ED.L.

201
PART 1 EDUCATIONAL MANAGEMENT
1B. IMPERATIVES OF SCHOOL MANAGEMENT

Instructor: Dr. Luis Manuel Paita

Lesson 1B
Imperatives of School Management

1 • Objectives of School Management

2 • Stages of School Management

3 • Phases of School Management

4 • Integrated Management and Leadership

• Is Educational Management Incompatible

5 with Education?
 Is Educational Management
Incompatible with Education?
Objectives of School Management (1)
…from the Point of View of Society:
1. Consolidation of the spiritual strength of the society
2. Maintaining the historic continuity of the society
3. Securing the past achievements of the society
4. Guaranteeing the future of the society

… from the Point of View of the Pupils:

1. To train his faculties.
2. To widen his outlook.
3. To cultivate his mind.
4. To form and strengthen his character.
5. To develop and cultivate his aesthetic faculty.
6. To build up his body and given him health and strength.
7. To teach his duty to himself, the communities the state.
Objectives of School Management (2)
Fundamentally the purpose of school management
• is to enable the right pupils to receive the right education in the right
way at the right time from the right teachers
• by bringing them together at a cost within the means of the state at a
place specifically designed for the purpose of education.

This objective can be achieved only when four categories of relationships

within the school community are pleasant and constructive, based on mutual
goodwill and cooperation:
• relations between organizer and teachers
• relations between teachers and teachers
• relation between pupils and pupils
• relations between pupils and teachers
Stages of School Management

1. Planning 2. Organizing 3. Directing

6. 5. 4.
Controlling Supervising Coordinating

7.
Evaluating
Phases of School Management
Taking
Deciding the Maintaining
measures for
purposes of the order and
staff
institution. discipline.
development.

Planning for reviews of the

academic and progress, Management of
co-curricular achievements materials.
activities. and failures.

Preparing
Exercising
timeline and Management of
control over the
schedules for finance.
staff.
activities.

Giving feedback
Assigning duties Maintaining
Coordinating and taking
and records and
tasks. remedial
responsibilities. registers.
measures.

Organizing
Directing and Maintaining Supervising the
curricular and
motivating the human work of
co-curricular
staff. relationships. employees.
programmes.
 Integrated Management and Leadership
Strategic
Thinking

Manage & Lead Lead Direction

People and Culture

Excellence in
Manage Management Manage
Activities and Resources
Leadership

Manage Manage
Quality Projects

Manage
Information
Task Strategic
People
Abilities Thinking
Abilitiese
Abilities
Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Strategic Thinking

Innovative
Thinking

Crisis
Forward Manage
Thinking ment

Strategic
Thinking

Market
Systems
Thinking
Thinking

Critical
Reflective
Thinking

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Lead Direction and Culture

Celebrate
Success

Talk Live Values

Vision

Lead Direction and

Culture

Create Promote
Values Challenge

Take
Risks
Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Manage Resources

Secure
Finances

Effective Energy
Target Efficiency
Setting

Manage
Resources

Determine
Use of
Effective
Physical
Use
Resources

Use of
Financial
Resources

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Manage Projects

Contribute
to Plans

Contribut
Plan e to
Projects Closure

Manage
Projects

Complete
Coordinate Projects

Run
Projects

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Manage Information

Facilitate
Meetings

Act on
Provide Informati
Information on

Manage
Information

Establish
Interpret Systems
Information

Take
Decisions

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Manage Quality

Promote
Benefits

Monitor
Audit Complian
Quality ce

Manage
Quality

Continuosly
Implement Improve
Systems

Advise and
Support

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Manage Activities

Maintain
Activities

Improve
Manage Performa
Activities nce

Manage
Activities

Review
Improve
Operation
Activities

Change
Activities

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
 Manage and Lead People

Delegate Work

Develop Inspire Shared

People and Vision
Teams

Manage and Lead

People

Selection
Manage and
Self Succession
Develop
Trust and
Respect
Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Is Educational Management Incompatible with
Education? (1)
Schools, with their deep-rooted educational values and academic
professionalism, are nor the kind of organizations that ought to be managed by a
“linchpin head” or even a senior management or leadership group.

They ought to be self-managing communities with access to power dispersed

equally among the staff

1. “Managerialism” is in conflict with the values and purposes of schools.

2. Stress on means as against ends devalues professional competence.
3. Hierarchically organized schools deprive teachers of involvement in
fundamental educational thinking.
4. Vertical accountability is debilitating; it leads to suspicion, resentment,
divisiveness, problems of legitimacy and (in the case of appraisal) attendant
psychological detriment to isolated individuals.
5. The conception of authority relationships within an educational system is
contrary to democratic principles and has a miseducative effect on pupils.

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.
Is Educational Management Incompatible with
Education? (2)
6. Pupils should not be politically educated through belonging to an institution that is
run by a “linchpin head”
7. The contexts of educational and commercial organizations differ fundamentally;
the latter ignore important moral considerations. Whereas to an educational
undertaking, morality is central.
8. Recommended management practice (“contingency theory”) is tantamount to
expediency and manipulation; the abrogation of such words as “participation” is
especially insidious.
9. Management theory is a pseudo-theory, tricked out as a form of “behavioral
science”, but without scientific basis; it lends a spurious legitimacy to the
manipulative practices of managers.
10. A commercially inspired management imperative may betray rather than enhance
the specifically educational nature of schools, because its values, focus and style of
operation are destructive and alien to progressive educational thinking.
11. Managers surreptitiously enjoy the exercise of power, kick away much conventional
morality and subjugate employees to the demands of the organization. Therefore
heads should be regarded not as “managers” but as professionally first among
equals.

Source: Everard, Morris and Wilson. Effective School Management. 2004.SAGE Publications, Inc.