· 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.
·
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.
·
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
·
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
·
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
·
Aspects of Educational Management (5M’s)
· Management of Men
· Management of Money
· Management of Machines
· Management of Material
· Management of Method
·
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
·
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
·
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.
·
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
·
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.
·
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.
·
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.
·
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.
·
Leadership - Meaning
• Leadership is the art of motivating a
group of people to act towards achieving a common goal.
·
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
·
Qualities That Make a Great Leader
• Honesty
• Ability to Delegate
• Communication
• Sense of Humor
• Confidence
• Commitment
• Positive Attitude
• Creativity
• Intuition
• Ability to Inspire
·
HM/Principal as a Leader and a manager
· Leader of Academic activities
· Administrative duties
· Discipline
· Human management
· Financial management of the school.
·
Role of the Head Master
• Controller & Co-coordinator
• Organizer
• Administrator
• Supervisor
• Teacher
• Leader
• Young & Energetic management
·
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.
·
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.
·
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.
·
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.
·
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:
• Synthesizing (bringing together information
internally).
• Organizing (making sense and ordering this
information).
• Memorizing (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 student’s 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 software, projective and non projective aids to make teaching more
interesting. Additionally it is good for teacher 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
·
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.
·
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.
·
Important Records in the Schools
Admission
register
Attendance
registers for staff and students
Attendance
register for students
Stock
register
Acquaintance
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)
Acquaintance 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
• 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.
·
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.
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