Professional Documents
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Management Leadership in Education - U1
Management Leadership in Education - U1
What is administration?
Unit 1
EED 214/05
Management and Leadership
in Education
What is
Administration?
B WAWASAN OPEN UNIVERSITY
EED 214/05 Management and Leadership in Education
COURSE TEAM
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Contents
Unit 1 What is Administration?
Course overview 1
Unit overview 3
Unit objectives 3
Objectives 5
Introduction 5
Definition of management 5
Definition of administration 6
Definition of leadership 6
Objectives 19
Introduction 19
D WAWASAN OPEN UNIVERSITY
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Administration 19
Policy making in administration 19
Decision making 27
Administrative skills 32
Objectives 35
Introduction 35
Time management 43
UNIT 1 E
What is administration?
Efficiency 43
Effectiveness 44
Summary of Unit 1 49
References 59
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UNIT 1 1
What is administration?
Course Overview
anagement and Leadership in Education is a five-credit, one semester course,
M designed to expose you to the basic concepts of excellent leadership characteristics
in schools in relation to realising and developing the potential of personal leadership.
This course introduces you to management approaches, functions, concepts and
principles of management in education.
4. Differentiate various leadership theories, styles, and models suitable for the
management of educational organisations.
Unit Overview
Unit Objectives
By the end of Unit 1, you should be able to:
Introduction
This section will introduce the theories of educational management. Management
and leadership are two significant activities that have received great attention
and focus for the purpose of achieving the educational aims of the educational
institutions. Generally, these two concepts are linked with educational management.
There is no single generally accepted definition of educational management. Its
development has been drawn from several disciplines: sociology, political science,
economics and general management. In short, educational management is a field of
study and practice concerned with the operations, functions and overall management
of educational organisations (Bush 2003).
Definition of management
Management is a continuous process through which members of an organisation seek to
coordinate their activities and utilise their resources in order to fulfill the various tasks
of the organisation as efficiently as possible (Hoyle 1981, 8). Management also refers
carrying out the executive functions in line with the agreed predetermined policy
made by the relevant authority. It concerns the operations of the organisation
especially the management of educational resources and its relationship with the
environment. Above all, management in principle concerns the purpose or aims of
education (Bush and Middlewood 2005, 3).
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Definition of administration
In this subsection, we will define administration from the perspective of school
administration. School administration is defined as a process of working with and
through others to accomplish school goals effectively and efficiently (Sergiovanni,
Kelleher, McCarthy and Fowler 2009, 52). Administration is linked with formal
position in the organisational structure. For the school principal for example, his
or her job is
to coordinate, direct, and support the work of others by defining objectives, evaluating
performance, providing organisational resources, building a supportive psychological
climate, running interference with parents, planning, scheduling, bookkeeping,
resolving teacher conflicts, handling student problems, placating the central office,
and otherwise helping to make things go. (Ibid, 52)
All these activities refer to the normal behaviour associated with a principal’s job.
Leaders are always proactive, shape ideas, motivate followers, establish goals and
directions, and influence others to think outside the box. Administration is also
related to policy.
Definition of leadership
On the other hand, leadership has three significant characteristics comprising
influence, values and vision (Bush 2003). Leadership involves influence because it
is not directly linked with structural position or rooted in authority. Influence has
no direct relationship with formal position and it plays a pivotal role to convince
others to achieve an intentional purpose especially in the achievement of agreed
goals. Leadership when should be based on personal and professional values. What is
important is the unification of followers around certain key values acceptable to the
organisation. Another crucial character is, leadership should provide the development
and articulation of organisational vision which is crucial for organisational success.
There are several models of educational management that can be learned in the
management of educational organisations. Bush (2003) has outlined six different
models and these models serve as the underpinning theoretical basis to help us
understand what educational management is.
