Chapter 1

CoNcEn' AND PRIN CIPL ES OF

EDUCATIONAL ADMINISTRATION

, -;=============================================r:=======-- \
CONTENTS COVERED- Educat ional Administration-Meaning &
Concept, Features, Scope, Function;, Prln~lples, Strengths and
Weaknesse~ or Educational Administration, Role of Principal as
Transformatlve Leader- · Taking tle Team on On-board for
~ Imtitutlonallsing the positive Changes

1.0.0 INTRODUCTION
'
The goals of education are realised through the effective functioning of schools and
Q&her educational institutes. A lot of planning and policy-formulation is required in
developing books. training teachers, setting up and the maintenance of schools.
completing the curriculum transaction, evaluating students' performance and so on.
Besides the teachers, there arc many other parties woo guide and help in accomplishing
the educati onal goals smoothly. 'These goals may not be fully accomplished if the
principals of the educational instittlllons do not cxterxl the support of their lcudership.
The principals, too, become more alert in discharging their duties at the behest of
education Qfficers and other higher level officers. These officers. at the central and ' I

state level, are communicating the polices framed by the directors and other top level
administrators working in the ministry of HRD and its various apex educational
organisations, like NCERT, CBSE, NCTE, SCRRT, etc. Thus the top and middk k"el
educational administrators at the federal and st~te level develop the goals of education
and take other steps to make the wheels of education going and serving the student-
community and the society. The curriculum tr~nsaction takes place smoothl y if the
officers above teachers are playing their role well. All such officers constitute the
fraternity of edul:uttunul udminislrulurs. 111e prest!nl d1aplcr fol.'.usl.'.:-- u11 lht (unl.'q n
and other basic issues of Educational Administration.

1.1.0 MEANING AND CONCEPT OF EDUCATIONAL ADMINISTRATION

•
It is a misnomer to consider 'Principals' as the only educational administrators and
their functions as 'Educational.Administration' . This statement is partly true, because _....
 2 A Te.ttbook m1 Sc:lwol Or,<t111i.wtio11 ,md Mcmax1·m~t11

I
many more officers engaged in edu~ation, equivalent to and above the Principal's
post, may come within the ambit of 'Educational" Administration' . The top level
educational administrators develop t11' goals of education with the help of educationists
and experts from some apex educational organisations. develop policies and
progratlllres. These top level educatiqnal administrators arc the Secretaries, additional
and joint secretaries. Directors of education at the federal and state level who at the
bch~st of the minister of HRD get ttie goals of education streamlined. lbey, with the
help of middle-level educational admi~istrntors. like joint secretaries. deputy secretaries.
Joint and deputy directors of education etc. proceed to conununicatc the intent of the
tc\:, administrators to the supervisory level officers like education officers, principals,
.. etc., to achieve the goals of educatlon through the teachers. Teachers complete the_
curriculum transaction under the supervision of their respective principals.
Three levels of educational administrators have been categilrised in the above
description, viz. the top, middle and supervisory level. l11is categorisation is just for
the sake of conceptualisation. Othel'iWise there may he more levels of admini
stration.
Some organisations consider five le',/Cls of administrators. Organisations having chains
nf sc hools mny consid er their preside nt and secreta ry as the upper
middle level
udministrators. Schools like Delhi Public Schools, Bal Bharti Public Schools, DAV
School s, etc. may consider their president, Secretary, etc. as the upper
.•
., .
I
middle level ·
administrators. Similarly officers like assistant directors and education officers may
be considered as upper supervisory level administrators.
Ministry of HRD is divided into two main departments. vi1.. the Department of
. .' School Education & Literacy and the Department of Higher Education. Both these
departments look after the administration of their respective domains. The presen
t
l:hapter, mainly focuses on the administration of school education. Right from the top
level of the federal and state ministries of education, then: urc many educational
administrators who manage the affairs of education. These admi11istrntors may broadl
y
he divided into three levels. The top level educational administrators include
Secretary,
additional secretary, joint secretary and directors/additional directors of education.
The middle level administrators are the deputy secretaries and joint directors/depu
ty
directors of education. The lower level or supervisory ievcl or the first level
administrators are the assistant secretaries, assistant directors. education officers and
the school principals.
The top level educational administrators mainly are engaged in planning, policy-
fonnulation, strategic decision-,making, organising, etc. The middle \eve\ administrato
rs
communicate the intent of the top level to the supervisory level and develop tactica
l
plans or short term plans to facilitate the job of the supervisory \eve\ administrato
rs.
The supervisory level administrators carry out the directions of the middle \eve\
administrators and try to accomplish the goals set by the top \eve\ administrato
rs.
They arc close to the teachers and oversee how they complete the curriculum
transaction.
From the description given above, it becomes easy to conceptualise the meaning
(,f 'Educational Administration'. "It is the process of determining the goals of education,
 3

lk\'t'lopin~ plons. provhlin~ rcsrnm.: cs, crcutin g know-how und overseeing the
sur~\·ss htl comple tion of the curriculum trunsa~tion."
·n,c readers may re view some mon~ <lctinitions of 'Educational Administration'
~i, l ~II hy soil~ authnrs . Camph dl ct.al .. ('1.971) write that "Educational Administration
\'. lH\ststs of t'u~ilit uting the <lc vclopn~nt oi goals and policies basic to teaching and
k arnin )!. s1im11\atin !:!, the devt·lnpn~nt of appropriate programmes for teaching and
learning and prOl:uring and mumlging personnel and material to implement teaching
and k arnin~ ...
Knczcv kh ( 19~4) writes that \'E}\}u.;alional .~d•uini~lrntio.n.i~ ill~ p~oc.~.s~_concerned
with i:rcnting, ~tlil~ntuining, s~imuluting und unifying the energies within an educational-
instltutio~t _towards realization of the predetermined objectives." /
A~cnrlling to Scrgiovunni (1984 ), "i!ducational Administration is considered with
the process of administering, the execution of public affairs in educational organisations,
the pcrformurn.:c of executive functions, the guiding, controlling and directing
of
CU\h.:utionul orgunisutioi1s, nnd the judicious use of means to accomplish educational
ends ." ·
Adcmninu & Ehamctulor ( 198 l) de lined Educational Administration as "esse~!!_~l_ly__
u sl'rvk~ , !.lCtj v~!Y...Qr JWL \ht®ih w.hi\;.lUhc.Jwulamcnl.aklbjectiv.cs ..o!. tb~-~~-~
~utional
process muy be more fully and efficiently realized".
.... ·-. . .. . . ~
, -.-·... .. .. ... . '
~
. '
)
. lt muy thus he said _that there is hierarchy of educational administrators, right
from tlu: top of Ministry of HRD/E<lucation down to the supervisory levels viz.
the
school prim.·ipuls. Each kvel of udministrulors keeps on adding its contribution towards
1h,· ad1icvcmcnt of cdun1ti01ml grn~ls through the teachers who, on the basis of their
· lrntning, cxpcriem:c und guidance, try lo complete the curriculum transac tion '
sun:css ful ly.
1.1.1 Fcutures of Educutlonal Admlnistrution
In order to huvc u strong ~rusp on the concept of Educational Administration, it is
ncl'cssury lo study its fcuturcs . 1l1e main fcuturcs of this concept are:
~ Applicution of the Principles of Administration & Management- Educational
~ Administration draws henvily from the discipline of Genera \ Administration and
Munugcn¥!nt propounded hy Henri Fuyol. Eh<m Muyo. Abruhum Maslow and so
muny other originu l thinkers. The elemen ts of management. like Plannin g,
organising, staffing, directing and controlling ure applied for developing and realising
the goals of education. Muny other principles and theories of management are
applied under Educational Administration. By applying the princip l~ of managewent,
like 'Unity of Command, Division of Labour, Discipline, etc., :~nd the theories like
Maslow 's Need Hicrnrch Theory, Herzhe rg's two factor theory, Leadership Grid,
etc. contribute a lot to Educational Administration.
ii. · Hlend of Generul Administrators and Professionals- Educutiona\ Administration
is exercised jointly hy general administrators and educationa\ professiona\s. General
u<lministrutors, mninly, contribute from the central and state level executives posted
 m t~ n-unis.tn~s ('\f HRD nO
\\ E1.htfnt,on, as "' "'
' ~r i'- .~ ~t t\t ~ t\n.U ' llu.· din.'l'tors nf t·1
Ut\i\.)t\ terri\nrk
s . Th l' .hKat iui_, in
tt \~1' t~ mtdu\t' 1,1tld l'd \\\ .'l\ tt\ ll\ l.\ \ al\m
~\\pe-r vi sm y \~ ve \s in is tm tors nrt· mamly
za-...~~\su.m_ il in'- .'t ~ of of ndministrntion. Th
cd\K;tltton. ns ~,\~o thl· t•y arc ll\•pu_ty &
UL C'.oais at E d t,\ ur ut io n ortil'l'rs nm
~ tk ln an d t.Mlr lt .\ sd\Oo\ prm
rqmls .
~---ati'-1<\~ O O ~ np le n, en tu th m - Plan
M d hy th"· top l\!w s . g.ou\s nm\ poli"·i'-
~~ ft"Offl ' ~ \ m.lministrntors with ·s of
•P"~ t~tmi~ntions. the hd p of l·tlm:ntionu
h i ~ \~ ,"Cl c.duc,a lik t' NCERT. C B SE l_
tional orgu nisnt,nns . NC'TU.. 11ml lither
~"'\l
tnmhl tt ~ ar e a.ppo.i . So n~ tin ~· s cdrn.:nt iona\ \.'om
nt ('d hy th e cn hi missions an d
t~ ro, ~ n~ nts in cd n~ t or st nt c ns sc
ue nt io n. 11l\.'sc im m h\ ie s to su ~g cs t
th e \1 ln 0t 1s le ,·t h pf \w cn ~t \ls urc th~n
h;. n..1...: • l)f ~\m.·ntiom,\
a1.ltnin\su 'aturs . im pk nll·lltl·d th rP ug h
_, n c, p a1 .~ ~\ain lm
c
plflllenter- 11~ s,.:\l
l't ~ c- edocat iona\ ("'' princip~,I is t\ll' m
p\ un s un d ~uuls 1.. nin impknK·nll'r
.i.d:mm\$t nl l'-'\n., k,·d'-'\">C ll hy th e \1.lp \c vd Cl.hll·
lt is he/she w ho ~I ati,Hrnl
V\ 'S uin.'\:tions
the goals of ed uc at tn th e tcul'hcr~ for
io n. \V he n th e \cuc un ·rn np lis hi ng
P " -' ~, h e /~ cw ~r hcrs a~ cng.agl'll in
st ts th c, r ~,1..·tivitic th e tca1.·hing. -k:11:11
im rr o,i ag th e et tr rk s um.l if rCl\UircJ. in~ .
u\ um tr..msa1..'. titln £i w s su~~esti1.11~~ fo
i·
.
~\K'\.""--~fu\ fu nc tio ni
ng of n sc ho o\ .
. llc /s \,c ,s thl' pi\\a
r that su pp m ,; thl'
·
"'· ~ F' \d d of Stud
y- Ed uc ut io na \ Adminisl
/ also.. So m e po rt io rnti1..ln is l'o ns id er
n of th is di~cipHn~ ed as a ftc\u of stnd
~ -g ra du :l ti oo co is tuug .h t to the R.Eu. students an y
ur se in ed uc at io n it d for the
~ .idm:ini~trntiv is~\ fu\\-tlcdged pape
c theory and pr ac tic r. Th is di sd p\ in e cxm
of educational iM e of ed uc at io n in gc nincs
tit ut es in part.icu\ur ncrn\ l\l \U the su pe rv
. is io n
,7'{. A dm in is tn at io n of
Gover
nm~nt and no n- 1t
~ arc man ov er nm en t Sc ho ol
aged by go ve rn m en s- Government
~ s arc n-en t nd m in is tr nt or s w
agcd by th e rcsJl',."C he rc us th e non-go
schools fo llo w the tive go ve rn in g ho di es . B otvernment
sa m e cu rr ic u\ u .nnd h the cn\e~ories of
pcltte:rn.s,. PriYut th ei r st ud en ts ar e evnh
c sc ho ol s m an ng c th .mted on the sa n- c
in g-cwcm m en t sc e te ac he rs · sa \u ri es
ho ol s is ncglig.ih\e ir nm tbc tu iti on fee. A
. tN \.)Of ~) r\ io n of s \'ec
from go ,~ mment. tr \c nc he rs · sa \aries co m es
easury .
\'ii. I>ecentraUsaUon
of Authority- \n or
gcnaally. di vl dc d into uc r \l, fo dh \u le ad
cducationn\ di st ri ct s m im s\ rn \io n, sd\,'lo
\)\ \\ \l \ .
Dis lr ic t education nnt\ zo ~~ - E ac h ui
s\
Officer (D c.p ut y Dir ri ct is hclllkl.\ ~\ a
z.ooal education ·off ector 01· Ed uc at io n)
icer. There ~l\ft' · ~~vc am \ ea ch ·M'fll' h~ a
there are 12 cdu~atio m\' 1.rn\es in ea ch Lh
na\ districts am\ 2~ s\r ict . Fo r c~"..m.,pk
· officer .takes the resp ··, .on\!s in De\hi. Th~
onsibility o\' s~\\)Crvisi 'LOm\\ el\\\cat,,~n
lb is p- aa ic e is comro ng the schools hx:a\cd
on in m c~ 1 \i ta n and hi in his/her um c .
administration takes g dtics. \n looia~,-~i\\ag
place through the e\ec es, education.\\
di st ri ct level. Man \e<l n~mbers o\ Zil<1
dal Panchyat.~ at the Punrhycu t\\ the
b\ oc k \eve\ and G rn
Yillagc level. m Punchyur~ a\ \he
•,. E d •
:ru· Eduu;:titi::aJinAInctmdin.bmi~trcoatnclonur-reBntot.h by Central and State Governments- Sm~c
it ,~ m nm \g cd ho
.
th h)' ce nt ra \ und
s\ t\\ e
 Co,ir t'fJI and /Jri11d11/1• ., 11/ l-.'tl111 ·11timwl Ad111i,ii.,•flwio11

