EDU 362

Educational Management and

School Administration

GOLDMAN FELIX

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 COURSE OUTLINE

TUMAINI UNIVERSITY MAKUMIRA (TUMA)

FACULTY OF EDUCATION, HUMANITIES, AND SCIENCE
DEPARTMENT OF EDUCATION
Course Codes: EDU 362
Curse Title: Educational Management and School Administration
Credit Hours: 3 Credit Hours
Semester: II
Academic Year: 2018/2019
Lecture day: Thursday 17:00- 20:00
Course instructor; Goldman Felix.
Contacts; Phone; 0753296423
Email; goldmanfelix0@gmail.com
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 COURSE OUTLINE
• Course Goal:
To equip students with knowledge and principles
of effective Management of Educational
Institutions.
To equip student with knowledge of school
Administration roles and Principles
To have strong leadership and organizational
abilities
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 COURSE OUTLINE
Course Objectives:
• At the end of the course, the learner should be able to:
• Define the terms management, leaderships, administration,
educational management and administration and organization
• Describe the principles and theories of Management.
• Explain the major concepts of authority and power in
educational leadership and efficient and effective educational
leadership.
• Critically analyse Educational administration and Management
systems
• Analyse the importance of educational management and
administration.
• Apply the knowledge and skills acquired to solve problems in
Tanzania educational institutions.

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 COURSE OUTLINE
COURSE CONTENT/MODULES DESCRIPTION:
Module One: An overview of Educational
Management and School Administration
• Definition of terms: Management,
Administration, Organization, Leadership and
Educational Administration.
• Fundamental roles of educational Administrators
• The Relationship between Educational
Management; leadership and Educational
Administration
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 COURSE OUTLINE
Module Two: Theories of Management
• Classical management
• Human relation
• Behavioural science movement
• Total quality management theory
• Management by objective theory
• Contemporary management theory
• Theories of motivation in Educational
Administration
 Maslow’s theory
 Herzberg’s theory
 McGregor’s theory
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Module Three; Secondary School Administration.
• The role of various administrative groups in secondary
school administration; Head of School, Assistant head of
school, Academic Master, Teacher, SMT, Student
representative, etc
• Administrative processes
Module Four; Leadership in Educational Administration
• Leadership theories
• Leadership styles
• Authority and power
Module five: Communication as a tool for effective Schools
Administration

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 COURSE OUTLINE
Module six: Delegation and Decision making
• Types of decision
• Step in decision making
• Decision making check list
Module Seven: Financial Management in Education
• Budgeting
• Auditing school finance
• Resource mobilization
• Cost analysis in education
• Books and concept of accounts

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 COURSE OUTLINE
Course Organization: 15 weeks for teaching and learning + 1 weeks for
revision and Examinations.

Pedagogy: Lectures, Independent study, Group activities, Library research,

and Presentations

Student’s Assessment scheme: Course work;

Individual assignment 10
Test 1 10
Test 2 10
Group work presentation 10
40%

End of Semester Exams 60%

100%

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 COURSE OUTLINE
REFERENCES
• Okumbe, J. A (1998). Educational management. Theory and Practice.
Nairobi: Nairobi
• University Press.
• Galabawa, J. C.J(2001). Perspectives in Educational Management and
Administration. Dar es
• Salaam: H.R. Consult.
• Mugyenyi, A.A (2013). Aspects of Sociology, Philosophy, Management
and
• Administration. Moshi: Lutheran Printing Press.
• Musaazi,j.c.s(1982). The theory and practice of educational
administration. London: MacMillan
• Owen,R.G. (1995). Organisational behaviour in education. Needham
Heights: Ally and Bacon
• Sergiovanni T, J. and Starrat R, J. (1979). Supervision: Human
Perspectives. USA: McGraw-Hill, Inc

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 Educational Management and School
Administration, An Overview
Managerial Concepts
Management
Administration
Leadership
Organization
System
Mission statement
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 Educational Management and School
Administration, An Overview
• Definitions
• What is management?
• The term manage comes from an Italian word
managgiare which means to handle.
• Okumbe 2007 defines management as the
process of designing, developing and effecting
organizational objectives and allocating
resources so as to achieve the predetermined
goals.
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 Educational Management and School
Administration, An Overview

