EDU. 106.
EDUCATIONAL MANAGEMENT
Module I - Educational Management
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Contact me : pklsabarish@gmail.com
Ø Management
– Meaning
• Management means steering an organization
towards specified objectives through certain processes.
• The collective body of those who manage or
direct any enterprises.
• Management means the act of getting people
together to accomplish desired goals.
• Management can also refer to the person or
people who perform the act(s) of management.
Ø Meaning/definition
of educational
management
• ‘Steering an
educational institution towards specified objectives through certain
processes’.- Paul Monroe
• Educational Management is an organized group
working as an executive authority which takes decisions on human resources,
finance, equipments, proper planning and achieve its aims.
• Educational Management is an authoritative
programme of determining educational programmes and implementing them
• It is concerned with both human and material
resources.
• The human elements include: (i) Children,
(ii) parents, (iii) teachers and (iv) other employees in general.
• On the material side there are (a) finance,
(b) buildings and grounds, (c) equipments and instructional supplies. Besides,
there are ideas, laws and regulations and so on, having a bearing on the
educational process.
• The
blending of these 'parts' into a 'whole' is educational management.
Ø Need/Importance
of education management
• For
Effective and efficient functioning.
• To bring qualitative changes.
• Achieving
group goals
• Optimum
utilization of resources
• Expansion
and diversification
• Motivate
members
• Good
interpersonal relationships
Ø Scope
of Educational Management
• Providing human resources like
teaching/non-teaching staff to schools/colleges.
• Preparing academic time-tables.
• Looking after proper functioning of school
(like discipline, teaching, examination etc.)
• Maintaining records properly.
• Encouraging educational researches and
publication etc.
• Providing material resources
Ø Functions
of Educational Management
• Planning
• Organizing
• Directing
• Motivating
• Decision
making
• Evaluating
1)
Planning
a. Most basic and extensive process in
management.
b. It means deciding in advance what result are
to be achieved and what actions are to be taken for the same and who should
take such actions, where , when and how.
2)
Organizing
a. It is the process of grouping people and activities
at the disposal of an organization.
b. In a judicious manner, people and activities
have to be grouped to produce the best results by following
c. the most appropriate sequence of events
3)
Directing
a. To function school properly, proper direction
should be given to head master, teachers, students and parents.
b. Direction strengthens the relationship among
various units related to institution.
4)
Motivating
a. This means the continuous process of
generation sufficient interest to each individual to carry out actions that can
be benefit the organization.
b. As strategies for motivation both monetary
and non-monetary rewards are used.
5)
Decision making
a. This means converting intentions to action
plans on a rational basis, on the basis of a perceived relationship between
actions and outcomes.
b. Decision making is the essence of all
management.
6)
Evaluating
a. Evaluation is the process by which we judge
the value of a thing.
b. It is the process of determining the extent
to which an educational or institutional objective attained
Ø Aspects
of Educational Management (5M’s)
·
Management
of Men
·
Management
of Money
·
Management
of Machines
·
Management
of Material
·
Management
of Method
Ø Factors
influenced the development of Educational management
·
Growing
complexity of educational enterprise
·
Modern
technological development
·
Ever
changing pattern of education
·
Rising
cost of education
·
Increasing
politicization of education
·
Social
changes
Ø Institutional Climate
·
Set of characteristics that
- describe an organization
- Distinguishes an organization
from other
- Relatively permanent over
time
- Influences the behaviour of
people in organization
• Personality of an organization
Ø Institutional
Climate-Meaning
• Otherwise called as Organizational Climate
• Organizational Climate is the human
environment in which employees do their work.
• Organizational Climate refers to enduring
quality of the internal environment that experienced by the members of an
organization.
Ø Organizational/Institutional
Climate - Characteristics
• Each organization has its own climate.
• Organizational Climate consists of a set of
characteristics that describe an organization to distinguish it from other
organizations.
• One cannot see it but one can experience it.