governments. School education policies und progrnmmes arL~ suggl'sted at thl'

national level by the Government of India, though the state governments ha ve a
lot of freedom in implementing progrnmmes. Policies are unnoun~cd al the national
kvel pcrio<li...:ully. ·11,c Central Advisory Board of Educution (CABE) pluys a kml
role in the evolution and monitoring of educutiomll policies and program11K·~ .
Nalionul Coun...:il ..c.lr Educutionul Research and Training (NCERT) prepares u
Nutionul Currkulum Framework. Ench state has its counterpart culled the State
Council for Educationul Rcscurch und Training (SCERT). These ,.lre the bodies
thnt essenti_ully propose e?ucutionul strategies, curricula, pedagogical scl1<y1\l's
and evaluation llk.'tho<lologaes to the states· Jcpurtments of L'Ju~·atio11 . Tht· SCERh
!_.'. l'IIL'r;ill~ l'ull u \\ g uilkli11l·~ 1.: .. . l~d1lisl1l.'.J b y tli1..· Nl'LRI. Uul tl 1~- .-..l.1ll·:, 11.1,1.
considerable frL·cdom in imple1nenting the education system.
p . q ~ontimmt1-. Procl.'ss- Education Administration follows a continuous pn.x:css .
111e goals of c<lun,tion are determined and reviewed continuously. As the time
passes, rn:w pmhll~ms emerge and new educational targets an: fixed . All these arl.'.
passed on to the different levels . of administrators and ultimately to teachers.
They organise the n1rricu~um transaction and find ways and means to accomplish
the goals. New l'ontcnts arc added to the curricula; new strate~es arc explored
for achieving the modif~d and new goals and the new products (students) arc
handed over to the society at national nnd international level.

1.1.2 Scope of Educational Administration

Educational administrators have a gigantic role to play. They review the national and
global problem~ un<l contemplate how these problems can be solved through education
and then proceed to prepare students who eventually endeavour to solve them. ·111\."
scope of Educational allministration lies in the range of activities right from developing
the goals of education till the preparation of students who shoulder the rcs1xmsibilities
of achieving them. The scope of Educational Administration can be explained through
the followiog points:
I. . , Developi~g_G.o~ Educational administrators fi.~st set _t~e goals to be m;hiev~<l
,:~ t,hm!!&,lt.education. In doing so, they tuke. the help of son1e c<lul'alionists fwm
·c·ertain upcx cducutionul institutes. When the need is felt to improve th~ system of
education, cc.hu:ational committees or commissions are appointed to review the
contemporary aims and goals and to set the new ones on the fa(e of ex.isling
problems. Secondary E-ducation Commission, Kothari Commission. clL. are the
examples of such · cormnissions. So there is much scope of the cdu(ationa\
administrators at the top level to set their machinery in order to do al\ this.
~ ~ roval of the System of Education- If there arc major l:hangcs in th~ syst~m
_~ of ;ducation, thl' same need the approval of the government. 171e reports uf the
Kothari Commission ( 1964-66) and .National Policy on Education .( 1986 and as
modified in 1992), for ex~mple, had"tlie appr:oval of the Parliament. ln this WU)',r--
the educational administrators have to do a lot of work if imponant changes arc to
be made in the existing system of el1ucation.
 A Textboo k on School Orgu ni.w tion m id Munag~•me~ii
I
i.ii/Re vis.ion of Curri cula- If the system of educa tion or l~c goals of educat .
ioi.\
/ clrnngc. n lot of work needs to be d_one by the cd~ca \l~nal ad~ni
strato rs.
Curriculum should be comm ensura te with the goal-s cttmg. 1 hey assign this
work
to Central und State Board s of Educa tion, us also to NCER T and SCERT. So there
is much scope of Educa tional Admin istratio n in getting the variou s course_i,;
re_vh,eu.
The develo pment of text-b ooks, teache rs' hand books , clc. ulso create
s 1·m.ich
scppe for the educat ional admin istrato rs.
iv/rvt obilis ing Resources- Once the goals have been set, admin istrato rs pr~>ecc
d lo
/ · mobilise the necessary resources. They may have to arrang e both physic
al and
human resour ces for achieving the goals. For examp le. al the recommenda
tion of
Kotha ri Comm ission ( 1964-66), educa tional admin istrato rs had to introd
uce
,·oc.1linnal education in schools and teache rs had to he trained and vocation.II
labs
had to be set up in schools.
v. . Developing Guidelines for Goal-Achievement- Polil:y-formulation,
laying down
the procedure. getting the study material develo ped, etc .. arc also the tasks
that lie
w1tlun the scope of cducational ·adminislralion. For all this again, the guidance
of
the apex institutes like NCERT, SCERT, etc., is requir ed. 111c top and middle
level
admin istrato rs are involved in all such endeav ours.
vi. Financial Management- Educa tional admin istrato rs have to manag e
for the
financ ial requir ement s and giving accou nt of the receip ts from fee and
other
source s. Since educa tion is concu rrent in nature , admin istrati ve decisio
ns nre
taken about the sharin g of the cost of educat ion by the centre , the States
and the
Local Bodie s. Decisi ons are also taken about nature of fee-ch arging and
free
ships. Thus the policie s are frame d for budge ting, spend ing and contro
lling of
funds and resour ces . ·
vi_i. School Administration- Most of the policie s framed by the top-lev el
educational
· admin istrato rs are implemented at the school level. School principals are
responsible
for runnin g the school s proper ly so that the goals of school educat ion
may be
. ad:ortf plishe d properly. There is a vast scope of admin istrati on in school
s. If the
teachi ng-lea rning in school s takes place in the right perspe ctive, only then
it will
be presum ed that school admin istrati on is doing well. There is much
scope of
school admin istratio n by the princi pals. They see that teache rs are doing
their job
well and variou s wings of the school , viz. the classro om~. labs, library , playgr
ound,
etc .. are being proper ly utilise d and the evalua tion task is being perfor med
well.
viii. Proper Linkage of School Education with higher level courses-
Educational
admin istrato rs establ ish linkag e with colleg e-educ atiQn and other professional
and
vocati onal course s so as to enable the school pass outs to take admission
in the
desire d institu tes. They instru ct the teache rs and guidan ce counse llors
to guide
the studen ts all about the differe nt kinds of post-s chool course s .

