REPUBLIC OF THE PHILIPPINES

SORSOGON STATE UNIVERSITY

SCHOOL OF GRADUATE STUDIES
SORSOGON CITY

NAME: MAYUMIE R. HUENDA

PROGRAM: MAM-AS
SUBJECT: SEMINAR IN ADMINISTRATION
AND MANAGEMENT
DATE: FEBRUARY 4, 2023
 TOPICS:
• Historical Perspective
⚬ Periods of Development
The period from 1900 to 1935
(Traditional era).

The period from 1935 to 1950

(Transitional era).

The period from 1950 onwards

(Modern era).
 TOPICS:
• Relationship Between Education and Educational
Meaning of Definitions of
Educational Educational
Administration Administration

Classification Characteristics of
of Educational Educational
Administration Administration
 TOPICS:
• Scope of Educational Administration

Scope of
Aspects
 THE PERIOD BETWEEN 1900 AND 1935
(TRADITIONAL ERA)

• during this period that several professionals and academicians wrote

profusely on administration and its practices.
• Taylorism or Scientific Management Approach
- developed by Frederick W. Taylor
- a theoretical approach to management
which became popular as the Scientific
Management in the 1880s and early 1900s
 ⚬ Six Principles
2. The principle 3. The
1. Piece-rate of separation
principle of
of planning
principle. from managerial
performance. control.

4. Time- 5. Principle of
6. Principle of
scientific
study methods of
functional
management
principle. work.
• Fayol’s 14 Principles of Management
⚬ Henri Fayol (1841–1925), a geologist and mining
engineer
⚬ He emphasized the common elements of the
process of administration in different organizations.
⚬ element of management
14 principles (Classical Organization Theory)

1. Division of labour
2. Authority
3. Discipline
4. Unity of command
5. Unity of direction
6. Subordination of individual interest to the common good
7. Remuneration
8. Centralization
9. Hierarchy
 10. Order
11. Equity
12. Stability of staff
13. Initiative
14. Esprit de Corps

• POSDCORB
⚬ Luther Gulick, planning, organization, staffing,
directing, coordinating, reporting and budgeting.
• Max Weber, a German sociologist, , focused on the
structure of organizations and considered bureaucracy
as the best form of administrative organization capable
of attaining the highest degree of efficiency.

1. Division of 4. Unity of
labour. command.
2. A system of procedures 5. Selection and
for dealing with work promotion based only on
situations. technical competence.

3. A system of departmentalization
either on the basis of purpose or on
6. Span of
the basis of process or clientele
(material) or place. control
 Peter M. Blau,
reduced them
to the following
four:

Hierarchy of
Impersonality
authority

System of rules Specialization.

 THE PERIOD BETWEEN 1935
AND 1950 (TRANSITIONAL ERA)
• Human Relations Movement
• Focused on the people and their relationships in
organizations
• Mary Parker Follett (1968–1933)
⚬ -‘contingency theory of management’.
 1. It was emphasized that building and maintenance of
harmonious human relations in the organizations depended
very much on meeting their psychological needs.

2. It was determined by four fundamental principles a

the key to the effectiveness of an organization:
• (i) Coordination in the early stages.
• (ii) Coordination as the reciprocal.
• (iii) Coordination by direct contact of the
responsible people.
• (iv) Coordination as a continuing process.
 3. Several other writers also stressed that working in
collaboration is contingent upon many such factors as social
codes, conventions, traditions, social pressures, etc., which
form the basis of informal organization within a formal
organization.

4. Developments during this period humanized management and

made bureaucracy more flexible.

5. Authority Based on Knowledge, Participation and Reasons:

Follett, Barnard, McGregor and several other writers and scholars
advocated the concept of ‘functional authority’ which is based on
technical skills, professional knowledge, social approval, group
acceptance and competence of the leader.
THE PERIOD 1950 ONWARDS (MODERN ERA)

Organizational The study and Synthesis of the

1

3
behaviour is management of classical and the
the human human relations
organizational movement and is
behaviour
which is an behaviour was considered by R.
outcome of an the major G. Owens, in his
interaction theme of this book
between the period. Organizational
organization Behaviour in
and the people. Education, as the
‘organizational
behaviour’
 RELATIONSHIP BETWEEN EDUCATION AND
EDUCATIONAL ADMINISTRATION

Educational administration is the dynamic side of

education and deals with the educational practices. It
must be directed towards the fulfilment of the objectives
of education as set forth by the society.
Traditional educational administrative systems were
designed primarily to serve as caretaker, regulatory and
supervisory role in an era when education and the world
outside were moving slowly by today’s pace and the size
and diversity of educational tasks were much lesser.
 Meaning of Educational Administration

❖deals with the educational practices.

❖It is the dynamic side of education that deals with educational
institutions from the schools and colleges to the secretariat in a
comprehensive effort to achieve some specific educational
objectives.
❖It is concerned with both human and material resources.
Teachers Parents

Human elements
in educational
administration

Children Other employees in general

 Material Side

Equipment
Buildings and and
Money
Grounds Instructional
Supplies.
 Educational Administration is:

❑ Making efforts in unison.

❑Assisting in the realization of the predetermined aims and
objectives of education.
❑Rendering service of society towards its progress and that of the
individuals comprising it, including the teacher, student, parent and
public, and coordination of their efforts
 Classification of Educational Administration

• Autocratic Educational Administration

The totalitarian educational administration
emphasizes the concepts and principles which are as
follows:
1. Centralized authority.
2. Willing acceptance of authority.
3. Rigid conformity to rules and regulations.
4. Crushing down of individuality
2. Democratic Educational Administration

This theory has led to three types of educational authorities

1. The Publiic—Th e Federal Government and the State
Governments.
2. The Quasi-Public—Th e Universities and the local bodies.
3. The Private—Institutions organized by (i) Educational Trusts,
(ii) Philanthropists and (iii) Missionaries, etc.
 Characteristics of Educational Administration

The chief characteristics of educational administration are as follows:

1. Integrated process.
2. Human process.
3. The nature is functional and controlled.
4. The existence is in both centralization and decentralization.
5. The form is always dynamic.
6. The objective is to bring about improvement in the working of the
school.
7. The role is dependent on utility.
8. Much importance is given to the
9. The objective is to bring about the professional development in the
educational workers.
10. Seeks the cooperation of all concerned personnel in the
determination of policy and programs.
SCOPE OF EDUCATIONAL ADMINISTRATION
The scope of general administration can be defined under five headings, namely,
(1) production,
(2) assuring public use
(3) finance and accounting,
(4) personnel, and
(5) coordination.
SCOPE OF ASPECTS
Legal
structure

Physical
Pupils
facilities

Public
relations

Curriculum Personnel

Finance
THANK
YOU