Reading
Formal models
In simple terms, formal models assume that organisations are built around hierarchical
systems whereby managers use rational means to pursue the predetermined
agreed goals that have been decided by the organisation. Formal positions in the
organisational structure allow the holder of the position to exercise the legitimised
authority over the subordinates and as such the subordinates are required to follow
the decisions made by the superior. Bush (2003, 37 – 38) highlighted seven features
that characterise the formal models. These features are as follows:
1. Organisations are represented as systems because they are linked with others,
both inside and outside the organisations, and formally such links are
exemplified in the functioning of the organisations. A university, for example,
is regarded as an open system and although it maintains a definite boundary
(having its own constitution), it is related to a larger environment (we have
in Malaysia the Ministry of Higher Education) and it makes exchanges with
the environment. Even in schools, we can see that there are several sub-units
of subjects that are functioning together to achieve the schools’ aims through
their interactions with each other.
Activity 1.1
Collegial models
The collegial models are regarded as more appropriate for educational organisations
because decision-making does not rest on an individual, but it should be shared
together with the members of the organisations. The collegial principles emphasise
on consensual decision-making and decisions are derived after a process of discussion
with some or all members of the organisation, who are assumed to have a common
understanding about the aims of the organisation (Bush 2003). Bush describes
five common features of the collegial models and we shall now discuss each of the
features in turn.
2. The models also favour full participation of the school community in the
decision-making process through power sharing. Teachers are professional
staff belonging to the community of intellectuals and are said to have the
authority of expertise through their professional knowledge and skills rather
than on the official positions in the organisational chart.
Activity 1.2
What is the main difference between the collegial models and the
formal models?
______________________________________________________
______________________________________________________
______________________________________________________
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Political models
The political models are based on three underlying theories; conflict theory,
community power theory, and interest group theory (Baldridge 1971). As an
institution, educational organisations are considered as complex organisations.
They are fractured into several competing interest groups or power blocs and Bush
(2003) regards the decision-making in educational organisations as a result of a
bargaining and negotiation process. Other scholars (Ball 1987; Hoyle 1999) as cited
in Bush have described educational organisations as “micropolitics”. Politically, many
bargaining processes occur within the organisations and politics influence the nature
of organisational functioning.
1. The major concern of the political models is on interests and interest groups.
Differences exist among individuals and groups in terms of beliefs, values,
preferences, information and perceptions of reality. Individuals pursue
individual goals, but it is more beneficial if certain individuals form a
group that have common interests and pursue such group’s goals. Therefore,
in such conditions politics will be more visible and dominant. Bush (2003)
also argued that differences between groups can lead to fragmentation
affecting organisational unity.
3. The political models also assume that organisational goals are unstable,
ambiguous and contested (Bush 2003, 93). Organisational goals and
decisions are derived as a result of a process of bargaining, negotiation, and
politicking for position among the major players in the organisational
system, and it is not a simple decision made by those at the top (Bolman and
Deal 1991). These activities are illustrated by individuals and groups because
they have their own purposes and will act to ensure that their purposes are
UNIT 1 11
What is administration?
Activity 1.3
Subjective models
Subjective models focus on individuals because each individual has a subjective and
selective perception of the organisation and organisations are indeed the creations of the
people within them (Bush 2003,113). It is normal to assume that different people
bring with them different perceptions and interpretations due to differences in
their background or experiences or upbringing, thus these will bring about different
meanings to them. According to Bush, there are five significant features related to
the subjective models.
2. Meanings become the primary concern because people bring with them
their own perceptions and interpretations. Each individual has his or her
own interpretation of what is seen or is experienced that may not be the
same with other interpretation. Therefore, their interpretations and
12 WAWASAN OPEN UNIVERSITY
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behaviour will bring about different meanings although they are looking at
the same event.
Activity 1.4
Ambiguity models
The ambiguity models assume that organisations are unpredictable and their
objectives are not easily understood. Educational organisations are complex
organisations. There are nine common features that can explain the model.