1.1.3 Functions of Educational Administration

.
!• ---- It may be seen from the forego ing sectio n that educa tional
admin istrati on ~a~ a v~ry
vast scope. In order to cover the activit ies under the scope of Educa tional
adnumstration
 Cu,w,p t " "" l' rinni 1/t'J 11( }:du ca1im111 7
I A,lm i11istrotim1

ma ny run~:lions arc pcr fom l'.:J . hs fum

.:\ions may be ex.p\aim..~ though the foll
J)( l\ I\\S: ow ing
l. Plunnilll,t- l11is fun~ti.on is m.,inly per
formed hy \~ top level administrators
~on ~ an-.)Unt of p\.mnin~ is dune hy . ?ul
ot1\Cr lc·vcls of adm inis trat ion also. Pla
ind udc s c.stuhlishing goa ls, pol icy mu ng
-fo rmu lati on an<l dec isio n-m aki ng.
~nuls of t.>tl~ation urc set ut the top Aims ~nd
lewl uuministrution with the hel p of edu
l.'. ommi~sinns and ~ommith.'Cs, the ,uc cation
mhcrs of which arc taken fro m ape
\.'oocutinnal institutes and uthcr cstablish'-x x
l educationists from the field of education
·n,c sc lop \\!vd aJministr.itors pass on .
their findings to the middle \evel educat
:llhninistratnrs wh o plan to pass on the ional
sam: to ti~ supervisory administrators
l11c surll.'r visory kw \ of administrators .
rurth\.·r plan how to accomplish the task
ass1g.n1.·d ln lhl'lll. Principal. for 1.·xamp s
k. may plan how to execute the curricu
lrans,u:tion throu~h the l\.·,,dK·rs. how to lum
dc1.:entrnlisc his/her authority for organi
various a1:livitics. lik~ delegating. his/her sing
authority to examination incharge, mornin
assembl y im.: har~e. academic su1~rvisor g
. clc.
ii. Ori,tunizing- TI,is funL·tion is the
syrn.:hronization and combination of
physkal and rmancial tl·snun:cs. When human,
the goals have been determined and the
policies have hecn fonnulatcd, the top
levd administrators ·proceed to- pass on
these goals and policies to the miu<lle
level administrators so \hat they can furt
take the steps for realising the gouls her
from the supervisory level ._idministra
Wi th reference lo school e<lm:ntion. tors.
the top level adm inis trat ors ·set the
of Dir ect ora te of Edu cat ion und till stru ctu re
up the top positions, like ~cr eta ry
dir ect or of education, etc . The y ure of education,
gen era lly off ice rs fro m the pool of
Administrative Service (lAS). lbc se adm Ind ian
inistn1tors are assisted by.certain additio
and joint directors of education. So1 nal
re top and middle level administrators
posted ut the head olli cc. like Additiona are
l directors/ Joint Directors-Planning, Lan
& Buildings. Schools, etc. d
The function of · Or gan isin g' determ
ines the aut hor ity -re spo nsi bil ity
relationships among different positio
ns so that the goals may be achieved.
top level administrators appojnt or ide ,The
ntify the middle-level administrators wh
perform various functions for furthe o
ring the cause of goal-achieverrent.
Educational administrators in son~ ape The
x institutes, like NCERT. SCERT, CB
: ~tc organise in-service programn~s SE,
for clarifying the goals developed and pre
: . ,tu<ly material. tools of evaluation, pare
etc .. for the school principals and teac
: that they can take the required st~ps hers so
fur (omplcting the curriculum transac
Other middle kvc l a<lrninislrators like tion.
deputy directors of education work in
respective district~ and commuiucate their
through their teams to the heads of sch
in their respective districts whal the ools
y have tn do for achieving the goals of edu
The deputy directors of education and cation.
education officers keep a watch on
schools under their jurisdiction and the
see that that the principals arc exercis
authority in the right perspective and als ing their
o ask for their accountability.
iii. Staffing- Under ·or gan isin g fun ,
ction· a structure is developed of var
and authority-responsibility relationships ious posts
an-..mg '1,irious jobs are est ab lis ~. Under
 ,\ -,.. 11 1,,..,k "" Sr hm,1 ()r~1misi11i"t1 1111
11 M,m,. , ~,ntnl '
·s\affmg F\mc\',on'.
\he johs crea~c<l un~c
_suitnhlc personnel. Th r ·organising Functio
e top level ·educutionn n' nrc tilkd with
from the common pool l ndministrntors arc,
of lndinn Administ gcncrully . .tnkcn
Services. Many middl rutivc (tAS) nnd Stnt
e level cc.luc11tion11l nd c/Provinciul Civil
Union Puhlic ·servic ministrutors urt• either
e Commission (llPSC uppoinlt·d 11iro,1gh
(SPSCs) or they nr )/Stule Service Puhl
e promoted from hier k Commissions
·- promotion of tt;uche archy of different ·p~
rs us vice prindpuls w >sitions, lik e the ·
:education officers/as ho may then he pronl(l
sistant directors of cd tc<l us prim:ipnls,
· level o( cducutionu\ ucntion und so on. Th
ad,,,,nistrators, like sc e supervisory
ur~ p'.artly appointed hool prindpuls und cd
through UPSE nnd SP ucution oniccrs
. principals. Recruitm SC and partly prl:>motc
ent of tcnchcrs tnkcs d from vice
.. 11,e private and reco plucc·througll'llircctoq
gnised schools select llc of cdurathin .
committees, but they their own stuff throug
huve to folfow the go h thdr nl.11)aging
staff. vernment policics ··ror
. sclcc:lln~ their
_Staffing function is no
t confined \o appointm
rctam them hy provid ents only. Attempts ar
ing the facilities of \m c made to
'i and incentive plans. Th ining & dcvdupllk.'ll\.
,.:ompl'11~;ll1011
us this function of Ullu
with obtaining, utilisin cational administration
g and maintaining sa is nmn:rncd
iv. Directing- It mea tisfied human resou~cc
ns to inform the suho s.
they do it to the he sl rdinutes what to do an
of their competence. ·T d to ensure thut
:!\ . ~lem
epts which ure leudersh his fu nc tion tukes pluce thrm,~h
. ·~· .
.

·· i·p. 'communicution, m its

Under leadership, th otivution und supcrvisi
e ud111i11is\rntors pus~ oi(
· · ia :such un intjuen \
01, tile i11stn1ctillllS .
'
cing wny thu\ they _t,l their i,,;,i<,rs
~: . 1.eul. They do the (juniors) do the· work
work us if h is· their wi\H'ng.\y m~ll ·wit\.,
. own work.
Communicution means ·
exdumgc of idcus and . \
the recipient of mes in fo rmation in such a wny lhnt
sage und~rsttinds it in \
.. ,: ' hi m /h er to un the sume spirit as the I

de rs ta nd . ·.so comm -sender wishes

.··.: :? c'ommunication. on understanding
. . is the cs sc nt c of
Motivation is an assu
runce to n person that
. \
she designs hisfh~r his/her needs wi\\ be fu \
behaviour_· accinding \fi\\ed if he/
·. By using the techni to the rcquiremcn\s of an
mganisa\ion.
their juniors. Teache
que of mot.ivution, se
rs can alsousc ·this te
niors can get the desir
ed w ork uonc by
\
I

learn more and more. chn,quc to instil an ur I

ge in stuuen\s to
Supervision means to
to them. Though :this
ove~~cc when the .hm
io rs
.
are uoing the work i.\
\
function is exercised ssigncd
intensity, mainly, ·lie at a\ \ the. lew\s of. adminis
s at the supervisory tmtion: its .
the teachers to asce \eve\. ~tne principu\s
rtain whether they ur oversee the wnr~ '-'f
·.. perspective or not. e doing the tel\ching
work in the ,·~)!.ht
. .. . .
The elements of dire . . .
cting ure required "' . .·. .
these ure mainly need l\\\ the \evds ol l\llm
ed nl the sup...·rvisory m,stmu,m. ·hut
. teachers in all the. kvc\. 11,cre arc more
schools, bu\ it is the or \css com\">C\cn\
optimises teachers'. co prindpa\ (Hrst \inc ad
ntribution for their rcsp min,strn\m) W ~\ \
her supervisory skills cctiv~ students. He/she
during the pre-teachi _needs h,s/
. ng,, tc~chmg and post-\e
I .
i.\chmg, µhascs.
\
Concept and Prinripl,•~ oJ Ed11rct1ionnl Admit\i.~tration

He/she ensures that the teachers, under his/her administrntion. develop the
instructional objectives properly nnd complete the curriculum trnnsnction so as to
accomplish the instructional objectives effectively. Besides the tenching-lcamin~
process. hdshc secs thut ull the co-scholastic activities tukc plm:c in un orderly
way.
•
v. Controlling- Under this function, it is ensured that the task performed to
accomplish the goals is in conformity with the plan. It is the process of measuring
nnd monitoring pcrformunce. The supervisor. responsible for controlling. l·ompnrl·~
results with pluns nnd takes corrective action when required. Though each le vel
of ndministrntion seeks accountability from the subordinates for nppropriatl'
cornpliancc, His mainly required ut the school levd . The deputy directors anJ
education officers sec that the principals are running their respective schools in
the right manner.
As stated in the previous point, principal judges the accurac y of \t1e
instructional oh_jl'ctiws and Vt'rifil's wht'ther the samt' ha v1.· hl't'll :h\·\\11 11,1 i, lil.·ll
during the teaching- learning process. He/she also rc;views the evaluation process
and students· achievement in their tests. If students· achievement is commensurate
with the expectations. it may .be presumed that teachers are doing their work
well, or else he/she finds out the deviation/s in the teaching-learning process and
asks the teachers to toke remedial steps. He/she reviews the·process of evaluation
also. Remedial steps ure again taken if he/she con.:s across uny deviation frl.)m
the standard set for them.~
Educational Adminii47ation is thus concerned with setting goals of education.
managing resources, assigning tasks, issuing instructions, monitoring performance.
taking remedial actions, if needed and accomplishing goals.