• Organizational Climate influences motivation,
performance and job satisfaction
Ø Types
of Institutional Climate
• Open
Climate
• Controlled
Climate
• Familiar
Climate
• Paternal
Climate
• Closed
Climate
• Autocratic climate
• Custodial climate
• Supportive, Autonomous or Democratic
Climate
1)
Open
Climate
It
is characterized by teacher relations that are professional, collegial,
friendly, and committed to the education of students.
The
principal/management is supportive and professional and does not restrict or
direct teachers with orders.
2)
Controlled
Climate
Importance is given to the completion of
tasks and little time is devoted to social life.
Teachers appear to be entirely devoted to
their work and spend full time on fulfilling them. There is little time
available for interaction between each other.
Students are also heavily engaged with the
tasks and are given little time to give over to the extracurricular activities.
The principals usually keeps his distance
from the teachers, students and parents in order to avoid any degree of familiarity.
3)
Familiar
Climate
It is described as a sort of “laissez-faire”
atmosphere. (let them do it).
The principal is much interested in
maintaining a social atmosphere that favors the fulfillment of any particular
task. Thus, a significant number of teachers is not committed to their main
task.
Most of the students do not take their
learning process seriously and some others
have hollow excuses to be out of school or to be absent from it
(unexcused absences).
Most parents are not involved in their
children’s education,
4)
Paternal
Climate
In this the school principal is a
hard-working person, but he falls short of having any effects on the staff;.
There is a degree of approachability between
the leaders and teachers.
The school principal is full of life and
lively, but his management style tends to lean on the autocratic side.
Majority of the teachers, students and
parents prefer to keep their cautious distance from the leader.
5)
Closed
Climate
It represents the opposite to the open
climate.
It is primarily concerned with the lack of
commitment and productivity.
There is no commitment particularly on the
part of both the principal and teachers.
Teachers respond to with a minimum degree.
The school principal tends to be stern and
wielding control. As a result, most of the teachers tend to be frustrated and
ineffective.
6)
Autocratic
climate
Managers uses authority to complete the work.
Employees live on the subsistence level and
depend upon boss.
Employee is inherently distasteful to work
and try to avoid responsibility.
Better performance is ensured through fear,
threats, punishment and occasional rewards.
Little interaction between managers and
employees
7)
Custodial
climate
Management decides what is good for the
employees.
Not well recommended for matured employees.
In this climate employee depend on
organization.
Employee feel happy but do not enjoy freedom
and autonomy.
In this climate management feels it is their
official right to decide what to be or not to be provided to employee.
8)
Supportive,
Autonomous or Democratic Climate
In this employees are participated in
decision making and interact with management in organizational matters.
This model of climate believes that employees
are self motivated and have self direction and control.
Democratic climate help employees to fulfill
their higher order needs such as esteem and self actualization.
Supportive climate create conductive
environment and best can be extracted from the employees.
There are no external threats or influence.
There is a close relationship between the
managers, teachers, students and parents.
Ø Characteristics
of Democratic Climate
• Employees like to perform the job with
pleasure and satisfaction.
• Employees like to be in association with
others.
• Managers experience that Employees follow
their orders with respect.
• Managers’ instructions will be pleasantly obliged
by the subordinates.
• Subordinates will work hard and show
confidence in their superiors.
• Employees work happily and associate with the
organization for a long time.
• Employees develop a sense of attachment with
the organization.
• It results in increased job performance.
• It improves cooperation and bring unity.
• It keeps organization healthy.
• It creates favorable atmosphere among
teachers, students parents etc
• An environment of mutual trust exists
• Co-operative planning, Discussion of problems
• Entire participation, encouragement
• Social gathering of staff, students, society
members.
Ø Factors
influencing Institutional Climate
• Leadership style
• Organizational policies
• Managerial values
• Organizational size
• Characteristics of members
• Economic conditions
• Factors
influencing Institutional Climate
1)
Leadership
style
• There is a positive correlation between a
good organizational climate and leadership style.
• In order to increase organizational
performance, managers should, consequently, make use of leadership styles that
had already proven their positive impact on the working environment.