Activity 1.5
Cultural models
The final educational model discussed by Bush (2003) is the cultural models. Morgan
(1997) and Beare, Caldwell and Milikan (1989) have also mentioned the cultural
models in educational organisations. The cultural models assume that beliefs, values
and ideology are at the heart of organisations (Bush, 2003, 156). These informal
components of the organisations are dominant as opposed to structural components
of the organisations. Rituals and symbols are prevalent as culture and these make the
organisations have unique qualities as reflected through shared meanings among the
members in the organisations. There are four major characteristics of the cultural
models.
1. The cultural models focus on the values and beliefs of the members of the
organisations. You can see that there are values and beliefs that become the
underlying component that shape the attitudes and behaviours of the
members in your work place. Normally, these beliefs and values are shared
by the members and are translated into actions and behaviours.
2. Shared norms and meanings are translated into organisational culture because
it is assumed that the members will interact in ways that eventually lead to
a common behaviour that is acceptable to the organisation. In the short term,
it becomes the norms and over time it becomes the culture of the organisation.
3. Beliefs and norms are expressed through rituals and ceremonies throughout
the organisation. We always celebrate the school success in sports or
examination results. Schools also organise an annual prize giving day.
4. The existence of heroes and heroines is accepted because heroes and heroines
are those members who have achieved certain accomplishments and have
carried with them the values, beliefs and ideology that fit with the
organisational culture. There are excellent teachers who become our school
heroes and there are also students who represent the country in various
activities, and there are also former students who have excelled in their
careers whom the school is proud of.
Activity 1.6
Managerial model
Participative model
Transformational model
Transactional model
Contingency model
The contingency model is a model that puts the emphasis on leaders to adapt an
appropriate style that fits a particular situation as opposed to adapting a model that
fits all situations (Bush, 2003). School principals have to respond to the unique
nature of the circumstances faced, and therefore they must be able to use a different
style of leadership depending on the situation faced.
Instructional model
Instructional leadership is more concerned with teaching and learning, and this
emphasis makes it different from other models of leadership. This model focuses
on the core activities of educational organisations, teaching and learning. Several
authors as cited in Bush (2003), 16; Hallinger and Murphy (1985); Blasé and Blasé,
(1998); Southworth 2002) have listed the strategies consistent with this model.
School principals have to play the roles of instructional leaders.
Self-test 1.1
Summary
Feedback
Activity 1.1
Activity 1.2
Activity 1.3
Activity 1.4
Activity 1.5
Activity 1.6
Introduction
This section will define administration and describe the responsibilities of
administrators in educational organisations. Key elements in school administration
are presented, theoretical models of educational management, and the roles of
administrators in educational institutions are highlighted and the skills and attributes
of administrators are discussed.
Administration
The administration of an educational organisation is crucial because educational
organisations are among the largest organisations in terms of size and number in
many countries.
Policy making is always coined with establishing mission statements, guidelines, general
regulations, and mandates. Policy makers will assume the role of creating policy and
once the policy has been determined, the professionals will implement the policy.
Policy in practice is defined as policy in use (Sergiovanni, Kelleher, McCarthy and
Fowler 2009, 51).
As an example, the central agency, the Ministry of Education creates a policy and
gives directions for the schools to implement such policy. Administrative actions
will translate the policy into activities that are consistent with the policy made.
Reading
http://infonomics-society.org/IJCDSE/Internationalization%20
of%20Higher%20Education_%20A%20Case%20Study%20
of%20Policy%20Adjustment%20Strategy%20in%20Malaysia.pdf
1. Schools as an organisation
3. Structure in schools
Schools as an organisation
Schools are basically organisations that are established for the purpose of teaching
and learning (Hoy and Miskel 2005). The main aim of educational organisations
such as schools is to enhance and promote students’ learning. Schools are places
where students should be able to expand their capacities as individuals, creative and
innovative, encouraged to think critically, develop collective aspirations and nurture
soft skills required for self-development. Therefore, schools as organisations have
an ultimate goal to show that they are committed to teaching and learning. This
commitment shows that schools are basically learning organisation.
Organisations such as schools and even colleges and universities are made up of a
coalition of shifting interest groups that develop goals by negotiation; the structure of
the coalition, its activities, and its outcomes are strongly influenced by environmental
factors.