1.1.4 Principles of Educational Administration

. Principles are the basic truths, generally stated in the form of cause and effect
relationship. They are general guidelines for the administrators who apply tlw s1.' pri1Kipk"
and achieve the goals easily and effectively. The principles of Educational Administrati1.ln
enable the administrators to manage the directorate and schools efficaciously. These
.. principles are derived from administrative theories, developed either empirically or on
the basis of experience. Observance of these principles leads to administrators· succ~ss
and their vi<>lation results in misadministration.
The main principles of educational administration arc:
. I. Principle of Division of Work- This principle implies _to assign the work lo
~r~ons-ror which thcy·nre·bm- suited. Dircct~rate of Education, for ex.~~lc.
is divided into vurious d~partment..", like Planning Department, School-bu1ldings
Department. Finunce Department. Schools Department, etc . TI~n th~re un:
school districts where deputy directors and education officers ure posted.
keeping in mind their competence of managing the schools under their
respective jurisdictfons. The
pos~ing ~.(~r.inclpj\ls and vice principals are also
made keeping in mind t~~!r.a~ilit~ of managing the sehools where they are

---
 I0 /t, ·rcx 1l,flok (Ill :;d irm l ( lf>' llldt
itJ llrm wuJ l,4w wx,,,,, ,,,
poslc<l. 1ne 1-ichool principal s ~1s0
hliVC u, keep in_,~ind tl'iC qua l~ fica
l'.ompctenc.:t! and interests of trte teu ti(,tlAi,
chcrR .before g1v111g them the ch~·rgc
students nnd various co-curricular .uc ()f
tivitictL
--- /
ii. ,.,rlnclplc or Equl..,!Y and_ Equ

should not har people to get the

alltY,• Bqulty ~eferK \.o the r,rinciple
.,,,.,. i, hnplieKthnt custc, colour, creed, of fairnc,u1.
poverty or uny dltm c.lvuntu1icou8 (X')
tliioo
ir due. Ge ttin g l(ond l.!ducution. for
~ho uld he provided to all the chi cxan,p lc,
ldren. ·n,c government>< of tTU\O)' . lnd
have fulfilled the ideal of .. Equity" ~y inn ~tu tea
fl~ing 25% rcKCrv ution for ndmiKsion
public schools for children from cco lo
non1ically weukcr l'nmilic ~.
t
Equulity is the state of being equ
al, especially in l\tatuK, rights . and
opportunities. With reference to a sch
ool. it rreanKtreatin g all staff and ~tu
fairly and c4ually. Giving e4ual opp dcnts
ortunitic ~. lo n~ n a11d wnmcn for job
an ex.ample of equality of i-;cxes. s, is
lt may he said that .. equity is the
procc,u~: equality is the outcorn;.''
At whatever level the adminharatorn
are working, the principle of equity
and c4uality should not be lost sig
ht of. The adminiKtratort4 working
and middle levels i;hould keep this pri al top
nciple in mind in appointn~nt~. placcr
and work situations. School principal rcnt.a
s should also apply this principle wh
dealing with teachers and students. ile
They, should sec that teachers, workin
under them, do not violate this princi g
ple.
111. Pri nci ple of Sh ari ng
of Au tho rity and Responsibility- 'Th
...J,11c seniors to share their authority i8 principle expects
with the juniors. Two concepts arc
/ for such sharing. These are 'Decen uKCd
tralisation of Authority' und 'Dclep
• of Authority'. Under the first
concept, authority is dispcrKC<l un<l lion
is distributed among the administra diffuse d. ll
tors_of ~he i,ame rank, like deputy dire
of education giving a part of their ctor&
authority to the ass istant direct ors
education. Delegation of authority is of
given to a'subon.linatc when the senior
overburdened or when the senior is
hands ov~· part of hi s/her authority
junior to improve the quality of task to a
delegated. lf the principal. for examp
parts with his/her authority of org le,
anising (:<H.: urricu\ar activitie s to
se nior teachers according to their int some
erests and compctcni..:c or delegating
authority of the ~onJuct of examinat the
ion lo some ~cnim tca~hcr and so
This principle strengthens the founda on.
sho uld bel iev e in •sha rin g of aut
tion of <lcn~x :racy. ·n,c
admini straton
ho rity and re spon sih i\it y rat her
11101\(lpoli~111g the than
power rn few ham.ls.
t i". Prfn~ip k of Stmll'nts' Growth
as 1, CriteriQn of Ocdsion-makinl
hh1l·a1 inn;d Ad mini stra tor s have to take so muny ·
dl:c
i ~ion~ from time-to -
time. Whenever they are in a dilemm
a about the genuineness of a proposed
decision, they should be guided by
the outcome of that Jeci"'ion-thiK
always be taken for the growth and Khould
welfare of KtudenhL Tilis principle
in achieving the goals of education helps
. A principal, for ~x.amplc. follow
policy of delegating his/her authority s the
to the senior tea<.:hcrs. lf he/ she fi nds
 >th,\\ 1, 1,m \H\ \~\ih ' h~\ ,'n\\ ll\\
\,l\l \hu 1,\u dM h, h~Hc r for n
\\,,, ~h~ ,h\V~ ,1,\\ h,t~ \t \\\u I\\ ,\\> mui;1c competi tio n,
\u~ n\\ ng \hl 11 \l\ttk to the jun
, \'f HWl\\\\l ot' \'nu\~'"' ior teacher.
''.
1 1\\,,\\h\ , ,,,,l'l h\.1r \ho IH\ \H\U\\
·,,,,11 1w\ nu1p\ \l 11 11~" \ho\ th\! ed
\1\: ~tlonnl uc.hn1ni1nrulors •
"l' ~ m,
\\'~,,n\, v 1
p,\~ on
I~ ' 1\n~~\)1 H) \\1\\\,\ \\\ \n\ u\\\~u
,·\\,,1 1, 1\ \ \ \\\\nu\ \\\)\ l\\"4SI
u,h,co ,io
n\, uc
n " .. un )n\leKlllWOl on human
onom>.' whl" h irnpHei. qu
\I'\ ' U>\ l\Orn \\h\l'\) on ~lh
lL'
al_ity
. l\\&on , there will he no qu
,\t q\h\\\\' H\ \\ . \'h\~ pr,n\
'"' ' h\\\~\t\ \\\\) ,,,hrn,\~1-\1·t\\
1
,p\ o h1)'t. h\C \li- on !.!hcij kli cli
Lm\.l bulunces. TI1iK do es
Uon
m t. "' \lwo1,t on ell
\\ \\~Wt \\\ ''~\"' "'\l\m
,1>. shn\lhl nnt h,• in~urr cd. uc ul\ on , but \l does say that
, \, \l\'hW\\\h) ol' \'1io~t.'ont.
tlluU,rn~,, ChutNtH ,. Many co
\'\\ \\\H \H \\W U\\h\,, H, nsli\utional clauses
ws t'm 1\1\f\lhn ~ lhl-' )Wills
,,, nn~,h\ ~\,\\\',~ lh,\l \lw Sli\\" 1'hn\l of cd w.: a\ion. Article 45, for
\\' I\ ,,,,,, ~ cnduuvour to provide, withi
t1P \\\ l\w ,·rn,mw,wu n a period of
'"'\\\\\\\ \~\,\ \' ,,,hh'i\\h,n \'m ,,H
n,u n\ of \hi ~ Co ns \i\ ut io n, for free and
,.: hHdr ~'" until th\!y ~nmplcl c the
\ \\,\\ ~ Th\~ ,n,,\\I\\Vl1 ~n age of fourteen
,,un,,m~n, hn s ye\ no\ be
,,,\\h'\\\l\\nn\ n,h\\lni~\rn\Hri. sh en uccnmpHshed. Th e
ould hu Wl\ \\ vcrs~ ll whh the
~, ,,, ,, l\\ \\\H \''' "~\\\u\hU cducutionul clauses
\ l\n,l mok~ l'l'l'or\s \o do
I\\\' tM\\\' l"" '\ whu\cver foils in their
\ \l\ \-rhwh•h' ol\ Sh,bU\ty ,uul Adu1>tnhlllty - StahHi\y is
}},\\,,\ \'HW\ \~'' '~ \"'\Hll t'r,\low the maintenan ce of
"~~, hy \h~ a,h\\\nisu·utors, lik
ht'\\l'\'r,\~\\'-''~ l\\Wv ~\ mnn\h e, lloing one l,ct of
ll\ thu I\Choo\ vtd nh y to coun
~, hy \he uu\i vhil: Mof the schoo the adverse effect
nf thi, \m.~\tw,,n\"noe~ ,'ll\l~ ter
\\\H Y \,.., ,h,,, "' ,,~, ~(\ "l\ll ,\f l . ·n1e inconveniences
\h~ \oull"'r"mkur, lho vehicleM
t)\ H\ \ \h"; ~~hno\ nm
-\ ~u on . ·r,,~ "ClM of hcnc comina to or ~oing
di,im\h,,~s~ lh' \Vl'~, tHluh lhu vo lcm ce mu y be growing trees,
rn cy Cl\l\\llUi~ni.. etc.
Adt,ptuhll \\)1 ,~ th~ l'U\'l\ ~l\y
of l\llministrnlors to chungc, tn
,mpt'\)\'\' \n lltffrt~nt sh unt Inn develop and to
t\wmwl vt'S ln \h~ ehiu,gcll
s. Th\)y »"'
out of \h dr comfort 1.one. an
d adapt
s1\uutions . A principal. for cx
lh nl ,,,ndwrs should I\Ol si\ am pk, is of the view
whon the tcnchin~ -lcnrning
Uut lw l.hW~ nnt mind H' u session is going on .
sid. tcn chcr sits in the chair
, Hl, llt-hwlpl ~ of' Slmtln~ Rc while teaching .
som·t·cs-Muny Edw.: ational
hnmlltd, mu v nnt h~ nhlc to Athnin~strator~, single
l\O mul:h to augmen
h'" \'' mlmll~\~tl'l\lOl' ~ nr~. mn\n\y, gu t the cnusc ol c<lucauon. To
p
dl ff,,1,,,H I\ \\\'~ ,n~Ut\lh,'S nf l'tl ncrnhsts. ·n1cy 10\litc the _exp
\l~l\t\on nml l\l'C ahlc to do mu ert~ from
,',\U\'UHOn . Th\\ d~pU\y ch m.thc hc\d of
,hrc..: tors und \!ducnti,m oflk
, ditfrn·ut suhj,•r\ s crs in~itc vanous c.xpcrts
11 nnd 1\1\ ' nhl~ \o hnmch schnn\
, · \ inspcct\Ons l\nd pr~v,dc. t~e
""'l''-'~~ m·y }l\tldn n~t\ N nny sl' l,oo·\ p1 ,•ll1 ,• I),\ , ·,,,vitc cx1xrts from umvers,
\t\• l I i s. . ues
l I '\\llc>I' ~, hll'U\lc,m,l \nstHutcs nml m~a . ,-
" '
1nofo~oah\lU\I ».n,w\h of tht, h• m sc rn-s¢rv,~c programs for hth·e
l' ff
tcnchors, us nlso t ' ercn t \ :,e · of talks for l eu
YI s
st.ml"'"'~· ·
,~ . l't·lnd1>h., or (.o-ordlnu- . . I C . • ' tlon• Co . .
-nnlinuuo .~,
n ,s the dehb
Ol 'lk fh1 nrrnn»~n'k'nl ,,f
\lon "" ' 0
o1 >cru . . eratc
»mup effort to prov1d~ umty f ·tion1in the pursuit
' o uc
 A 1,·., th "o k ""
S, -fw,,t Orgw1i .
rntio11 1111tl Mt1111
1 .~,•,,1t•11t
of a comn•.ln pU
rpose. t\ H lp c ra
collective effort ti o n , on the oth
i; ,o f persons wo er hand, implies
.
·,
o f a particular
ptirpose.
rking in ~n org
anisation for th
voluntary
e ac h ic w m en t
Educationa\ Adm \
inistrut ~lrs, work
this principle an tnll at nil •levels.
d shmt\d fry to us sh(>uld he cc.insc
Principles and e h l1th co-ordination nn ious o f
other concerned d co-operution.
rapport wtth ce ·educational ad School
n n rn key apex ministrators sh
C B S E , lA S E . It educational -,in~ o u ld develop
i'stitutes o f Teach titutes. like _NC
guidance for th er Education. ~ E R T . SCERT,
e. teachers and ·s tc. and should se
and the g ra ss ro tudents aml app ek the ex.pert
6l problems. Pri rise them o f thei
in te ac h er s and nciples should in r ac h _icvcn\CJlts
s~udents. fuse the spirit o
f co-operation
x. . Pri!).Cit,t€" o
f PrQfe.ssional I
~ o o \ education
Growth_. All th
,:_.\mow that the e administrators
the society thro benefit _of- educa , rcsponsihll; fo
students. ln fact
ugh -teachers. T
ea ch ers arc ·suppose
ti o n goes to the stud
d to give their
cn t~ ·- and
r
\ \
, te_i;!Ch~rs shou h es
should have ·rea ld also grow alon t tQ the
sonab\e freedom g with their stu
d en
\
given o p p o n u n to grow and self-a ts . T hey-
it ie s· to iririova ctualise. They
beneficial for th
e students. and
te · n ew metl,ods o f teac
hing. T h is will
sh ou ld be .\
''t th e te ac h er s: will become a p ro ve
source o f 3ob-su
t.,_

