and
leadership.