• In relation to educational setting, management can be

defined as a field of study concerned with the operation of
educational organizations for the purpose of achieving the
expected goals of education.
• These operations and functions include planning,
organizing, directing, controlling and staffing (Erven,
1999).
• It is a process undertaken by one or more individuals
to coordinate the activities of others to achieve results
not achievable by one individual acting alone

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 Educational Management and School
Administration, An Overview
What is the purpose of management?
• To clearly state the goals of an organization and
find out means and methods of achieving them.
• Management also implies getting things done
through people.
• The task of a manager is to be able to determine
the long range goals of an organization of these
goals.
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 Educational Management and School
Administration, An Overview
• Having set the goals, the manager has to develop the
objectives, or short range goals, and then determine
both the human and material resources required for
attainment
• When the objectives have been designed and put in
place, the manager will then put all these entities
into “effect”.
• For the achievement, the manager performs the dual
function of policy making and executing them.
• Management therefore determine both means and
the ends in an organisation
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 Educational Management and School
Administration, An Overview
What is administration?
• Mbiti (2009) defines administration as the formalized
system which is intended to plan, control, supervise, and
make decisions about the various activities of organization
on basis of established authority.
• Thus administration is the procedural and authoritative art
of getting things done.
• Okumbe (2007) defines educational administration as the
process of acquiring and allocating resources for the
achievement of predetermined educational goals.
• Educational administration deals with the running of
educational institutions.
• Educational administrators are, therefore policy executors.
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 Educational Management and School
Administration, An Overview
What is administration?
It is social process concerned with creating,
maintaining, stimulating, controlling and unifying
formally or informally the organized human,
financial and material energies within a system
designed to accomplish predetermined educational
objectives.
A concern of directing and integrating educational
resources (human, finance and materials) in order to
accomplish educational goals (stipulated mainly by
government educational authority/managers)
Administration is a subset of management

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 Educational Management and School
Administration, An Overview
Differences between educational management from administration
Managers Administrators

 Ministers, commissioners, directors  Head teachers, teachers etc.

and permanent secretaries of
education (Tasks) - planning,
organizing, directing and controlling.
 Macro level position
 High order of duty in an
organization. Tasks are;  Micro-level position
 Lower order of duty in an
organization
i. To formulate educational plans and  Contributes to policies formulation
policies  Policies implementers
i. To set educational objectives  Monitor objectives set by managers
ii. To Set financial revenues  Administers finances
iii. To identifies tasks  Works of tasks set
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To supply incentives  Accounts for incentives 18
 Educational Management and School
Administration, An Overview
What is leadership?
• It is an influence relationship between the leader
• and the followers.
• According to Daft (2008) the key element in
leadership is influence, intention, following, personal
responsibility, change, and shared purpose.
• Leadership involve influence among two or more
people.
• Influence means that relationship among people is not
passive however reciprocal relationship.
• The people involved in the relationship wanted
substantive changes.
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 Educational Management and School
Administration, An Overview
• Leadership involves creating change. The change
should reflect the purpose shared by both leaders
and the followers.
• Leadership involves influencing people to bring
about change for a desirable future.
• Intention or will means that people –leaders and
followers are actively involved in the pursuit of
change towards a desired future, and each person
i.e. teachers, students and support staff takes
personal responsibility to achieve the desired
future destinations.
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 The relationship between educational Management;
leadership and educational administration

• Educational management deals with daily running of

educational activities (keeping the system running) by
setting educational objectives, formulation of plans,
allocating financial revenues, identifying tasks, supply
of incentives to stimulate productivity and evaluating
the working personnel.
• Educational administration on the other hand deals with
implementing the policies. Therefore educational
administration is part of educational management.
• Both management and administration require leadership.
There must be someone to ensure that all the managerial
and administrative responsibilities are effectively
performed
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 Important to study educational
management and administration
• To have knowledge on how to run schools and other
educational institutions. Enables one to know how to
handle people.
• Helps to evaluate the performance of the school. This is
both at the academic and co- curricular level. Educational
leader and manager have a responsibility of service to
others and to provide and equip them with skills and
knowledge to become better in their future.
• To realize organizational goals, planning, coordination and
control of activities is required. Different theories of
management have been used to explain how
organizational goals can be achieved.
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 Important to study educational
management and administration
• Provides skills for handling people and
equipment's as needed. It equips one with artistic
touch in human relations and management
• Helps one to evaluate the performance of the
school (academic and co-curricular activities)
• Get spirit of service mission (a unique
characteristic).