~t,;\{t\<:·: .:·: :-~-

·;t - •.

x i. Principle o
f Empowerin'g
.
. ·
ti sf ac ti on for \
-\ ·-:-_.:~-\ \ :;: -::~--
-. _';, ~ a t_teacl,et
s _.shoul:~ ,.i e t the
the Tench .
erR• The implica .
tion o f this prin
-~.- _ / tunes. A ll st\mc respect w ciple is
f~\/ ·~:-:··;./:, _- >. :, th e c o n ~ ~ e d E
th is ·_fact and ~ d u ca tional Administr
hich they use<:I
to ha ve in _ancient
ators should be
·; · ..~ .-_ ..: --·.'=-.-.
- ✓• - . ~~- :
- ·.
· ) nd :r es p ec
. ec o n o m
t fo
hould 'take the
_r tl )i s d ig
n ec essary steps to
nified professio cr ea te un a_tm
co gnizant wilh
osphere o f love
.\
ic al ly :~s well n. T ea ch er s sh • I
.., :-·-~:•)·,:-J;' ·__··: = _ as sociaUy. They o u \d ~b e empower~d
. '1 .- th at .'they may -- _sh o u \d b e

\
-~.·--_~,-·. -_;:__· ._._~_,~
. , ·••
n o t run after tuit co mpensated decen
_ _:_··:.i•- · - - __,c o m ions. T h ey shou
\u tly so
--, p le te the curricti\um al so assure J h at they
b o u n d to b e th tran wou\d
er e w h o la ck bsaction earnestly. Even then
ehind in \earnin so
li k e in at te n ti o n g for sm re or thme students ure
may be o rg an is of
o r so m e kind
ed in the schoo
disability. For su
ch stu<lents. st ay
e other reason,
cl as se s m a y b e l h sd f. T h e .tea -b ac k classes
·, p ai d generousl chers require<.\
y. fo r th e stay-back
.2.0 APPRAISAL
OF.°EDUCATION
Al. ADMlN\STR
rom th AT\ON
e scope, function

.. ·,e v ar io u s adv s and princil?\~s of

antages and the Educa\iom\\ Adm
in,s\rn\ion,, one i.
• ' 1ve ~ n discussed
\imita\)ons of th
under the sub-sec is concept. \t s ad
vantages an d \im
: \m infer
tions to fo\\ow \\l,t\ons
2 .1 Advanta .
ge~ o~ Educnt\
onn) Adm\n\!ltra
1e main· advantage8 o t\on
(E!ducl\tionu\ ·Ad
:D,eveloplng Sy rn\nistra\\on " ~ :
stem o f Educatl
._. . tn developing the on- ·F..<l,knt\onu\ f\
syst~rt\ o{ educatio <l1,,\ni.stn,tor~ \\re
These administrato n C\'\\\\ll\Cmmtn\C w ~ns\rumcnta\ ·
rs keep on review hh the·con\cm\)Ornr)' ne
the global ones ing. not on\y the n ed.".
and modify and in atfona\ prob\em.~,
sert t\djustments in but l\\so
the g~a\s o{ educa
ti.on. \n

. ,
••
 <'o 1,11<'t'f 'tH·•d Jl1nH ·irit 11•i fdwrnt1Nw l ;\tlmi11i.m ntim1

nt'\k r tn tht· l'"'h\cms, nn \WethnuHng mny he required in the old goals und
S(\h 'l'
n~w tni~ets muy hnve to be set. To meet the existing chnllcnges, the top level
t du~ttti Nml mhnintstrntnrs mny take the initiutive of nppointing cducutional
"'\,mmissions nnd committ~s und develop new system of educution for solving
t~~t- l'rohlem". At the ~ommendntion of Kothari Commission (1964-66), rm---
t' \. Umple, 10+2 system of educution was introduced, un<l besides other
imprown~nts, Vr~.·t\tionu\ Education wns introduced nt + 2 level.
\Vhen the pro,:css of developing n new system of education sturts. the middk
level l D~puty, jl>int directors of education, etc.) nnd the supervisory level
11dmini~trntors (Sdmol Principals, Education Officers, etc) also communicutr
their pmh\ems nnd suggestions to the commission/committee to he considered
hd'ore dl·vcloping the system of education.
H. Sl,ttin1: up of A1,cx Educational Institutes- To solve the different types of
.. euucntionnl probkn\.", different types of expertise is needed. For example for
dt•veloping school curricula, curriculum experts are required. This problem is
solved with the help of npex institutes. like NCERT, SCERT, etc. For solving the_
evaluation problem"~ expertise is provided by CBSE and other boards.ofGducation.
For the professionul growth of teachers, help is available from NCERT. SCERT.
L\SE (Institute of Advanced Studies in Education), etc. NUEPA (National University
uf Educational Planning and Administration) organises programmes for educati
on
officers. principals, etc. for improving their administrative skills. All such apc:w.
institutes are set up with the help of different educational administrators.
ill. Streamlining the School Sys~em- Educational Administrators streamline the
distribution of schools in districts nnd zones. Schools situated in a district are
under the charge of deputy director. Each district is divided into certain zones.
Euch zone is under the charge of an education officer. This division of schools in
districts and zones facilitates the task of supervising the schools. These deputy
directors and educntion officers ensure that schools under their jurisdiction are
functioning. well.
i✓~litatlve .Tuachin~•learning- E~ucational a~\m_inistratms ensure that h'i~b
7 > quality-teuchmg-learnmg takes place m schools. Pnnc1pals oversee that the teachers
· are teaching in the right perspective. They see that teachers accomplish the
instructional objectives effectively. For this they observe whether the teachers
are complt!ting their l:urriculum transaction in the right perspeclivc. The ilistri~l
und zonn\ level administrators see that principals supervise the teacher
s· WC1rk
earnestly. _
...../ Contr ibutio n to lndlvlduals and Society• Educational Administrators do
a lot
/ for the indivi<.hiuls und the Roclety. The plans of education developed by the
· cducationnl udministrutors. with the help of learned and experienced educationists
are achieved hy cnnbl ing the students to complete their education through schools
and other higher educational institutes. After completing their education, they
become sclf- ~cnt s and contribute to the national and global wealth in some

~~ ·
 14

or tho- 6the r w;.y. They become u seful citizens

b y cont inuin g the prod·~cti ve
activities and exploring the new things that have remained
hidden so far.
vi. Linking Education with National Policies- Edu
cational Administrator~ kee~ a
track on the cmcraina nutional policies and strea
mline the curricula in hne wath
such pollcicM. To solve the problem of unemploy
ment and to misc the production.
Prime Minister Nurindcr Modi has given the slogans
of "Muke in India" and '' Our
miss ion is skill development." Both the slogans are inter-link
ed. Tho ugh Vocational
education is part of the system of education. but its qual
ity in schools is not at all
satisfactory. Many Educational Administrators are pondering
over the id~a 9f making ·
the vocational education more meaningful in schools.
Now some post-school
vocational institutions are also coming up at the college
and university levels.
vii. Teachers' and Administrators' Professional
Growth- Many Edur.ational
___ administrators organise programmes for the
I •
p~ofessional growth of teachers.
principals and other officers working in the field of educ
ation. These programmes
may be organised at the local, state, national and even inter
national levels. Depending
upon the nature of programme, permi.ssion from the
competent educational
administrator is necessary. For private schoolR, the concerne
d managing committee
may grant permission and even funds may be provided by
the managing committee.
For government school teachers and principals, permissio
n from the administrators
of the Directorate of Education may be requi~ed.
In case of international
prog ramm es. the intervention of'the Ministry
of HRD/Educution may also be
required. ln this wuy Educational Administrators help
in the professional growth
of tcuchcrs und udminiatrators enaaged in educ
ation.
viii.Appointments, Promotiom and Tramfers- Edu
cational Administrators create
many job opportunities for the qualified persons. Thes
e jobs exist at top, middle
and supervisory levels. Some of these jobs are fille d
up through Pub1ic Service
Commissions and the remaining by proIOOtion and tran
sfers . The jobs exist not
only under the profession of Educational administratio
n, this profession itself is
instrumental in managing to educate millions of stud
ents every year who are
ultimately absorbed in some or the other occupation. The
saying that 'Teaching is
the one profession that creates all other professions' has
been very aptly framed.
ix. Grievance Redressal-At the grass root level of
Educational Administration, school
principals manage the functioning of schools and the
teachers teach the students.
The principals. as administrators. have to deal with man
y categories of persons.
They have to deal with different levels of teachers. ;tud
ems . parents and society
at large. Officers. dealing with such a large number of
~op le. know that it is very
difficult to please everybody. Some untoward happenin
gs do appear and take the
shape of disputes and agitations. Though many principa
ls arc able to solve such
pro ble~ the~ elve s, yet some disputes slip away from
their hands and complaints
are lodg ed with higher levels of Edu cati ona l Adm
inistration. For example.
Directorate of Educ_ation. Delhi has "Internal Grievanc
e Redressa\ cc\\ (IGRC)"
which solves the complaints lodged with it from teac
hers. students. parents and
general public. •
 15

