ABSTRACT
It is interesting to note how frequently the term 'instruction' appears in the effective schools literature. The best teachers are those who have high educational expectations about their students and who are not coy about formal instruction. Because school climate is a subject which has been given fairly extensive treatment in the literature on educational administration, it is apposite to ask what management structures one tends to find in an effective school. There are at least four administrative domains which are fairly distinct in educational organisations, and educators must learn not only how to operate in each domain but also how to switch gears adroitly – by adopting different roles, modes of operating and tactics. The chapter discusses the new corporate management structures which, where accurately deployed, have appropriately supplanted many of the now outmoded bureaucratic practices.