(Scott 1981, 22–23)
In this system, the boundaries are relatively permeable, and this permits interactions
to occur between the environment and the elements that make up the system.
Below are some of the properties that show that schools are open systems (Hoy and
Miskel 2005, 20 – 22).
1. As open systems, schools are concerned with structure and process, and there
are proper arrangements on roles and their relationships.
2. Subscribing to the economic arguments, the systems have inputs from the
environment (people, materials, and finances), transformation process, and
outputs in the form of services that are given back to the environment.
The key elements of the school as a social system comprise the following (Hoy and
Miskel 2005, 23 – 26):
3. Culture reflected through shared values, norms, beliefs, and ways of thinking
binds the members of the organisation.
4. Politics is inescapable because there will be members who are power seekers
and will strive through political means by mobilising and articulating their
interests to secure more power.
Structure in schools
Principal
Senior Teacher
Senior Teacher 1 (Students) Senior Teacher
(Administration) (Student Affairs) (Co-curriculum)
However, bureaucratic structure has several weaknesses (Hoy and Miskel 2005, 87)
including:
4. Rules and regulations ensure continuity and uniformity, but they can also
lead to organisational rigidity and goal displacement.
Ministry of Higher
Education
District
Parents Education
Department
Taxpayers and
Political Schools interested
organizations individuals
Ministry of
Education Educational
Associations
Colleges and
Teachers universities
associations
Outputs are shown in various forms. Achievement of the students is the prime output,
while the members’ job satisfaction is the other outcome of the system. Students
drop out rate and absenteeism may become two other outputs.
UNIT 1 25
What is administration?
Activity 1.7
Policy making is related to governance. The word governance is derived from the
Latin verb gubernare, which means to steer (Pierre and Peter 2000) and it is open
to various interpretations (Gayle et al., 2003). At times its conceptualisation is
ambiguous although its usage in the current period is gaining popularity (Keller
2001).
It is also important to point out that there is a distinction between governance and
management. As educational organisations are getting more complex and more
interconnected with the larger society, involving many more participants, the
boundary between governance and management has become blurred. Governance
is distinct from management and as explained by Tricker (1984),
The governance role is not concerned with running the business of the company, per
se, but with giving overall direction to the enterprise, with overseeing and controlling
the executive actions of management and with satisfying legitimate expectation
for accountability and regulation by interests beyond corporate boundaries. If
management is about running business, governance is about seeing that it is run
properly (p.6 – 7).
decision or action by local, state, or federal education officials designed to affect the
educational organisations, schools, colleges and universities (Sergiovanni, Kelleher,
McCarthy and Fowler 2009, 1).
Policy can be regarded as instruments that guide organisations. It can be divided into
four categories (Sergiovanni, Kelleher, McCarthy and Fowler 2009): as mandates,
as capacity-building strategies, as inducements, and as system changing-strategies.
1. Mandates refer to the rules and regulations that require direct adherence
to create uniformity, reduce variation and provide minimum standards for
requirement. Here, action is required regardless of the organisation’s capacity
because compliance is the main emphasis.
Here are some of the major policies that have been made in our education system.
8. Vision schools
Activity 1.8
Reading
http://www.nikmaheran.com/v2/attachments/040_NIK%20
MAHERAN-Quality%20Decision%20Making.pdf
Decision making
Administration involves the process of working with and through others and in
schools, administration involves teachers, senior teachers and principals, aims to
achieve educational success both in academic results and students’ development.
Planning, organising, leading, and controlling are the four core functions in
administration (Sergiovanni, Kelleher, McCarthy and Fowler 2009, 65).
1. Planning involves setting goals and objectives for the school, and developing
blueprints and strategies for implementation.
The classical model rests on the classical decision theory, which emphasises that
decisions should be made through rational decision-making process. The aim is to
optimise the best decision to achieve organisational goals. There are seven steps to
be followed during the decision-making process.