P'rt)VL~,~1 of S,\r,·k\'s 1\t . t~ Su'Pt:nlsory Le'1e l-

lt hus already be.en stated that
' ' ~,t,a..:~tkinul plum~ umi poll~ 1cs uru tonnulntl.-<l nt
the top level of administration. To
m,lteu-..·nt th(:-~ pfons _m~tl pofo:i~~- l\\C!hods unu rules
ure dt:veloped by the middle
k \\'l ~,llh.'~\t il~rn l mh,umstrntor~ . n,~ unplcn~mtntion
of these plans and policies
m~c-s i"'n"~ hy t_t~ s~t10ol_llrh\C1pu\s wl~o lire v"'ry
close to the operations. These
,)(, •ruti,~,s ~"~i-.,s_ l ~,t lilft~ Nnl types _ot services, like completing the curri
t1 .UlMh,'l ioo, pt\WHlmg guu.lu1\\.-e scr,v
culum
1ces, orgunising co-curricular activities and
d~,,~lupin,s muny nthcr po,.. itive truits for the ull roun
d development of students.
. llK' '"riu~i." ~uidnm:c services include
diagnosing students' aptitudes, attitudes,
lntdli~c11'.'t"-kYt'l. l'tl'. . Prindpnls oversee all these
areas and assure to their seniors
th~ll tht·y woulJ nnl show uny slnl:kness in the prov
ision of these services. The
~t.·nio~. vi1.. the managing committees, education offic
ers,
.etc. have their own
,, nys \.)f observati on nnd gelling the compliunce.
1.1 .2 \Ve akn ~se s of Edu cati ona l Administrution
lh.·n: is no doubt thut Educution~l Administrator
s do a lot for managing the process
nf t•"'hh:ation: they ure instrun~ntul ulso in creating
son"le prob le~. The main limitations
\lt' falu c\t irnml Administrution un!:'
i. · Rl-d TuRism- lt lms been ohservc<l thut there
is much titre gap between the times
when the g\'~1ls ure developed. the system of c<lucution
is (icve\opc
"'nt1 th~.· plans are implen~nted . It is because of the red tupism d or regenerated
that so much time
f'\ tnkt· n in impl~n~nting the ru~·n
mn~nuatinns. Files arc moved very slowly from
111w level nf_ nJministration to unot
l'k'r. This pruh\cm has been solved to some
t, t~nt wit h ti~ intlVllu~tion of informution tcdmology, hut
still the decision-making
pro~."C~Sl" S m,~ very slow. Much time is taken
in making the policies public and still
more tin~ is tuk~n in cullcclin~ the ~xpcrt opin
ion. By the time it comes to
implcn~nh1ti\)I\. ·new prohl~m~ cn~rge or innovutio
ns come to the fore and need
tlf developing new goal s is resurfaced.
ii. Ovf"r.,ambitious Pluns- It hus tx·cn seen that our
educational plans are very lofty
am.I the me~ms to fulfil tlwm an~ sl:an:c and foully. Plan
ning does fix targets but
tl1<: t.·ompktc know-how is not uvuih,hlc to rcuch those
tnrg~ts. CBSE, for example,
intrudut'Cd Continuous....au<l Cmupn:he;:11£ivc Evuluuti
on (CCE) in its schools, but
tt'tl' prn~ti,ability of puttin~ il mto pruc
tkc hud not hccn tri~d out objectively. The _
resu lt was that teachers were ft'Cling too hurdencd to
implcIMnl it in the right
~·rspt.'\.'li vc. Many fake rc,ordings had hccn noticed in
many schools. Therefore
\\ hcncvcr son~ inno vativr idcu is gcncrnlcd. it should pass
through the stages of
lidd trv outs and only then it should be t1,adc public.
Simi\ar\y there are many ·
;)fht·r c~fX'Ctatiuns from sdmols which they are not able
to fulfil either because of
i,\·cr-amhitious plans. or la~k of guidam:c or luck of supe
rvisory ski\\s.
_)ii. :Top-lcve I Educ11tionnl Admlnistr11tors-Mnh~ly 8ureaucriits-T
he _t~p-leve\
l'tll-.:ntional mlministrators ure mamly burcum:rats 1.c. they
are gcraa\ admimsttators
an<l ar~ posted hy vi rtue nf their hnving pussed IAS
or State Civi~ Service
l·,a minations. 'The y do not poss\!ss any professional
degree in educauon. They
 I &V
A Trxtl,ook on School
Orga11i.,·atim1 cmd Mmw,:cmt'nt
lack the first-hand ex
perience in educatio
(educational professi n. They have to depe
onals) for setting ed nd on tedmorrnls
posting is done on th ucntionul goals and
e basis of political policies. Since tf,eir
justice which a real ed considerations. they
ucationist cnn. By the are not nhlc t~, do
inputs. they may be time they gain experie
transferred to some nce in educu~it ,nul
iv. Laxity In Follo other ministry or de
w-up- Once the goal pa rtment. ·
same have been com s are determined, po
municated to the scho licies fo rmulated nt~I the
the seniors become \ax ols through the interm
. and take it for gran ediary oflkcrs,
of goal-achievement. ted that school princi
Principals are. mainl pa ls will take cure
~tudcnts• problem." y. husy in sorting ou
and focusing on the t the teachers· and
• if the teachers are routine compliances.
taking classes and th They feel satisfied
should chalk out re eir results arc satisfa
gular schedules and ctory. The seniors
curriculum transactio visit the schools to
n is being organised check whether the
~nd security measure in the right perspectiv
s are intact. They shou e and all the safety
m case a school is
not being run proper ld be in a pos~tion to provide
ly. guidance
v. Academic Negle
ct at the District and
at the Zonal Level-The
district and zonal le administrators worki
vel are also, mainly. ng
settling down the sc engrossed in clerical
hool disputes. Their routine and
their professional gr main task. i.e. helpin
owth and providing g the teachers in
schools, etc. remains guidance for the smoo
neglected. One of th th-functioning of
officer is to organise e important duties of
seminars nnd orient an education
the help of expert ation programme!\ fo
s in variou!I l'Ubjcc r the teachers with
principals are organ\ ts . They 11hou\d oh
s\ng the necc1111ury act\v m BRsurc thnt "chno\
ch,\drcni · it\c~ for the u\\ ro\\nd
· de ve \o p~ n, of
vi. Lack of Gu\danc
e Fac\\\t\es \n Schoo\s-
ar c not been fully acco \t has be en found that goals of
mplished because sc cduc1,tion ·
services. Principals hoo\s are not providin
feel satisfied if teache g so ioo essen\ia\
re~pective syllabi. Ev rs, somehow. nre able
ery school should ho to complete their
she ~hould be compe ve n qualified guidan
tent nnd elitdble to te ce cound\lor. He/
intelligence. etc. Afte st students' nptitudes
r measuring such co , ut titudes, interests,
can be formed abou mponents of one's pe
t streaming of suhjec rsonality, opinion
the co-curricular ts. strategi~s of teac
activities for differ hing. determining
Administrators shou ent students and so
ld pa on. Educationn\
councillor for each sc y attention .lo provide funds and app<.))
~
hool. n\ a guidance
l~ iiL~~ ~ rt a g e of · · ·
Funds at th~ Dlstrh:t .
/ ')s 1
shortai Head-Qua_rten- lt ha .

,~f,-ijnanci,~
fl\cilities ·,at the distric s been seen th at there .
· , -· · -~· \'_gtant5 for la t he ad qu
nd&. bu i\dlil\s, furniture. fillin ar ters of education. The
· ai'ds~ !etc. Yare gr gs and ft"'turcs, equipm
ossly inadequate _.So ents, instructional
. .room~ ·of governmen much so that these of
t sc h0 9\ _
s . Furniture. compute flccs arc run \n fc~
-: ·.~: -<,a1$.0: roninly r" and other equipments
/ - : :~•- · .:{~-~h6ulah,e ~hous borr.owed from nearby arc
schools. A~ n matte
ed in spati9u'_ s and neat buildings of r of fa ct •. these oft'\ccs
, -~ - . .-: ~ho~I~ :- ¥ . their own. Libera\ gr
avar~ab~e fo~ .iqe p~rcha an ts
se of furniture, compu
(
~ ters ,
Ml=--
et
i·~~
--- ·:-.'· .., . . .· \~ . .. c. T he re shou\d he
;,...,, ,};_ .;, 'f;
' ·, ', _ ~ . ·. -
,. ' .
- ,~-. .., ;.
l. '
. ..,_ ..,.. . . : -~
._'- )·
. .. \. '\,