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 

Organization

 Is a goal directed and deliberately structured

social entity
 It is a result of grouping of work and allocation
of duties, responsibilities and authorities to
achieve specific goals
 Examples of organization are schools,
hospitals, factories, churches, religious
communities, universities e.t.c.
 Organization can be formal or informal
(differences)
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 

Organization
Formal organization i.e. Informal organization i.e.
school, hospitals, universities, group of old classmates,
religious communities etc. social groups, families

i. Have clear goal and plans a) Do not have clear goals

i. Clear structured leadership a) No clear structured ld
i. Have official membership a) No official membership
i. Have identified roles a) No identified roles

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 

Organization

Typical organizations have the following

characteristics
• Title (name, logo or symbol, trade mark,
badge, motto, location and address)
• Mission statement
• Objectives
• Expected results and products

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 

System
• Is a set of interacting elements that acquires
input from the environment, transform
(process) them and discharges outputs to the
external environment.
• Orderly way of identifying the differentiated
components, relationships, process and other
properties of anything that may be conceived as
an integrated that may be conceived as an
integrative whole.
• Any system must have three elements which are
input, process and output.
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 

System
Input Process Output
 Teachers,  teaching  skilled
 students,  learning manpower
 furniture,  management i.e. Doctors,
 learning  co-curricular Engineers,
materials activities Professionals
etc.

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 

System
Types of a system
Open system
• Manager is conscious about the openness of the
school to the environment
• Ready to accommodate changes
• Interacts with the environment to survive and to
influence
Closed system
• Managers focus only on internal operations of the
school
• Follows an autocratic leadership style.
• Takes outside of school environment for granted

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 Mission statement
• Mission refers to the reason as to why the
organization exists
• It is the philosophy of the organization
Importance of mission statement
• It describes the organization values,
aspirations and reasons for its being
• Basis for development of all subsequent goals
and plans
• It legitimize the organization
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 Fundamental Roles of Educational
Administrators

 Planning
 Organizing
 Directing
 Staffing
 Controlling
 Reporting
 Budgeting

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 Fundamental roles of educational administration
1. PLANNING
• Planning is based on the theory of “thinking before
acting.
• Planning is an integral part of our life- we make
plans in each and every step of life.
• Planning is the most basic and primary function of
management. It is the pre-decided outline of the
activities to be conducted in an institution.
• planning is the process of deciding what, when,
where and how to do a certain activity before
starting to work.
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• Planning is to set goals and to make certain
guidelines to achieve the goals.
• Planning is deciding in advance, what is to be
done. It involves the selection of objectives,
policies, procedures and programs from
among alternatives.
• Planning is an attempt to get ready for the
future, and avoid frustration of having to do
things at the last minute.

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• Planning is purposeful preparation in advance of
what is to be done. An organization cannot
expect efficiency in its operations without sound
planning.
• Planning includes setting organizational goals,
which should be realistic. Higher-level managers
in the organization usually undertake the
planning process. As a part of the planning
process, the manager then develops strategies for
achieving the goals of the organization.

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Types of planning
On the basis of nature
• Operational plan (Short term done by low-level
managers on what, who, how, when should
strategies be done
• Tactical plan is a course of action to achieve
short-term goals, generally within a year or less.
Tactical plans represent the short-term efforts to
achieve the strategic, longer-term goals
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Types of planning
On the basis of nature
• Strategic plan- (Long term, it deals with big pictures i.e.
goals of education. It is done by top-level managers)
• Contingency plan-is a course of action designed to
help an organization respond effectively to a significant
future event or situation that may or may not happen.
A contingency plan is sometimes referred to as "Plan
B," because it can be also used as an alternative for
action if expected results fail to materialize.

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On the basis of management level
• Top level plans
• Middle level plans
• Lower level plans
On the basis of use
• Single plans is set up to handle events that
happen only once.
• Standing plan are those that are developed to
handle recurring and relatively routine situations.