1. A problem is identified.
5. All the alternatives are evaluated in terms of the goals and objectives.
6. The best alternative is selected that is, the one that maximises the goals
and objectives.
7. Finally, the decision is implemented and evaluated (Hoy and Miskel 2005,
300).
This model of decision making is an ideal model because in real practice, it is difficult
to come up with all possible alternatives and the consequences of each alternative.
The assumption is that administrators will not have all the information although it
can be very useful in practice if we could adhere to the steps mentioned above. We
shall now look at the incremental model of decision making.
UNIT 1 29
What is administration?
1. The setting of objectives and the generation of alternatives are not separate
activities. You should develop goals and objectives prior to decision-making
activities. However, your goals and objectives might change as decision
evolves.
3. During analysis you should focus on the differences between the existing
situation and the proposed alternatives.
In this model, it is assumed that in complex situations, decision makers will be able
to make better decisions if they can successfully compare practical alternatives with
the theoretical analysis. Decision makers, who manage to limit alternatives available
to them, will be able to come up with better predictions on the consequences of
decisions made.
Now try to relate this model to a situation in your organisation and visualise a
decision-making process that requires a small set of alternatives.
Two sets of questions (Hoy and Miskel 2005, 314) are asked by the decision-makers:
2. What decisions will move the organisation towards its mission and policy?
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Various principles (p. 314 – 315) that you can follow are:
3. If uncertain, postpone.
4. Stagger decisions.
The basic principles that should be followed in this model can be arranged into
four steps as describe below:
Recognising the problem is crucial because the way we see a problem and
conceptualise it can affect our analysis and solution. Can you identify a problem
that needs decision in your workplace?
This step can be conducted together with step 1. However, we have to determine
whether the problem at hand is a generic problem or a unique problem. Generic
problems can be followed by generic solutions because the problems are basically
routine problems and solutions can be derived from established principles, policies
and rules. Now analyse the problem and list your analysis.
Decision makers must determine the criteria relevant to the proposed solution. This
has to be done after the problem has been analysed. It is easier if you use ranking
so that the possible outcomes are ranked together and selection will be made based
on the ranking.
After the problem has been recognised, analysed, and criteria determined for decision
alternatives, you should now develop a systematic and reflective action plan. At this
stage, it is wise to follow the following procedures:
4. Make decisions that are under your jurisdiction and avoid interfering, in
making decisions that should be made by others
Administrative skills
Administrators in educational organisations must have the required skills to perform
well. Sergiovanni, Kelleher, McCarthy and Fowler (2009) have identified three basic
skills for administrators: technical skills; human skills; and conceptual skills.
Human skills are related to the ability to work effectively and efficiently with others on
a one-to-one basis and in group settings, while the conceptual skills refer to the ability
to view the school, the district, and the educational programme as a whole.
Administrators must have the ability to combine the three important components;
the school as organisation, the educational programmes and instructions, and the
organisation as human organisation so that they will be able to carry out their
administrative and leadership roles efficiently and effectively.
Interpersonal roles
Informational roles
School administrators receive information from outside the school, process the
information, and relate them to the members of the organisation. There are three
sub-roles: as a monitor, as a disseminator, as a spokesperson. As a monitor, they
UNIT 1 33
What is administration?
Decisional roles
Schools administrators assume the decisional roles because they make significant
decisions in schools. Their positions in the organisational structure allow them
to make such decisions. With regard to these roles, there are four decisional
roles; entrepreneur, disturbance handler, resource allocator, and negotiator. As an
entrepreneur, they have to behave like entrepreneurs to look for opportunities and
initiate changes. The second role demands them to be able to handle disturbance in
schools. As resource allocator, administrators are responsible for resource allocation
and making significant organisational decisions. Fourth, as negotiator, they have to
play the role of negotiator between conflicting parties.
Activity 1.9
Self-test 1.2
Summary
Feedback
Activity 1.7
Activity 1.8
Activity 1.9
While you may choose one role and argue why it is the most crucial,
it must be stressed that all the three roles are important. As a leader,
one should know when to apply which role. You can practise this
in a work situation.