'- ,.·.";
1 ;.,~\t ·.-;-~_...t.... .- .~\:·' -~.;_. I •
1 ., " •
• ~ •
.t-f. •, ••
' • ;.
f ' ·i ~ t -: ' .
~ f~ •~ i;~.,i.• ' ',l ',
b . _• i -~·· _.'. _.. . ~: . 't -',•·~~ fl .
~
. ' . : -~.£- \
~ ~ - • :.' ; .~ ....,.. ~\ ;. '·
• ·- ~ . .~ ~-'ff II ··• ' '· . .\ .
·:· ':
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., ,, • • , .'· '·'• •
 Cm1r ept and l'ri t1d 1'frXom,111rntim1t1/ l\<lm/11/sr,•,1
1/1111 17

mod el l'()(H \\s, functiunu\ 11\bs, irnMuc1\on11I 11kls , cl~. u11J

t-.: 11d 11.:1l'I Nh1111ld b1: 111 v11 cd
for the\r in-service prugrnmmeR nnd for dlKC\IRslng thclr
ocudemk prohlcm".
vlll.Plan.CJ l\nd Pollclt.'" lh,Med on lm,ccurntc Rducntlo
n1I StutlNt.lcM • Educutlonul
Adminbttrntors pion the gt>L\l~ & 1x,Hdc11 of educutlon
und Its lm1,lcn)!ntutlo11 011
the basis Hf cllm:uthml\\ !Unthnics collected from vnriouM
"~;urccM. It hu" ul Ko hccn
found thnt the ifa\u nl'e \nuccurnte unc.l hence the pllU\
Kb1"4c d on ~uch tl11tu ar~:
hound to he imu:l.:urntc . Ml)reovcr there \s n long 11n1l l11
g In prn\.'. cs"l1 11 g, puhl ira t1011
1

and using the sun~ in cducot\onal plumt. TI,ercforc the

udminl ~trntors. responsib le
for planning. policy-formulotlon nnd imp\cmcntution shou
ld scrutinii;c the required ..
data and only then ll should be used for the purposes
stated above>" . . , ·
1.3.0 C0N c 1.us10N
11,is chapter focuses on the bnsic issues of educati
onal admini stration. lb (on~r pt
clarifies that it is the process of determining the goal s
of e<lucution. uew lopin g plan~.
providing resources, creating know ~how und overseein
g the successful ~omp\et.ion
of the curriculum trnnsuction. ll has u wide scope.
Educational udministrntor s an:
engaged in activities, starting from visualising the curre
nt scenario of the nutionul and
global society, developing the goals of education, form
ulating the educutionul poli<.:ics,
determining the strutegics of nccomplishing the goul
s through vnrious levels of
educational adminh1trutor!'l.
Schoot Adm\nlstrutlon \11 the final Rtogc of educational
admlnlRtrntlon. The prlnc\pnl.
118 an admin\strutor hu11 to overt1ee alt the componen
t11 'of the t1chcx1\ cducat\on . Hc/elhc
is the hub who l\SS\l rl'S thu\ the teachers wH\ crnnpktc
the 1.:urri1.: uh11111rn11:--.1(1i,,11 :111d
organise other school uctivitics in the right perspective,
I . The school principal, along with other educational adm
inistrators, doc~ u \ot in
achieving the goals of education. However there arc seve
ral hurdles in the wuy of the
implementation of the plans, which if removed,
the cducationu\ ~ou\s wi\\ he
automatically achieved .

DISCUSSION QUESTIONS
(A) Short Answtr Que.~tions
1. Name any two designations each of top, middle and supe
rvisory \eve\ of cdurntionu\
a<lininistration. What do the top and supervisory administ
rators do'!
2. How does Educational Administration take place
t\,uough the blend of genern\
administrators and professionals?
3. What is the ~cope of Educational Administration in
school education•,
4, Which level of .falucutionul Administration is
responsible fur planning'l Wha t "'o
they plun'l
5. What is done under the 'Organising Function' of educ
ational udministr1:ltion'!
 C ha pt er 2
THE R O L E OF A SC H O O L P R IN C IP A
L

CO NT EN TS CO VE RE D-

the Te am on Bo ar d fo r lns
School Pr inc ipa l-P ro fll c an
a Tr aru ;fo rm ati ve Le ad er. Fe d Role. Pr ind pu l as ,
atu res of a Tr an sfo rm ati vt•
tlt uti on ali sin ~ Ch an ~c s in
Pr inc ipa l. Tnkin~
Sc ho ols
~

_,/ .
I
2.0.0 IN TR OD UC TIO N
W he n we co nc eiv e the im
nge of u good sl·hool. so mu
mind. A good buildin!! wi th ny things co nju re up hcforl'
11pocioo1C pluyground, grnssy ou r
Nings. 11paciou~. we ll lig hte lawn~ in he tw cen the difft:rl"ll
d nn d air y dussroom.'4, M-1 l
:um -re ad ing roo m. com1TX 1 fur nis he d lnh~. rich lih rnr
>n room~. sk k-h uy . sta ff roc y -
•n. All the se things and personn .lms, trninl·d tea ch ers unll ~"
el urt' not of mu ch uvnil if the
ot put to pro pe r use. ;r use and ser vic es arl'
Te ac he rs are als o human hc
ings lik e other memhers _of
1c Gr eg or 's Th eo ry of Mo
tiv ati on - 'Th eo ry X und Th
society. Do ug \a, ·
:in gs int o tw o ca teg ori es- eory Y' div ide s the humirn
tho se who fall under theory "X " are indole
1ve the urg e to do wo rk an nt nnd do not
d those falling under theory
the ir co ns cie nc e pri ck s the "Y ", are the willing wo rkl 'r,
m if they sit idle. Th is the
so. Th ere are co ns cie nti ou s ory ho lds well_ with -tea'-'.hers
teachers who do their wo rk
w tho se who do not put their he eff ec tiv ely and the re arc
art and soul in teaching . There
a lea de r in every sch oo l wh fore there is the need
o cre ate s a congenial atm os ph
d guides the tea ch ers in su ch ere in school, motivates
a way that they teach wi\\in
ma ge s the be st use of the g\y un~ with 1.,eal. He /sh e
sch oo l pla nt so tha t stu de
: physical an d hu ma n resource nts get the op tim um he ne fl\
s meant for the sch oo l. The of _
jes ign ate d as the Principa person who dc.lCs a\\ th,~
l or the Head of the sch oo l.
so me im po rta nt iss ue s rel The pre sen t ch ap ter foc use
ati ng to ~chool pri nc ipa l. ~

.0 SC HO OL PR IN ctP AL -P ltO
FII .I•:
. school principal is the hig
hest-ranking administrator in
mdary or a senior secondary an dcml.!ntary, mi ud k.
sch ool. I le/she is the head of a go
:n aide<l school. He/she is. us verm~n\, privah.'
ually, a highly qualified ~r so
luatjon with a professional n. having dnm· f"·ls\ -
degr~c in l'Um.:atinn . Muny
!ua tion de gr ee in education prinl:ip.ils posses~ post- .
als o. So n~ principal~ even
have the Ph .D. lkg.ree in :
 )r •

Thr Roi<' of a Schon/ Pri11f'i1,,1/

21

education or son1C school discipline. Before considering them us principul, . they ought
to ha ve rich teaching experience for nt leust lO years und should he well wr,ci
11 1
<,rganising sonlC CtH:urrkulnr activities: Besides being ex cellent in MHl te di ,1:ipl irw
and pedagogy. they shoulu hnve a plcusmg pcrsonulity and rlUlstrry in the Ol' l'.l'''lii t "
language ski lls . 11,cy should 1nnstcr the school policies, rcgu latirn1, anu prufctJun.:, ,:
1
sul)\!rvise the teachers and s1uuents in a democratic way. They shoulJ Jc vclup n •n.h.il
relations with the school munnging committee and the officers of ihc tli :-.iri\'. I anu
ed\H.:ntional zones. 11h.'Y arc cx~cte<l to monitor the currirnlum tran ,;irlinn ;iml tlk·
organisation of ~,H.: lll'rirular a~tivitics .
2.1. l Roll' of u School Principal
Prim:ipal is lhl' king.pin llf any school. Ile/she makes or mars th~ 1111~1 gl' ol " ,dio 1
11
Good principals tuke their schools to great heights and bad ones di stort the n:putatio
11
of thdr schools and makl' the school climate chaotic. The Expected rolts or u ~r hool
principal may hroudly he divided into two categories, which are 'Foundational Rofes·
and 'Transformative Leader Roles'. These roles have been described in the sub-st:ct ion,
to follow.
2.1.2 Foundational Roles
These nre basic rol('s which every principal should play for the successful functionin~
of !'l'hoots. The muin roles of this category are:
I. Follo~ng the Philosophy of Right People Right job- Principal should lx· well
.,conversant with the qualifications, experience and interests of his/her staff. Each
teacher should he given the time-table commensurate with his/her qualifications.
experience, attitude und interests. Any misfit will jeopardise the right perspectivl'
of learning. Soml' principals, in order to reduce or enham:~ sonlt' tcm:hcr · . .
workload. giv~ thl' tcuching assignments to some ineligible personnel. like gi vi11,.:
teaching assignnll·nts to ·some lab assistant or giving the teaching of languagr :- l1,
physical education teachers. This dilutes the quality of teaching and the student~
suffer for sm:h defective adjustments. Therefore principals should assure that
right teacher will he given the right subject to teach.
· Ii. Verifying Tcuchl'rs' Knowledge in Instructional Objectives- If the tcarher~
are abreast with the knowledge of instmctional objectives of different domain.".
viz. Knowledge, Understanding, Application, etc, their job of accomplishing those
objectives gets fucilituted. Therefore. principal should ensure that his/her tea~hers
ure well-versed with the nrt and skill of developing such objectives. So~ principull
expect their tem:hcrs lo write such objectives for teaching different topics in their
tcncher-diury. Teachers, lucking knowledge of developing such llhjcctives , should
he trained accordingly. •
HI. Checking Teuchers' Diary- Pri~cipals should check teachers· diary regularl y.
·111ey. generally. wrill' weekly diaries, slating therein the topics to he taught <Jurin~
the L'nsuing week .. mctho<ls/strntegics and leaching aids to he used, cvuluutiw
exercises to he assigned, etc. As stated in the last point. sotnc prindpals instruct
 I. Tl':·1book_0 11 Sduw l Or,:,anisu:ion w;d Mana xl'llltllt

