As both leadership and management are epistemic analytical categories, what you will find is a bunch of normative positions being argued for as though they are empirical distinctions. The better question might be why you want to differentiate leadership and management in the first place. Any work you come across will base the distinction on a pre-existing normative orientation as to how the author/s believe things ought to be and the level of coherence with that position.

Education leadership is one of the skills in education management like: communicative skills, team working, time management, decision making, empowerment and so on.

If you read in spanish I recommend you my book: "Gestión estratégica para instituciones educativas" in

https://books.google.com.ar/books?id=d2PCJ51_LwYC&printsec=frontcover&dq=gestion+estrategica+para+instituciones+educativas&hl=es-419&sa=X&ved=0ahUKEwiXoZybxsjXAhULlJAKHfzdC_QQ6AEIKzAB#v=onepage&q=gestion%20estrategica%20para%20instituciones%20educativas&f=false

As both leadership and management are epistemic analytical categories, what you will find is a bunch of normative positions being argued for as though they are empirical distinctions. The better question might be why you want to differentiate leadership and management in the first place. Any work you come across will base the distinction on a pre-existing normative orientation as to how the author/s believe things ought to be and the level of coherence with that position.

In which case, you already have your answer. As I flagged, you have a pre-existing normative orientation to the concepts (e.g., that they are distinct) and any evidence is confirmatory. if it does not confirm, then it is given another label.

In an educational environment, though management is often prescriptive, it is the precursor to leadership.

I spend time working this through in the opening chapter of my latest book (Beyond Leadership - http://www.springer.com/gp/book/9789811065675) and in an edited collection with Gabriele Lakomski and Colin Evers entitled 'Questioning leadership' (https://www.routledge.com/Questioning-Leadership-New-directions-for-educational-organisations/Lakomski-Eacott-Evers/p/book/9781138183162). There is plenty of work that asks similar questions, but unfortunately for those committed to leadership (or management, or dare I say administration) counter claims are rarely engaged with.

In the State of Missouri, USA, the leadership model for school principals and school district superintendents is transformational leadership, the components of which are (1) visionary leadership, (2) instructional leadership, (3) managerial leadership, (4) relational leadership, and (5) innovative leadership.

This model is aligned with the Professional Standards for Educational Leaders (PSEL) that defines educational leadership in terms of 10 domains: 1. Mission, Vision, and Core Values 2. Ethics and Professional Norms 3. Equity and Cultural Responsiveness 4. Curriculum, Instruction and Assessment 5. Community of Care and Support for Students 6. Professional Capacity of School Personnel 7. Professional Community for Teachers and Staff 8. Meaningful Engagement of Families and Community 9. Operations and Management 10. School Improvement .

In this model, management is only one of five domains, and only one of ten standards.

The model can be accessed at:

https://dese.mo.gov/sites/default/files/LeaderStandardsContinuum.pdf

The model document also contains a rubric describing levels of proficiency from the candidate administrator to the distinguished leader.

The standards can be accessed at:

http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Thank you to all your responses @JuanManes, @ThomasChumbley, @JudyRashid, @KarenTichy, @ScottEacot. Highly appreciate your views.