• Autocratic Leader - Autocratic climate
• Supportive/Democratic Leader - Supportive/Democratic
climate
2) Organizational
policies
• Organizational policy guides how
organizations and businesses operate.
• Policies can be guidelines, rules,
regulations, laws, principles, or directions
3) Managerial values
• Every organization has its own values. These
values are communicated to employees through rules, regulations and policies so
that they can adapt them selves and modify their behavior.
• The values held by managers have a strong
influence on organizational climate, because values lead to actions and shape
decisions
4) Organizational
size
• Most of research studies show a strong
positive correlation between organizational climate and Institutional climate.
• Small organizations are responsive and
flexible and this guarantees them success.
• It is more difficult for management in large
organizations to give the appropriate amount of management to its subordinates
5)
Characteristics
of members
• Most of the research studies show that
Characteristics of Members influence Institutional Climate.
• The climate should be friendly not only
between students but also between teachers.
6) Economic
conditions
• Economic condition also influences the
organizational climate.
• Economic condition is closely correlated to
the physical conditions of the organization.
• More sound the economic condition better the
institutional climate.
Ø Organizational Process (in Schools)
• Academic planning
• Resource mobilization
• Co-curricular activities planning
• Time allocation
• Monitoring
• Evaluating
• Feedback
1)
Academic
planning
Academic planning includes
Planning and approval for new academic
programs,
Substantial changes to those programs
Planning and approval for academic
departments and centers/institutes,
Changes associated with Subjects and
courses.
A good academic plan evolves from
Self-Assesment and Knowledge.
2) Resource mobilization
• Includes
Mobilise Financial, physical and human resources for the support and
development of infrastructure and programmes.
• Identify
needs, Design appropriately by collecting systems according to requirements.
3) Co-curricular activities planning
• Through
rich and diverse programmes students should be able to experience safe,
enjoyable and challenging activities which will enable them to develop and grow
into successful and happy young adults.
• Activities
and programmes are to be planned for the kinesthetic and emotional developments
of every student.
4) Time allocation
• It is an
important aspect of planning.
• Proper
time is to be allocated for each and every aspect of curriculum.
5)
Monitoring
• Monitoring
the implementation of projects and programmes that are executed and managed at
various levels is essential for quality outputs.
6) Evaluating
• Evaluation
is essential for obtaining valid information about the performance of an
organisation and factor that affect performance.
• It is
essential for improving organizational performance
7) Feedback
• Detailed
analysis of strengths and opportunities for improvement.
• Insight
from all levels and groups in the organisation.
• Comparing
performance with other organizations for improvement.
• It is
essential for adaptation, changes, and hence for survival.
Ø Leadership - Meaning
• Leadership is the art of motivating a group
of people to act towards achieving a common goal.
Ø Educational Leadership
• “An educational Leader is always trying to
get others to accept his decisions or his objectives, or encourages them to
join in some common purpose. His skill like that of any other leader. Have the
ability to make significant judgment and to encourage others to accept these
judgments”-Barky
Ø Qualities
That Make a Great Leader
• Honesty
• Ability to Delegate
• Communication
• Sense of Humor
• Confidence
• Commitment
• Positive Attitude
• Creativity
• Intuition
• Ability to Inspire
Ø HM/Principal
as a Leader and a manager
·
Leader of Academic activities
·
Administrative duties
·
Discipline
·
Human management
·
Financial management of the school.
Ø Role
of the Head Master
• Controller
& Co-ordinator
• Organiser
• Administrator
• Supervisor
• Teacher
• Leader
• Young
& Energetic management
Ø Duties
and Responsibilities of HM
•
Teaching: Headmaster of a school is a teacher first and last.
Teaching is his fundamental duty. Headmasters remain so much absorbed in other
duties that they never enter classes. But they should take at least two periods
a day on specialized subjects. They should deliver or guide demonstration
classes. By actually teaching, the Headmaster comes to know the standard of
pupils in different classes and the standard of teaching in the school. He
directly comes in contact and understands difficulties of students and teachers.
• Planning: Unless
the Headmaster plans for the school, there will be confusion all round. For
making proper planning, help of pupils, teachers, and parents should be taken.
