POSTGRADUATE DIPLOMA IN TEACHING

MAY/2022

HPGD2203

EDUCATIONAL MANAGEMENT

MATRICULATION NO : CGS02484526
IDENTITY CARD NO. : 960729-12-5966
TELEPHONE NO. : 0163018719
E-MAIL : nrsmahkm00@oum.edu.my
LEARNING CENTRE : Kota Marudu Learning Centre
Bahagian A

Question 1

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PART B
Question 1
a) The word budget is not something new and foreign in our lives. As individuals, whether
consciously or not, we practice budgeting. Realizing that the resources we have are limited,
planning and control to use those resources optimally is urgent. This is where the concept of
budgeting actually comes from. Budget is at the heart of each and every individual's and
organization's ability to survive and function. This is true of the role of finance in educational
institutions at the secondary level. Financial management is important in schools because school
programmes and activities cannot be carried out more effectively without adequate financial
allocation. The provisions of the Education (Accounts and Audit) Act, 1962, which was issued
under the Education Act 1996, are referred to as financial management provisions. As a result,
financial management must be administered efficiently and prudently so that funds can be
obtained in sufficient quantities, spent and managed properly organizationaltional goals can be
met.
Budgeting is a broad concept that encompasses general management principles such as
planning, organising, managing, directing, implementing, encouraging, controlling, and reporting
(Mahashim Bajuri, 1994). School budget management entails prudent financial management in
order to achieve organisational goals. It is administered in the context of school financial
management to achieve specific goals. The School Budget is an estimate of the income and
expenses that will be incurred over a specific time period in the future. The objective is to strike a
balance between income and expenses. According to the definition, the budget serves five
primary purposes: planning, communication and coordination, resource or data allocation, and
profit and operations control.
First, budgeting is built on careful planning. It intends to list all of the requirements that each
component requires in order to achieve the goals that they have set for themselves. The necessary
funds can be used optimally with proper planning, and no waste is hoped for. As in schools,
allocations are divided into several categories such as infrastructure needs, repairs, ABM
materials, programme allocations, and so on. The working paper is one of the budget planning
documents that shows the financial needs' objective. Next, in terms of communication and
coordination, the budget is used to ensure effective communication and to coordinate all of the
plans that have been outlined. The available funds can connect the involved parts with other parts

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 indirectly to achieve the goal with the budget that has been allocated. All school activities are
planned in accordance with the provisions. To obtain allocation, all of the teachers involved will
create a project paper that includes a cost estimate for each programme. The cost estimate will
detail how money will be spent based on the needs of a programme.
Budgeting is also based on resources or funds. The school will plan how much money will be
needed to strengthen the school budget. The source or fund refers to the school's income from
various sources. The flow of expenses will be affected if funds or resources are not allocated.
Profit will be made from the resources or funds obtained. Profit must be controlled so that it can
be used and distributed in accordance with the needs of the school. The performance will be
measured after going over the four primary purposes and the funds that have been spent, and
incentives will be provided to increase productivity other than as one of the ways of appreciation.
Once an expense estimate has been created and approved, the principal should go back and
present all expenses.
Consequently, the school's financial budget is one of the most important aspects of ensuring an
annual plan that has its own significance in drawing up stable finances. A budget can be thought
of as a future plan. Every year, before the start of the school year, principals should play an
important role in ensuring that school preparation is planned. Spending without planning results
in irregular aid money for a specific subject. As the primary administrator of the school, the
principal should plan not only for the short term but also for the long term.

b) In general, the master budget can be divided into two budget groups, namely the operating
budget and the financial budget.

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 Question 3
a) There are several change models that can be used in organizational management, including
Kurt Lewin's Three-Stage Change Model and Edgar Schein's Three-Stage Change Model. In
general, Kurt Lewin's Three Stage Model is the first to mention changes in organizational
management, and it serves as the foundation for the modern organizational change model. This
theory was developed by Kurt Lewin into three levels in the model. The first level, which states
organizational change, covers how to implement change initiatives. The second stage is
managing the change process, and the third stage is stabilizing it. Lewin is widely regarded as a
major pioneer in "social psychology" and is fascinated by aspects of human change. His
curiosity led him to direct a group of studies that focused on the factors that influence people to
change and the three stages required to make a successful change. Robbins expanded Lewin's
theory by categorizing it into three levels: unfreezing, changing, and refreezing. Lewin's Change
Model can be applied to changes in the assessment system in education today.
First stage, the unfreezing stage may be one of the most important stages in deeply
understanding today's changing world. This is the foundation of change preparation. This entails
coming to terms with the fact that change is required to put us in a comfortable zone. The first
stage involves preparing ourselves or others for change (and ideally creating the situation in
which we want change). Prepare yourself for a change situation, which includes efforts to create a
desire to change due to the need for something new. Change old habits and attitudes to reflect
changing circumstances. Management is the starting point for realising this in the context of
organisational behaviour. Typically, it is motivated by a situation of declining work performance
or competition. The more we believe that change is required, the more motivated we are to effect
change. Individuals in the Unfreezing stage will be more motivated to change and will begin to
weigh all options in terms of their "pros" and "cons." We will make changes if the factors for
change outnumber the factors against change. If not, there is little motivation to change, and if we
feel compelled to change, we become grumpy and dig our heels in. The level of
Unfreezing'moving involves ourselves, the department, or everything in opposition to the desire
to change.
Second stage, Kurt Lewin recognised that change is a process rather than an event. He
mentioned that the change process is a type of transition. Transition is an internal movement or
journey that we undertake in response to change. When we make the necessary changes, we enter