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 TIME FRAMES FOR PLANNING
Long-range planning covers a period that can be
as short as several years to as long as several
decades. Virtually all large companies have long-
range plans.
Intermediate planning generally involves a time
perspective of between on e and five years.
Short-range planning covers time periods of one
year or less. These plans focus on day-to-day
activities and provide a concrete base for
evaluating progress toward the achievement of
intermediate and long-range plans.

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Steps of planning
1. Being aware of opportunities; the head teacher
need to be aware of internal and external future
opportunities for their organizational growth
and survival. This implies looking at possible
weaknesses and strengths inside and outside of
the institution
2. Establishing objectives; objectives specify the
expected results and indicate the end point of
what is to be done.
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3.Developing premises; premises are
assumptions about the environment in which
the plan is to be carried out. This includes
basic policies, forecasts, and existing
government/ministry plans.
4. Determining and evaluating alternative
courses; at this step, planners identify the
possible alternative actions that will enable
them achieve their objectives

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5.Selection of best alternative; the identified
alternative actions need to be examined in light
of their advantages and disadvantages then
select a course. at this stage, a decision is made
and the plan is adapted.
6.Formulating derivative plans; these are the
backing or supporting plans. Once the basic plan
has been formulated ., it must be translated into
day to day operation of the institution. This step
ensures that action is taken to implement the
adapted plan

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 7. Budget formulation- after decisions are made
and plans are set, the next step is giving sufficient
funds to carry them.
8. Implementation of a plan- once plans are set up
they must be informed and shared with the
stakeholders and carried out.
9. Follow up action- once a plan is carried out it
generates certain output. The progress must be
well monitored and necessary steps must be
taken to improve the plans if needed.
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Planning in any organization occurs in different
ways and at all levels. For example;
• The head teacher, as the manager, must be
concerned with the overall operations of the
school
• A head of department is responsible for the
functions of his/her department and not the
entire school function
• A class teacher is concerned only about the
specific classroom he/she is in charge
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 ORGANIZING
• The term organizing stems from the word organism which
is an entity with parts so well integrated that their
relationship to each other is governed by their relationship
to the whole
• A school consists of different departments and teams; each
performs its function independently and can thus not be a
substitute for another.
• Organizing refers to the way the organization allocates
resources, assigns tasks, and goes about accomplishing its
objectives
• In the process of organizing, managers arrange a
framework that links all workers, tasks, and resources
together so that the organizational goals can be achieved.

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 Organizing cont….
• This is usually enabled by use of the
organizational structure, which depicts the
structure of the organization showing
positions in the organization, usually
beginning with the top-level manager to the
lower level manager.

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 Organizing cont….
• In a school, the head teacher is the chief
organizer he/she schedule the teaching
assignments on the school timetable to eliminate
clashes in the use of special rooms such as
laboratories, library etc.
• Educational components that require organizing
include; Curricular and co-curricular activities
Classrooms, Daily and weekly activities and
Teaching and examination timetable

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 Organizing cont….
Some of the school components that require
organization
– Curriculum
– Class Instructions
– Student groups
– Staff
– Schedule
– Facilities utilization
– School calendar

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 Steps in the organization process
1. Identification of the major tasks to be performed which
entails dividing major tasks into sub-tasks and clearly
describing what each staff member must accomplish in
order to reach set objectives
2. Establishment of structure this entails dividing tasks into
groups one person can perform this is done using
organizational documents to align tasks with functions,
resources and staff members e.g school organizational
chart, job descriptions, responsibility charts and
performance plans
3. Fitting staff members to tasks this entails assigning the
right staff members to the right tasks and ensuring that
they have the requisite skills and knowledge to perform
the tasks
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Steps in the organization process cont..
4.Determining Authority Relationships this
entails empowering the staff members and
ensuring that they know what is expected of
them then hold them accountable for their
performance outcomes
5.Allocate resources appropriately by
application of minimum resources to
secondary efforts, direction of most
resources to major efforts and giving staff
members adequate resources this helps to
build trust

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 organizing
• In the process of organizing managers arrange a
framework that links all workers, tasks ,and
resources together so that the organizational
goals can be achieved.
• The resultant framework is referred as
organizational chart