Most of the planning will be there in course of discussions of school problems in
the staff meetings and students councils
•
Organization and Administration: The next important
task of Headmaster is organization. In the organization of school plant the
headmaster should procure adequate furniture and equipment for the school. He
should make petty repairs, distribute the furniture, look to the buildings,
organize laboratories, the workshop and the library and take care of the
sanitation and entire material aspect of school plant. The Headmaster looks to
the instructional work of the school including construction of curriculum,
preparation and distribution at syllabi, work distribution among the staff,
allotment of co-curricular duties, construction of the time schedule and the
school calendar.
• Supervision:
Supervision and administration are the two combined functions which
are mostly blended in one. Administration means performance of certain routine
duties in connection with finance, discipline, correspondence etc. By
supervision it is meant the overseeing the work done by the teaching staff.
Supervision is improving the total teaching learning situation. This situation
is no more "detection or fault finding." A Headmaster should follow
the following principles of supervision.
1.
Its purpose is to help, encourage and guide rather than
criticize.
2.
It should be done in a spirit of cooperation.
3.
It should be done regularly and effectively.
4.
Partiality and prejudice should find no place in it.
5.
The criteria of supervision should be known to
teachers.
Supervision of
instructional work is the most important function of the Headmaster.
Ø Some
specific Duties of HM
• School Supplies: This
involves planning. Estimates are to be prepared regarding the quantity of
purchases to be made. Specification of each item is to be laid down and
quotations have to be invited and approved by the Headmaster. Goods ordered
should be inspected and checked on arrival. Headmaster will appoint a selection
committee for purchase and maintenance of equipments
• School Campus: School
plant should provide adequate educational services. Best use of all the rooms,
laboratories, workshops and the farm is made. In case of over-crowding students
may attend laboratories in groups. School may be used for its specific uses.
All school buildings should be guarded against building hazards. The perfect
up-keep of the school campus is the lookout of the Headmaster
• Co-Curricular Activities: Over-all
management of school co-curricular activities is the Headmaster's
responsibility. Various activities may of course, be distributed amongst the
staff members in accordance with their previous background, interest and
aptitude. Adequate budget allotment should be made for these activities. All
wastage and unnecessary expenditure should be checked.
•
Office management: The modern conception of the Headmaster's
office is that, it is a service centre. Communication with higher authorities,
the parents, the public, the teacher and the students is made by the
Headmaster. Among the specific duty on the Headmaster in respect of efficient
working of school office, the following are noteworthy. The office must be
located at a suitable place. It must be adequately spaced and proper up-keep
ensured. Office work must be distributed adequately among members of the office
staff. Headmaster must supervise their work, check irregularities, check
inefficiency and ensure regular and prompt work.
•
Headmaster must decide time to be devoted for
office work. Headmaster must make note of his office duties.
•
Duties of Headmaster prescribed by Education
Department and Managing Committee should be strictly followed.
•
The Headmaster should strictly obey the rules
and regulations by the University or school Board, to which the school is
affiliated.
•
Routine duties of the Headmaster should be
admission, checking class registers, cash book, acquaintance roll; attendance
registers accounts of various fees and fines.
All these general duties and specific
responsibilities of the Headmaster will go to make better schools.
Ø Performance Appraisal
• Systematic evaluation of the performance of the
employees.
• The systematic evaluation of the performance
of employees and to understand the abilities of a person for further growth and
development
• The process by which a manager or consultant
(1) Examines and evaluates
an employee's work behavior by
comparing it with preset
standards,
(2) Documents the results of the comparison.
(3) Uses the results to provide feedback to
the employee to show where improvements
are needed and why.
Ø Performance
Appraisal-Importance
• Facilitates
growth, development, efficiency and effectiveness.
• Performance appraisals are employed to
determine who needs what training, and who will be promoted, demoted, retained,
or fired.