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the second stage. Those who have been unfrozen will be transformed into something new, a "new
way of being." However, this level is frequently the most difficult because people are unsure or
even afraid. It is difficult in the context of organisational behaviour because people learn about
changes and need time to understand and work with them. This assistance is critical. As a result,
change entails learning and understanding; this situation necessitates management's efforts to
provide employees with new data, information, knowledge, understanding, and courage to act, as
well as new ways of doing work and new perspectives on a situation (difference between learning
and understanding). Using role models and allowing people to develop their own solutions can
also help. This is also very useful for maintaining clear communication of the desired change and
benefits to the people so that they do not lose sight of where they will step to change. As a result,
it is critical at this stage to practise change as a continuous learning process through a variety of
planned change strategies is by the management uses legal positions, rewards, and fines as change
drivers through a coercive strategy.
Third stage, this level is referred to as the freezing point by Kurt Lewin, but many people
refer to it as refreezing. This level is concerned with the formation of stability of changes that
have been implemented and then accepted as new practises. However, this takes time. The final
stage of the change process. At this stage, the emphasis is on maintaining the momentum of
change and gradually making change a way of life, a way of doing business, in terms of
permanent behavioural and attitude changes. Positive reinforcement is used to strengthen the
desire to change the next time the effect of change is visible. Mentoring, training, role playing,
and modelling are some of the methods that can be used to improve the stability of change. .
According to Lewin, consideration should be given to how a change can be sustained in the
future. As a result, constant reinforcement is required during this stage to ensure that the changes
made are completely frozen.

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 Question 5
a) The concept of teaching supervision is not novel in the Malaysian educational system.
Through enforced policies and laws, instructional supervision has been introduced into the
national education system. It is a critical component of Malaysia's educational system. Teaching

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 supervision, according to Allan Glatthom (1984), is a process that helps teachers’ professional
development by providing feedback on classroom interaction and assisting teachers in teaching
more effectively. Teaching supervision is defined by Lovell and Wiles (1983) as a behavioral
system specifically designed by an organization to influence behavior teaching to improve
student learning. While Glickman (1981) sees teaching supervision as a process for changing or
improving teachers teaching methods.
A summary of the above descriptions leads to the conclusion that classroom supervision is an
effort made by certain parties to assist a teacher in carrying out teaching work more effectively.
Perception also has a positive connotation, which is an effort to help teachers improve their
teaching performance. On the other hand, supervision is not a negative practice in the sense that
it is used solely to criticize the teacher's instruction.

b) Excellent schools are the result of strong management and leadership. Principals and head
teachers play an important role in making their schools effective learning institutions. Teachers
and students are confident that the goal of making their school an excellent school will be met
because of their ability to mobilize all available energy. Teachers will be more confident,
organized, and effective in their teaching and learning tasks if the school administration focuses
on increasing academic excellence. Therefore, the effectiveness of teachers' supervision in the
classroom is very important and must be improved in order to make the school a center of
excellence for spreading knowledge, delivering various types of skills, and shaping students'
personalities.
Next, the purpose of school supervision is to ensure the stimulation of the professional
growth of teachers and their entire school system. It also ensures that teachers do what is
expected of them so that students learn. We know that Supervision by the school management is
very necessary for ensuring the continued excellence of the teacher's work. Classroom
supervision also will help teachers coordinate teaching activities and stimulate teachers to
achieve work performance excellent and able to develop one potential and overcome any
shortcomings if there are. According to Aminuddin (2005), supervision by head teachers can
help teachers improve the quality of teaching so that it becomes more effective. According to
him again, with supervision, the head teacher can see more closely what actually happens in
classroom so that weaknesses can be improved and good practices can be strengthened.

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 We rarely improve student performance in the classroom; instead, we focus on assisting our
teachers in improving their teaching performance. What matters is the outcome. We appear to
overlook the process aspect, which is the method or procedure that can lead to more effective
teaching. To ensure that the teacher can truly carry out teaching tasks more effectively, a more
typical form of observation, help, or guidance should always be performed.

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