Can you add page numbers where the deductions where stated from. The impact of managerialism on transformational educational leadership is covered in Nwagbara, Ibeawuchi, and Stewart's article "Exploring the Pressures of Managerialism on Achieving Transformational Educational Leadership" (2024). The authors contend that transformational leaders may find it more difficult to fully realize their vision when managerialismwhich places a premium on responsibility, efficiency, and controlis in place.

Summary: The first thing the writers do is define managerialism as a collection of behaviors in which control, responsibility, and efficiency are given top priority in businesses. They go on to talk about how these methods have multiplied in education and have given rise to what they refer to as "managerialist educational leadership," which is more concerned with hitting goals and producing quantifiable results than with creating a transformative learning environment.

Assumptions: The authors assume that fostering student success and developing pleasant learning environments require transformative educational leadership. transformation ale that transformational leaders may not be able to completely realize their vision due to managerialist tactics.

Implications: The article affects leadership and education in several ways. It first emphasizes how crucial it is to comprehend managerialism's function in educational leadership. Secondly, it implies that managerialism's pressures must be addressed to foster transformative educational leadership. This can entail giving school administrators more freedom or reconsidering performance measures. Lastly, it emphasizes the necessity of continuing studies on the connection between educational leadership and managerialism.

Personal Views:In my opinion, the article by Nwagbara, Ibeawuchi, and Stewart offers insightful information about the difficulties that educational leaders face in the complicated educational environment of today. The significance of striking a balance between efficiency and transformative techniques in education is highlighted by their findings. Furthermore, their recommendations for dealing with managerialism's constraints present viable answers for teachers looking to improve classroom outcomes.