Ø Criteria
of Performance Appraisal of Teachers
• Knowledge of content area
• Knowledge
of Delivery Methods
• Pedagogic
content knowledge. (PCK)
• Understanding
the Learning Process
• Understanding
of Student Needs
• Curriculum
Alignment
• Ability
to use Student Achievement Data in Planning Instruction
• Classroom
Management
• Professional Growth/Continuous
Improvement
• Ability
to use Technology as a Tool in the Classroom
• Communication
with Stakeholders Inside and Outside the School Setting
• Establishes
relationships with colleagues, students and parents.
1) Knowledge of the content area: Content
knowledge refers to the body of information that teachers teach and that
students are expected to learn in a given subject or content area, such as
English language, mathematics, science, or social studies. Content knowledge
generally refers to the facts, concepts, theories, and principles that are
taught and learned.
2)
Knowledge of Delivery Methods: Good teachers are expected to have an ability
to transfer the content to learners in an effective and appropriate way. Communicating
ideas and concepts in a simple, clear and sequential manner using examples
where ever possible is an important criterion for effective teaching.
3)
Pedagogic content knowledge. (PCK): In addition to teachers' content knowledge
and their general knowledge of instructional methods (pedagogical knowledge),
pedagogical content knowledge was originally suggested as a third major
component of teaching expertise, by Lee Shulman. Pedagogical content knowledge
is a type of knowledge that is unique to teachers, and is based on the manner
in which teachers relate their pedagogical knowledge (what they know about
teaching) to their subject matter knowledge (what they know about what they
teach). It is the integration or the synthesis of teachers' pedagogical
knowledge and their subject matter knowledge that comprises pedagogical content
knowledge. Pedagogical content knowledge is a form of knowledge that makes
science teachers ‘teachers’ rather than scientists.
4)
Understanding the Learning Process: In order to engage, motivate and teach all
learners at optimal levels, teachers must understand the learning process. There
are six interactive components of the learning process: attention, memory,
language, processing and organizing, writing and higher order thinking. These
processes interact not only with each other, but also with emotions, classroom
climate, behavior, social skills, teachers and family. Most of the learning process
will involve four essential processes:
• Synthesising
(bringing together information internally).
• Organising
(making sense and ordering this information).
• Memorising
(holding on to this information in order to use it at will).
• Communicating
(making your ideas available to others).
5)
Understanding of Student Needs: To effectively choose teaching methods and
help students learn, teacher must first know something about whom you are
teaching. Students will be coming from different backgrounds and have various
learning needs. Knowledge about students will enable teachers to refine
lectures, class discussions, comments, illustrations, and activities so that
they are more effective learning experiences. References to student interests,
backgrounds, knowledge, and even anxieties can make the class seem more
personal and the material more accessible. Student’s background can be properly
accessed by suitable tools like questionnaires etc.
6)
Curriculum Alignment: Curriculum alignment is the process in which teachers
across all levels formally evaluate/implement curriculum to address the
changing needs of students and the society. Curriculum alignment is defined as
the degree to which expectations and assessments are in agreement with one
another to guide the system towards students learning what they are expected to
do and know.
7)
Ability to use Student Achievement Data in
Planning Instruction: Student achievement data such as teacher
observational notes of students performance in class, samples of students class
work, student portfolios, results of formal and informal classroom assessment,
report cards should be properly interpreted by the teacher for further
improvement and planning of instruction.
8) Classroom
Management :
• Manages discipline problems in
accordance with administrative regulations, school board policies, and legal
requirements
• Design a safely, friendly and
well managed classroom environment.
• Establishes and clearly communicates parameters for student classroom
behaviour
• Promotes self-discipline
• Manages disruptive behaviour
constructively
• Demonstrates fairness and
consistency
• Arranges the classroom for
effective instruction
9)
Professional
Growth/Continuous Improvement :
•
Is involved in professional associations
•
Participates on district/state committees, etc.
•
Participates in professional workshops
•
Attends professional meetings
•
Keeps current in subject area
•
Engages in continuing education
10) Ability
to use Technology as a Tool in the Classroom: Teachers should have basic knowledge in technology to use it in classroom
for effective teaching and learning. Teacher should know to use various
softwares, projective and non projective aids to make teaching more
interesting. Additionally it is good for ateacher to have knowledge about
Blogging, Using Google tools, Web 2.0, Interactive white boards, Web designing,
video-audio editing etc.