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 Key determinants of organizational structure
1. Strategy of a given organization
2. Levels of technology applied in the organization
3. Size of the organization
4. Internal and external environment of the
organization
5. Differentiation-integration of the organization
6. Power and control in the organization
7. Chain and span practices in the organization
Draw an organizational structure of a school that
you have been appointed to head
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 Directing

• According to Erven (1999), directing is to influence people’s

behaviour through motivation, communication, group
dynamics, leadership and discipline.
• Its purpose is to channel the behaviour of all working staff
to accomplish the organizational mission and objectives
while simultaneously leading them to accomplish their own
career objectives.
• In many organizations, directing involves formulating
assignments, assisting workers to carry out their duties,
interpreting organizational policies, and informing workers
on how well they are performing i.e. giving feedback to
employees on their performance

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• Effective managers direct by empowering workers. This
means that the manager does not stand like a task-
master over the workers barking out orders and
correcting mistakes.
• Empowered workers usually work in teams and are
given the authority to make decisions about what
plans will be carried out and how
• It is generally held that workers who are involved in the
decision-making process posses a sense of ownership
in their work, hence take more pride in what they do,
and are better performers on the job.

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 Directing cont…
• Empowered workers have the support of
managers who assist them to make sure the
goals of the organization are met
• There are many different ways managers can
direct workers in their organization apart from
empowerment.
• There are also many theories about the best
ways to get workers to perform effectively and
efficiently.

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 Directing cont..
• This requires management theories and
motivation theories
• However, a director cannot be able to direct
by staying behind but being in front.

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 Staffing
• Staffing implies human resource management, it
has to do with recruiting, selecting, hiring,
training, remuneration, and retirement.
• A smooth accomplishment of this process
requires that the institution’s management
define each position or category on the
organization structure. All positions in the school
need to be filled up through the following steps;
for doing this , a systematic process for which
school managers need to be aware of is followed;

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1. Recruitment; involves locating and attracting potential
teaching and non-teaching staff to apply for jobs in the
educational institution. It is the search for qualified
people to apply for existing positions or newly created
ones
2. Selection; process of determining the skills, abilities,
knowledge and other attributes a person needs to perform
a particular job. It comes after recruitment because it is the
process of choosing from among applicants for a job
3. Training and development; organization’s employees are
trained according to the expected task and culture of the
school. This can be done through orientation, induction, on
the training and off the job training.

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4.Maintaining the workforce; involves compensation,
wage and salary systems, and benefits. This is possible
when the manager ensures that the workers are
satisfied with the job they perform. besides the
extrinsic motivators, attention should be paid to the
intrinsic factors.
5.Retirements/termination; despite the best efforts to
keep employee, some will retire, some will quit and
others will be terminated by management for poor
performance. Such events need to be dealt with in
accordance with policies, procedures and managerial
ethics.

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 Controlling
• It is the process of determining if an
organization’s goals and objectives are being met.
• It involves the evaluation of activities that
managers must perform. This process also
includes correcting situations in which the goals
and objectives are being met.
• Managers must first set standards of
performance for workers which should be
realistic to avoid frustration and antagonism.
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• Standards refer to the minimum acceptable levels
of performance that the staff should meet i.e.
results in national examinations, discipline of staff
and students and participation and excellence in
sport tournaments.
• This is a standard that must then be
communicated to managers who are supervising
teachers, and then to the teachers so that they
know what is expected of them.

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• After the standards have been set and
communicated, it is the manager’s
responsibility to monitor performance to
ensure that the standards are being met.
• If there are indications of the standards not
met, the managers should take corrective and
timely action by emphasizing teamwork with
the concerned staff. Therefore, controlling is
usually done in four steps;

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 Controlling cont…
1.Establishing performance standards
(objectives)
2.Measuring and reporting actual performance
3.Comparing objectives and actual
performance
4.Taking corrective action

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 Controlling cont….
• Absence of effective control mechanisms
nearly always translates into a situation
whereby there is lack of educational direction
and focus.
• Such deficiencies manifest themselves into
1. Laxity in teaching and learning
2. Ineffective evaluation practices
3. Poor discipline of both students and staff
members
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 Role of controlling function to school
managers
1. Coping with uncertainties- a variety of factors in the
school’s environment operate to bring about
unexpected changes in such areas as teaching and
learning, student’s evaluation, educational and
financial challenges. By developing control systems,
the school management team is able to monitor
specific activities related to all the issues
2. Detecting irregularities- in core functions of the
school such as curriculum implementation,
evaluation, guidance and counseling, talent
development and moral development. Noting
irregularities early helps to prevent problems that can
be difficult to rectify.
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3.Identifying opportunities- controlling function
helps highlight situations in which things are
going better than expected. This alerts the
management team to possible future
opportunities that the school should take
advantage of in order to foster improvement in all
its educational outcomes
4.Handling complex situations- the controlling
function enhances effective coordination by way
of keeping track of various key elements to be
sure that they are all well synchronized.

