@article { author = {Hajipourabaie, Najmeh and Abolghasemi, Mahmood}, title = {A review and comparison of the management of secondary schools in Kerman based on Tony Bush's management patterns}, journal = {School Administration}, volume = {6}, number = {1}, pages = {62-81}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {The overall purpose of this research is "study the status of the Kerman's secondary schools based on Tony Bush's management models (formal model, political model, subjective model, cultural model, collegial model and ambiguity model)" since the growth and dynamism of the educational system in each country, as one of the most influential organizations in the community's quality, need competent and experienced management in the schools and given the complexity of the role of today's school managers. The research method was mixed method (converged model) in which different, but complementary data about a topic were collected and analyzed. 2090 people of the secondary school staffs of Kerman were included in the statistical population in the quantitative section. In the quantitative phase, a researcher-made questionnaire including 43 questions was created and then was distributed in a sample of 325 people of the employees of the secondary schools of Kerman (based on the Cochran's formula) who were selected by a random clustering method (9 schools from district 1 of Kerman education and 11 schools from district 2 of  Kerman education). Data were analyzed using SPSS and LISREL software. The reliability of the questionnaire was calculated 0.93 through Cronbach's alpha and the validity of the questionnaire's structure was confirmed using factor analysis. The results indicated that the average scores of the collegial model, cultural model, formal model, political model, subjective model and ambiguity model were 2.92, 2.85, 2.66, 2.48, 2.47 and 2.14, respectively, therefore, the rate of application of all models presented by Bush in Kerman's schools was significantly below the average that its reason could be the existence of cultural, social and political differences between the two communities (Kerman and the community studied by Bush, i.e. England, Wales, etc.) or due to lack of sufficient awareness of the managers with the proposed model as well as lack of having no specific scientific & academic pattern in the school management. In Iran there are also different organizational features to other organizations (including the difference in the role of the school principal/manager, procurement and facilities, the style of evaluation, etc.). In fact, in Iran, there is a poor organizational vision to the schools as well as many differences between the school organization and other organizations, while it seems that this is different in the community studied by Bush and this also justifies the results of this study.It was also found that there is a significant difference between the use rate of the models by the managers so that the collegial model with the average rating of 5.12 was mostly used in the current situation in Kerman's schools, which is justified given the unofficial atmosphere of schools and the prevalence of horizontal communications. Indeed, the schools' managers are tended to apply and rely on the tools compatible with the collegial model by understanding their organizational conditions and the significant difference in their organizational power sources. The cultural model is rated second with the average of 4.48 in which the role of values and norms is very important on the organizational characteristics. This is also justifiable due to the importance and influences of religious culture in our society so that the role of social values and norms on the organizational structure and climate is observable in all organizations and the schools are not exceptional. The formal model is rated third with an average of 3.87, and surely none of the components of this model got higher scores than the average. This suggests the great distances of the proposed characteristics in this model with the conditions of Kerman's schools. The same conditions applied to the other three models, i.e. the political model with an average of 2.94, the subjective model with an average of 2.88 and the ambiguity model with an average of 1.36. In the case of Bush's four components in the division of the models, i.e. targets, structure, communication with environment and leadership, the results show that the highest average was belonged to the targeting characteristics of the collegial model with an average of 3.18 which states that the schools' staff will reach to agreement on the targets through the shared values. In fact, in Iran (in consequence of it, in Kerman) the existence of shared norms and values deriving from religion and culture is the source of strong interconnectedness among all people as well as organizations. The collegial model with an average of 2.92 had the highest average in the context of the structure. Because the hierarchical structure of schools is not as widespread as other organizations in Iran, and in fact, most of the works are done through participation. In the context of communication with the environment, the cultural model with an average of 3.18 had the highest average in which the school's external environment as considered as the source of values and beliefs that form the culture and guide their activities. The political model with an average of 3.28 had the highest average in the context of leadership in which the interactive leadership style was the dominant style of the managers, in which the managers are the main actors of negotiating and they try to influence on the school decision-making processes. We had research-based interviews with 15 people of university professors and leading education managers in the qualitative section who were selected using purposing sampling method. the results of this section on the four contexts of Tony Bush reveal many weaknesses in the targeting, leadership, structure and environment connections, while confirming the quantitative results based on the discontinuity of the schools' managers with none of Bush's proposed models.In fact, managerial ambiguity and confusion as well as the necessary inadequacy and incompetency of the schools' managers have caused their performance and influence to be not parallel to the desired and expected levels. Therefore, given this view, it seems despite the few positive points raised in the interviews that the conditions of school management in Iran can be one of the main defendants in the failure to fulfill educational goals of schools.Finally, considering the discontinuity of Kerman's schools' conditions with Bush's models in one hand, and in the other hand, the need to provide managerial models proportional to the educational organizations that can be the schools' managers guide in the path of evolution as well as be a framework for evaluations and planning, it is suggested that special attention be paid to more specialized evaluations while more relevant indigenous researches conducted. Because different researches show that managers' knowledge and acquaintances in the field of educational management models can provide them a better understanding of the cause of actions and the organization's conditions.}, keywords = {schools management,bush models,formal model,collegial model}, url = {https://jsa.uok.ac.ir/article_58078.html}, eprint = {https://jsa.uok.ac.ir/article_58078_ab07f00323c00f287510fbdeb87ba317.pdf} }