11) Communication
with Stakeholders Inside and Outside the School Setting: Teacher should have essential soft skills
like influencing, communicating, team building etc to maintain good
interrelationship between students, staffs, and other stakeholders inside and
outside the school setting.
12) Establishes
relationships with colleagues, students and parents:
·
Encourages community involvement with the school
·
Provides a climate which opens up communication
between the teacher and parent
·
Communicates with parents in the best interest
of the students
·
Supports parents/teacher activities
·
Provides information related to support
resources
·
Interacts
With Administration and Other Educational Personnel
·
Cooperates with other teachers, the
administration, and other educational personnel
·
Makes use of support services as needed
·
Shares ideas and methods with other teachers and
maintain a good relation.
·
Informs administration and/or appropriate
personnel of school related items
Ø Records in Schools
•
School records are official documents, and files
containing essential information of actions and events which are kept and
preserved in the school office for utilization and retrieval of information
when needed.
•
Such records are kept by principals, teachers,
or administrative staff,
•
Keeping accurate and proper records of students
achievement and growth, information on school activities and matters will help
to promote efficiency and effectiveness of the school system.
Ø
Importance of essential records in Schools
•
According to Durosaro (2002), records are important tools for effective planning
and administration of a school.
•
School records have importance in the effective
and efficient organization and administration of the school for the planning
and implementation of appropriate course of actions allowing proper monitoring
of activities/tasks.
•
Records are important because they serve as
major information tool that sustains the school and aids in achieving
educational goals and objectives. Records restore teaching competence and
maintain the trend in the history of teaching and learning processes.
Ø
Important Records in the Schools
- Admission register
- Attendance register for staff
and students
- Attendance register for students
- Stock register
- Acquittance Register
- Teaching Manual
- Student Profile
- Cumulative record
- Service book
1) Admission Register
•
Record
of all the pupils
•
Every
admission and re-admission
2) Attendance Register of Staff /Teachers
•
The
regular attendance of the staff.
•
Separate
attendance register for teaching and
non-teaching staff.
•
Placed
in the school office or principal’s room.
•
Note
down the time of their arrival as well as departure every day.
Purpose
•
To
maintain institutional discipline
•
To
inculcate values like regularity and punctuality
•
Provides
an overview of leaves taken by staff members
3) Attendance Register of
Students
•
Kept
and maintained by the class teacher
•
Consists
of admission numbers, roll numbers and names of the students.
•
Should
take attendance twice a day
4) Stock Register
•
The
details of all materials and equipments in the school.
•
Furniture,
stationary, laboratory equipments, sports materials, books, etc
•
Separate
stock register for library and laboratory
5) Acquittance Roll
•
It
is the financial document which shows the details of payment to the staff in the educational institution
•
The
name and designation of the claimant and the net amount payable
6) Teaching Manual
•
Record
of teacher’s daily work
•
His/her
plan of work with the students
•
What
He/she has already done
•
What
he/she intends to do during a particular period?
7) Student Profile
•
A
report written by the teacher on a pupil’s academic and social progress.
•
It
can include the data submitted by the student as well as information which is
added
by staff members
by staff members
•
Personal
data, family background, health information, scholastic record, non scholastic
record, personality traits etc.
8) Service Book
•
An
official record of the government employees regarding their professional life
in the institution.
•
Information
about the official details of an employee.
9) Cumulative Record
•
A
record containing the detailed information about a child so as to reveal the
growth and development of the child while in school in all aspects
•
Personality,
physical, mental, moral, social etc- from the beginning to the end of his
school career.
•
It
keeps the whole history of a child during his school life.
Ø
Rules to be followed while maintaining each
record
•
Should
be Up-to-date
•
Should
be genuine
•
Should
be Authentic
•
Should
be true, correct, original and comprehensive.
•
Should
be easily available and accessible
•
Should
be properly secured.