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• 5.Decentralizing authority- controlling
function affords the management team more
latitude to decentralize authority by fostering
decision-making at lower levels in the school
but still maintain a handle on progress.

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 Reporting
• Reporting- process of keeping those to whom
the executive is responsible informed as to
what is going on. It entails keeping the
executive or subordinates informed through
records, research and inspection to ensure
that things happen according to plan.

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 Budgeting
Budgeting-is concerned with all that which goes
on in the organization in form of fiscal
planning, accounting and control.
• Budget is a document that translates plans
into money; money that will need to be spent
to get school’s planned activities done
(expenditure) and money that will need to be
generated to cover the costs of getting the
work one (income).

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• Budget is an estimate or informed guess about
what the head of the school will need in
monetary terms to do his/her work
Budgeting guidelines
• Budgeting is a projection for the forthcoming
year

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• Contribution in kind should be included as a
note to the budget. They reduce budget costs.
• Estimates are not just guesses; they are
informed guesses
• Keep your notes. As you plan your budget and
make decisions about how you will estimate
costs, keep your notes handy so that you can
go back and check where the amounts came
from.

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• Break the budget into a monthly budget.
• Define your line items i.e. actual items listed in
your budget e.g. category I-Training costs-under
this you may have stationary costs,
accommodation, etc.
• Evaluation of the costs and benefits of
educational investment (cost-benefit analysis).
Effective head of school focuses on two aspects:-
effective use of the available resources and cost
effective way of achieving the desired goals.
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 TYPES OF BUDGETS
i. Operating budget
ii. Capital budget
iii. Cash flow budget
iv. Line item budget
v. Programme budget
vi. Performance budget
vii. Zero-base budget
ix. Incremental budget.

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 IMPORTANCE OF BUDGETS
 Planning
 Putting institutions strategy into operation
 Allocating resources
 Providing financial discipline
 Coordination of different functions within the organization
 Communication
 To provide a basis for responsibility accounting
 To provide a basis for a control mechanism
 Authorization of expenditure
 A means to motivate employees to improve performance

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 Task Explain with relevant examples how
school heads perform reporting and
budgeting function of management

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 Managerial skills
Managerial (practical) skills you know.
Oral and written (Communication) skills
Human skills
Technical/computer skills
Time management skills
The money control
Equipment's and supply factors

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 Informative Writing
How do you plan for informative writing?
Identify your audience and purpose
List the key points you want to put across your
audience
Structure the key points logically and in
sequential form
Decide of the level of details you want to
include
Plan the method of presentation
Make information clear an easy to understand
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 HOME WORK
 What are types of personalities in an
organization?
i. Loyalists
ii. Bargainers
iii.Vegetators
iv.Rejecters
v. Agitators
vi. Impressionists

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 END OF MODEL 1

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 Effective application of educational administration
practices in educational settings
Before any organization can succeed in its specified aims
certain things must be considered carefully. These are
efficiency, effectiveness and human relations
1. Efficiency consideration
• Efficiency implies the maximization of profit or
appropriate, timely and prudent utilization of available
resources in achieving desired results
• Organizational efficiency is based on the following
variables

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a) Personnel skill factor – the employees of an
organization must possess the right attitude
and skills to enable them to get work done.
• In addition to relevant skills they must
possess the right attitude to the job if they are
going to perform it efficiently.