UNIT 1 35
What is administration?
Introduction
Bush and Middlewood (2005) have pointed out several features of successful
educational leadership. Successful leaders according to them will focus on peoples’
motivation and strengthen people’s capacity as opposed to focusing on system and
structure. It is assumed that people will show undivided commitment to their work
if they are valued as individuals. In trying to answer the question of which types
of leadership are most likely to produce positive outcomes, they pointed out that
transformational leadership is the most often type of leadership linked to the success
on building a unified common interest between leaders and followers (p.11).
They also listed four levels of leadership that are needed in developing the character
of a visionary leader. At the basic level, a school leader possesses a set of goals
determined by the Ministry of Education and state education department such as
the case in our education system. At the second level, the intermediate level, a school
leader develops goals consistent with the articulated vision of the leader. At the
advanced level, a school leader works together with the teachers to develop school
goals, to reflect togetherness and to show that they have common agreeable goals.
At the fourth level, the expert, a school leader collaborates with representatives of
the school community as well as the Parent- Teacher Association to develop school
goals. Leaders need to possess certain competencies to be able to lead and manage
their followers.
4. The management of self know who they are, what they believe, and why
they do things they do.
7. The management of follow-up able to get the school from here to there.
Based on the competencies, the performance of a leader can be assessed into three
categories: very good; satisfactory; poor. As an example, this categorisation was
implemented in England and Wales (Bush and Middlewood 2005). The categories
are quoted below (p.17).
Very good
Satisfactory
Leadership is firm, competent and committed, and there are clear lines of
responsibility. The staff reflect the school’s aims and policies in their work; they
understand the school’s goals and their role in achieving them. The school monitors
its performance and tackles weaknesses.
Poor
Activity 1.10
Developing competency
Sweat the small stuff. Too many people don’t take their work as far
as they can. To do that, you need to develop an ability to get all
the details right. That doesn’t mean becoming a micromanager or
control freak. It means doing the last 10 percent of whatever job
you’re doing. Try doing that on the next project or big task that is
your responsibility.
Centralisation
Activity 1.11
The above quotation seems familiar to us. Do you agree that this
mode of management exists in our education system? State the
reasons for your agreement or otherwise.
______________________________________________________
______________________________________________________
______________________________________________________
Culture
1. Leading
2. Motivating
4. Professional development
Leading
Developing competency
A leader is great, not because of his or her power, but because of his or her ability to
empower others. Success without a successor is failure. A worker’s main responsibility
is developing others to do their work.
Activity 1.12
So, what can you say about the expected role of a leader as mentioned
in the above quotation? Discuss it with your friend who sits next to
you and try to relate to your experience. Do you see this happening
in your organisation?
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______________________________________________________
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Motivating
There are many theories of motivation. The most commonly referred theories are
Maslow’s hierarchy of needs (Maslow 1970), McGregor’s theory X and Y (McGregor
1960), and Herzberg’s two factor theory (Herzberg 1966). In simple terms,
motivation refers to getting results through people or getting the best out of people
(Everard, Morris and Wilson 2004, 5). It is assumed that if people are motivated,
they will perform well.
If we could understand, and could then predict, the ways in which individuals were
motivated, we could influence them by changing the components of that motivation
process (Bush and Middlewood 2005, 21).
2. Based on incentive theories, workers work hard if they are given specific
rewards and encouragement.
Bush and Middlewood (2005) divide the factors affecting motivation into four
groups:
Let us look at following inspiring excerpt written by John Maxwell (2008, 126).
What is the importance of this excerpt?
Instil motivation
Vince Lombardi, the famed Green Bay Packers football coach, was a feared
disciplinarian. But he was also a great motivator. One day he chewed out a player
who had missed several blocking assignments. After practice, Lombardi stormed
into the locker room and saw that the player was sitting at his locker, head down,
dejected. Lombardi mussed his hair, patted him on the shoulder, and said, “one of
these days, you’re going to be the best guard in the NFL.”
