Teachers at all levels are also managers, some trained others not, yet they are expected to manage the most difficult and arguably the most demanding of professions – teaching. The styles of managing learning situations largely determine the effectiveness of teachers as managers. Argues that the recently established teaching and learning development units in universities should adopt a more realistic approach towards promoting high teaching standards, since teaching constitutes only one aspect of the teachers′, lecturers′ and trainers′ daily activities as they go about managing learning situations and all that they entail. Draws parallels from the nature of managerial work and explores their implications for the effective management of learning situations.
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