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 Efficiency cont..
• There are for example, highly qualified teachers in
schools who are wasting children’s time instead
of teaching them because they are not interested in
their profession even though they have the
professional skills
• Therefore, efficiency of work is a combination of
both skills and proper attitudes where the
employees are concerned
• How can you ensure there is efficiency in
secondary schools in Tanzania during this era of
economic stagnation in the country ?
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b) Procurement/the equipment and supplies factor
• This entails the acquisition of tools and any
materials which are required to get the work
done.
• This entails that the organization possess not only
what is necessary but also what is modern and up
to date if good quality work is to be done.
• Such equipment must be procured, stored, cared
for and maintained
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• Delay in supplying these items can cause great
inconvenience to employees who are charged
with the responsibility of getting things done
on time and in order.
• In other words poor administrative
procedures in supplying equipment will result
in poor quality work

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C) Financial/monetary factor
• Every organization needs to source, budget and
invest a considerable amount of money in order
to finance its functions.
• Such money covers employees remuneration, the
purchase of equipment and supplies, and the
development and maintenance of appropriate
infrastructure.
• Without enough money budgeted to cover these
expenditure items it will be difficult for the
organization to function efficiently
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d) Motivation factor
• Motivation has to do with employees interest in
putting the utmost effort into their work
• It is the idea of getting the members of a team to
pull together for the common good of the
organization’s progress
• It can be cultivated through attractive salaries,
promotion opportunities, annual leave, study
tours, in-service courses and fringe benefits e.g
free medical treatment, free housing , overtime
payment.
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• N/B it must be emphasized that an employee
who is devoted to his/her job will always be
motivated irrespective of the inducement he
/she gets

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e) Planning factor
• No organization can expect efficiency in its
operation without sound planning
• Plans are estimates of future requirements in
terms of time, money, manpower and equipment
• Plans which include anticipated expansions in
one segment of the organization must also
consider expansions in the corresponding
segments
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• Good administrators are always planning, and
adjusting and revising their plans to make
them fit changing situations.
• They expect changes and plan to adjust
accordingly.
• Their plans provide a framework within
which the organization can function more
efficiently.

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f) Supervision factor
• Supervision is concerning with those aspects of
administration which aim at maintaining the
efforts of personnel in line with the goals of the
administration.
• The supervisory aspect of administration is
responsible for maintaining punctuality and
discipline in work as well as facilitating needed
change from outdated patterns of work to
modern techniques.
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• In order to promote efficiency of work
through supervision, the relationship between
the supervisors and their staff must be one of
respect for authority by the staff

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• In order to ensure efficient supervision, the
administration must select highly qualified,
competent, and devoted employees from the
organization to work as supervisors
• In addition to their competence, supervisors
must be people with experience of their work
otherwise it will be difficult for their staff to
respect them

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• When there is no respect the supervisor’s
authority is lost and when authority is lost the
standard of efficiency falls
• The supervisor must also be a good listener
and patient in solving individual problems as a
counselor

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2. Effectiveness consideration
• This refers to the timely achievement of
desired results as measured against set goals
• In setting the goal, the administrator has to
follow the SMART rule- specific, measurable,
attainable, realistic and time bound
• Specific-means that each goal covers a given
area, and ways in which the goal is to be
achieved are known and outlined
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• Measurable- it should be possible for one to
establish the degree of success or failure
• Attainable- measuring against the available
resources, the set goals should be such that
they are not totally out of reach

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• Relevant – goals must be geared towards meeting the
needs of the organization whether in the short term or
long term
• Time bound- a time frame within which the goals must
be achieved
• Effectiveness is dependent on availability of resources
such as skilled personnel, proper equipment, time and
money
• In the school context effectiveness can for example be
measured against the performance of students, the
retention rates amongst other set targets

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• 3. Human Relations
• This refers to recognition, by the administration,
of the fact that the human being is more
important than the work itself even though the
work must be done well and according to
established rules and regulations
• It is believed that increased productivity on the
part of the workers occurs when their basic
human needs are given due consideration by the
employer
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Assumptions of human relations
1. That human beings work well when they are
happy with their work environment
2. That people work well if their superiors take
notice of their work and constantly reinforce
them according to their performance

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3. That a person works well when he or she is given due
respect as a human being
4. That a person works well when he or she knows that there
is equal justice for everyone among the employees of the
organization
5.That a person performs his or her duties well when he or
she is trusted both by superiors and colleagues
6. That people work well when they are properly briefed on
what is expected of them as well as when changes are
taking place
How does the Teachers Service Department rate in terms of
human relations with its employees? Explain your
response.

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