That player was Jerry Kramer, and Kramer says he carried that positive image of
himself for the rest of his career. “Lombardi’s encouragement had a tremendous
impact on my whole life,” Kramer said. He went on to become a member of the Green
Bay Packers Hall of Fame and a member of the NFL’s All-50-Year Team.
Everybody needs motivation from time to time. Never underestimate the power of it:
2. Motivation helps people who know what commitment they should make
… to make it!
3. Motivation helps people who know what habit they should break … to
break it!
4. Motivation helps people who know what path they should take … to take
it!
Davies, Ellison and Bowring-Carr (2005) regard mentoring as more inclusive, while
coaching to them is regarded as a subset of mentoring. Coaching is done from time
to time, but mentoring is far more than coaching. As an example, a leader may
help his or her follower to identify his or her potential, then refine the needs, and
develop a personal development plan that will give the opportunity for the followers
to raise his or her potential.
Activity 1.13
Professional development
Activity 1.14
Time management
The work of an administrator demands a lot of energy and is time consuming. It
is obvious that the environment of educational management in 1990s and 2000s
is very different from the earlier periods. Therefore, it is crucial for educational
administrators to have good time management skills.
Activity 1.15
Discuss with your partner who sits next to you and list down
activities that you have to do tomorrow. Can you allocate how
much time you will spend on each activity? Which one is at the
top of your list, and why? On the next day, can you identify which
activity (activities) that you cannot perform, and why?
______________________________________________________
______________________________________________________
______________________________________________________
Efficiency
Efficiency is related to maximising the given resources to perform the required tasks
and to achieve the fullest possible attainment of specific objectives or standards. As
an example, in school, a timetable which deploys staff fully and teachers teaching
assigned to appropriate subjects according to their specialisation will reflect an
efficient use of the human resources and time. If we examine from the financial
perspective, this shows that the amount paid to the teachers is commensurate with
the work that they have to perform, that is, teaching the relevant subjects and
maximising usage of funds received for the purpose of salary payment.
Effectiveness
Effectiveness is related to achieving the maximum output in relation to the utilisation
of the given resources. As opposed to efficiency, effectiveness in educational
organisations such as schools relates to the fullest possible attainment of the goals
and objectives of the school as an organisation. By now you should remember that
schools are organisations that have goals to achieve. Examples of effectiveness for
schools include improved performance, notably against key performance indicators
such as improved examination results in public examination; improved student
attitudes and behaviour (less number of students facing disciplinary actions; improved
school environment; and less vandalism).
Activity 1.16
List down the important steps that can be taken to improve time
management. To begin with, here is the first step:
Self-test 1.3
2. Should you fire the head of department and what factors should
you consider to come up with your decision?
Summary
Feedback
Activity 1.10
You have to reflect on it, on your own and then discuss with your
friends.
Activity 1.11
Activity 1.12
You have to reflect on your experience and share it with your friends.
Activity 1.13
Activity 1.14
Activity 1.15
Check your dairy and list down the important activities. Identify
those that you could not perform and explain why.
Activity 1.16
You will have to try this on your own and discuss with your
coursemates when the opportunity arises during the tutorial session.
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UNIT 1 49
What is administration?
Summary of Unit 1
Summary
Two groups of students from Gambia, Africa that were attending a Masters
programme in their home universities came to Malaysia to take several courses in
Noname University (NNU) under a special non-graduating graduate programme.
The programme was made possible after several discussions between NNU and
two universities in Gambia. Initial steps took place between one of the professors
from NNU with his former students who are now lecturers in the two universities
in Gambia. Later, officials from NNU and the Gambian universities made formal
communications and arrangements so that the students could come to NNU during
the first semester of the 2010/2011 academic session.
Officials from NNU who were involved in the discussions were the Dean of the
Graduate School, the Deputy Dean of the Graduate School, and the Head of the
Administrative Officers while their counterparts from the Gambian universities were
the Director of Postgraduate programme and the Director of Ministry of Education.
During the initial discussions, the Dean of the Faculty of Adult Education was not
invited, more so was the coordinator of the Master programme from the faculty.
Offer letters were sent by the Graduate School to the students and copies of the letters
were given to the Dean of Faculty of Adult Education, International Students’ Office
and University Bursar. Students were required to register during the first week of
the academic session. At the same time, the programme coordinator in the Faculty
of Adult Education was asked by the Dean of the Faculty of Adult Education to
prepare a schedule for the courses which would be taken by the students. As usual,
the coordinator prepared the required timetable and contacted the relevant lecturers
who would be teaching the courses.
The first group of students arrived a week after the academic session had started and
they were accompanied by the respective programme coordinators from the Ministry
of Education in Gambia and a professor from one of the Gambian universities. They
were attended to by the officers from the Graduate School and later went to the
Faculty of Adult Education to discuss the programme. Unfortunately, the Dean was
away attending an international seminar in China. As a result, the representatives were
ushered to meet the Deputy Dean, who was not informed about the arrangement
of such programme. To his surprise, the programme coordinator was also invited
to the discussion. The discussion went smoothly and the students managed to start
the class one day after their arrival.
Problems occurred when the second group of students came to the university.
Before departing for Malaysia, they were told by their colleagues who had the initial
discussions with one of the professors that they should meet Professor Handsome
at the university. Since this trip was their first to Malaysia, they followed exactly
the advice given by their colleagues. Professor Handsome was also informed by his
52 WAWASAN OPEN UNIVERSITY
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former students that the group will be arriving at the university during the second
week of the academic session. Having arrived at the Kuala Lumpur International
Airport, they chartered an airport coach to the university. They went straight to
the Graduate School Office but the officer directed them to the Faculty of Adult
Education. Upon arrival at the Faculty, they started looking for Professor Handsome.
By coincidence, Professor Handsome’s name was the same as the Dean’s name.
Neither Professor Handsome nor the Dean was available when the students arrived.
The students were ushered to the office of the Deputy Dean for Academic and
International Affairs, and he himself was not aware of the whole thing. The
programme coordinator managed to see the students after finishing his lecture and
that happened only when he realised that there were several missed calls on his
mobile phone made by the Office of the Deputy Dean.
On the following week, the students were supposed to register but could not do so
because they had not paid the tuition fees and had not done their medical check-up.
The programme coordinator meanwhile was looking for the students, but they went
to meet Professor Handsome. At the same time, Professor Handsome was getting
upset because he thought the students were not given the necessary help and being
a senior academician he started harassing the Deputy Dean asking for explanations.
In return, the Deputy Dean was going after the programme coordinator demanding
that necessary help should be given to the students. The coordinator went to meet
Professor Handsome but was scolded by the professor because according to him,
the students were not given the necessary assistance. The coordinator, who himself
was confused with the whole situation, finally managed to help the students with
the registration and the medical check-up. The students managed to find suitable
accommodation and attended the programme as scheduled.
Questions:
4. What are the aspects that are relevant to educational management and leadership?
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
5. What should you do if you are the Dean of the Faculty of Adult Education?
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
54 WAWASAN OPEN UNIVERSITY
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UNIT 1 55
What is administration?
Feedback
Self-test 1.1
Self-test 1.2
Self-test 1.3
Feedback
5. The Dean should have arranged initial meeting with the various
parties in the faculty and communicate to them what was to be
done and get things going. Discussions were necessary because
the faculty’s image and university’s reputation are at stake.
58 WAWASAN OPEN UNIVERSITY
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UNIT 1 59
What is administration?
References
Bush, T (2005) Theories of Educational Leadership and Management, 3rd edn, London:
SAGE Publications.
Everard, K B, Morris, G and Wilson, I (2004) Effective School Management, 4th edn,
London: Paul Chapman.
Maxwell, J C (2008) The Maxwell Daily Reader: 365 Days of Insight to Develop the
Leader Within You and Influence Those Around You, New York: Thomas Nelson Pub.