the c~arhcrs to write the instr uctio nal objectives al so in the

diary. TI\ese contents
of the di ary help the teachers to-teach appropriutdy and fadli
latc the principal's
job of supervisi on of the teaching session.
h·. Supervising the Clw.sroom Teach.in&• Principul shou
kl huvc the knowledge of
the tl·ad,ing compctcncc of each.teacher. He/she should he
ahlc to judge whether
the instructional objectives forecaste~ by t~~ teache~·s urr
heing uppropriutely
ac:hicvc<l or not. These can be a~comphshcd 11 the curriculum
transaction is being
transactcu in the right perspective. He/she should supervise
the different stages
nr the teaching-learning process. The lesson will be suiu to
have heen completed
well if the introductory phase, the developmcot phase anu the
dosing phase have
hcen h~1nukJ well. Teachers should follow the content-based
strategies of teaching.
It should also he seen that proper teaching aids have hcen
used wherever necessary.
Teachers should involve the students during the process of
teaching-learning.
It is diflicult to supervise each teacher's class daily. Principal
should maintain
a r.oster. showing whose class should be supervised and
when. He/she should
also see how the teachers on vacant period duty engage the
duss meaningfully.
The fccdha ck of the class ohservcd should he provided as
early as possihlc.
,·. Supervising the Co-curricular Activities- Schtol Princ
ipals are expected to
get the co-curricular activities organised with the help of
teachers and student- .
representatives who arc delegated the authority of the orgun
isution of different
such activities. Before selecting different teachers for
such activities, their
background knowledge, interests, etc. of the concerned
activities should be
cxmnincd. Time-slots for different activities a·re determined
und principals should
supervise the organisation of these activities according to their
I
plans.
Each co-curricular activity should be organised in the right
perspective.
Morning assembly. for example should be organised just after
the school begins.
I After attendance. students should move to the ground/auditorium in
lines and
stand at their fixed places. A well-organised assembly sets
a positive tone for
teachers and students. l11e physical education teacher or any
other suitable teacher ·
gi ves the initial commands for setting the tone of the assem
bly. This task may be
given to some representative students of the house on duty.
1l1en the assembly
hcgins with a non-denominational prayer. Other events of
the morning assembly
arc. usually. pledge-taking, short speeches by teachers and stude
nts, news-reading,
etc. On special occasions, like Independence Day, Republic
Day, festivals, etc,
special assemblies are organised. Special guests may be invite
d on important days
to address the students. Similarly other co-curricular activities
-should be organised
for developing students' personality in different arca!lt. Princ
ipal should ensure
1ha1 11\ilxi mum :-. 111dcnt s arc in vnl vc <l in sul:h m.: tivitics a~:ror
ding to their interests,
aptituues, etc.
vi. Teachers' Professional Growth- Principal can run the
school effectively, if the
teachers are giving their best to the students. This can he
done if teachers keep
themselves abreast with full knowledge of content and pedag
ogy. The existing
knowledge keeps on growing with research and expcrienrc
. So principal should
7"/11' }<O II' l( ,·,, '",dw
.
ol /'r,11c ·i1 1,1/

' ;-cmain in toud1 with innovations hy

establishing 1.:ontacl with organisations
. N.C EH.T. SC ERT. l'B SE . lnslilutcs . like
of Euu~ation. University Ocpurtmc
·; I h.'/sh..: should cm:ourag"' tcih,: hcr nts, etc.
s a\so \o try out lhd r innovative iuc.
•,l·ho,,I. 1lds hl' should ~l'CP on insp is in the
iring the \eal'hcrs to ntlcml the in-serv
· prn ~runm~·s for llh.'lr d"·vdnpm1,.•n\, ice
Some h:a dw 1\ may have ~uh.icct-11m
lh.·r muslery in son~ <lisdplinc an<l they
may hl' cxpcl'lcd lo lea d, al\il•ll suhjel:
\-ma\lcr whid1 muy be the offshoots of
broad suhjccl. likl' tcal'hing. por a
tions ol' Soci.ll Science or Scicm:c hy
who have masll'ry in one brand, of teachers
s~x:ia\ scicm:e or science, e.g .. a teac
M. A. 1llis tor y) 1.·xpectcd to teach the her,
Civics. Geography. Economil:s. ctc.-
l·omponcnls or Soria\ Sricm.:c; Similar
\y \cad1crs with mastery in Physil:s may
IK· cx1x.·l·\cd tu '"'arh th,: l'ompon
l~l\ts or Chemistry. Biology. ctr. as 1.:o
of Sdl'lll:C \o El~nll·ntary or S'-'l'onuury mponents
s\\ulcnts. The head of sdmo\ should see
that sm.:h \euchcrs arc "cp ulc d to hrn
sh up their knowledge in the offsho
l'Omponcnts or Soria\ S,.:icrn.:c \ll' Sdc ot
ncc in thc in-service \mining programm
Likewise. a\\ thl· tcach"·rs mus\ he upl es.
\a\l'd with the emerging iuco\ogics, like
1-x•an· l'lhll'atinn. valu e t•dur·ation. ctr
.
· vH. A ·1~um I.cutler- ~)rim:ipa\ sho
uld p\ay lhl' role of a team \caller. }\cc
.· B\u kc anu Mo uto n\ l 964 ). A Tcu ording to
m \caller is the one who \ms optimum con
· \ wo rk und optimum l"Olll'crn for cern for
people working under hinv'hcr. Princip
Sl'C that the teacher~ giv
e their hes\ um.1 nptimisc students' \cun al should
gc1:1crntc sud1 a con~eniul \cm.:hing-lcur 1ing . He/she should
ning cli1nute that teachers contribute thei
hes\ willingly and with ,.cul. Al the r
same tin'M!, the teachers should develo
feeling th~,t the principal is their real hcn p u
dactor and a\ways looks after their inlerest
and needs . s
viii.School Discipline- The goals \ilf sch
oo\ education may be accomplishe<l we\
there is natural discipline \ if
in the school. Principal should create a
in the school. Teachers and stm knt natural <liscip\ine
s shou\d comp\y with the school rule
'-'odes ofcondm:t. TI,cse mies. for ex.a s an<l
mple. may he ahout attending to the teac
fol il;w ing his /he r ins lru ctio ns, tim her,
elin ess , decent hchaviour, dress cod
vulunlccring pro1)Crly, and the: nmintc e,
nanl:e of a\\ other school duties.
Teai.:hcrs should be cffci.:tivcly apprise
d how they should 1nnintain discipline
in the duss, politely but cffe~livdy.
They should _not use any coercive tcch
to gcncrnte discipline. 1f any llis~iplinm niqu~
y problem is seen outside _the c\a~sroo
or uny oth er plm:c in and around m.~
school. teachers should not ignore 1t._
prnhlcm.~ should he solved uppropriat Suc_h
c\y. \l' prindpu\'~ intervcnt_ion is re,~u,r~
the sol utio n of " problem, it must um
he hrnught lo \us/her notice. lnsp,ra
tcd mi ucs prove more useful in sol tmna\
4 ving the disciplinary_ problems. b~~
sume tin¥!, principal us an administrator sho ~t _th~
ul<l he stern also m mutters of d1sc1phne
.
lx. Using ~"ormul und lnformul Rclutlm
lHhips• Principal shou\~ make use. of ~~th.
formul un<l informul relationships wit
h teu~hcrs. He/she uses torma\ re\auon
whil~ supervising the clas~cs, review slups
ing the n~turc of das s ~ h~m~~ork
quality of its rhc~king hy lh~ t~ud\\!rs, ~ ~vi a~~ .~he'
cwmg. the lca~hcrs dmncs, O\lc rsc~mg.
 .
re 1at1on~hi p_~ are <:ha t~ in th(.' sta l--l nlon 1. ~t.
- ·I
too I r-_
111 1u nn::1 1 c•ro t11l<l a tlc nd tng mut u a l
. . .s with
soci al fu~t 1on . the ~taf _ h
_-
• 1-om1.1 1 r· ti Of•"- h'n-.; s lrenothc.• n the•
l. ~tL·. Sue m re a •· · 1 -- · • ~ .
fonn at rela tions hjps also.
An Exa mpl e nf an Info rma l R~hltionship
One of th e auth ors IWf' f,.t'll t'd to hr a /'( ;r ;,, (I .scltrHJ/ for a/t:0111 5
y,,a rs. Ano ther col/ eag ut' /i\'f•cl in his 11ci.~
l,h,m rhoo tl. a hmr l JO
kilo met ers mn1 yfm m rlu· .t.-J1< .,,1/. Onn· I,,· J,,/1
j, i, ·k mu/ /ri.t nmt liti, m
worsene d. nw prin cipa l onn · aske d th,· ,1111l
111r abo w hi, ,·01uli1ion.
11,c alllh or app rise d him of I,;_,. n~ndiri,111 mfd
,,.,ke d Jun, ti h ,· n'rmld
like tn l'i.•iit him . He agr eed awl ,·u itt'tl that
1,·,1 c her h 'JI/, 1h ,· awl wr.
The prin cipa l aske d abn111 hi., lwa lth ancl e.,ch
ang ed othe r nm rtes ieJ.
Seei ng the prin cipa l m his betlsitle . hr ht'ca
me ,·ery emo tion a l an,/
11tte"d- "Sin ce you hal't• com e w see mr. sir.
I will x,rt we well ncrn :
The prin cipa l enq ui"d abo111 his disea.t e and the
i"ar me11r he h Y1s
und ergo ing. He sugg este d him ,.mo ther dot·
tor. The teac her star red
the t"at men t a.f ~ -f adm onis hed by the Prin
cipa l L,,c kil_,,, he Knl
w~/1 and jnin ed the scho ol aftt- r a long lrmY
. The Prin ci(l! il :S- infn mu~ I
l'f'lation with that teac her hml a mir ocu lmu
imf' (tct on him am! f1e
star ted follo win g his in.ir:fn1ctimu mnn - '-dll
ingl y.
Par ent and Com mun ity R~l atio M• Prin cipa
l ~hould cJc,re lop cord i a l relation~
with pare nt~ and the mem hers of the com
mun ity. Pare ntal rx-1nicipation in ~cho ol
edu cati on has posi tive effa~ts upon tht: qual
ity of educ ati on. The y ~hoold kno w
how thei r chil dren are learning in schools.
1f they ,·o-o pera te with the tc;ic he r:._
and the prin cipa l. thei r ward ~· lear ning ma
y he iJr4}rove<l to a grea t ~:\te nt . 11~·
coo pera tion hetw ecn the two huild." up mut
ual trus t und conf iden ce wh; ch is ve ry
imp ona nt for the educ-atio n of chil un:n .
Sim ilarl y scho ol prin cipa l shou ld de velo
p rapp ort wi th \he \.'Om mun ity. lk,
s he shou ld try to buil d an iu(·al imal!,l'. o
f the ~ho ol in the \.· nmm tinit v. l h.•/, lh.·
s hou ld prot e~t the stud e nt " illllr l\:a: hcrs 0

from any thin g neg at ive tha l ma y h e

going on in the community. Tilen.· arc man y
things in U ll' cnm mu nily that \he
scho ol may borr ow for the bcn dit nf the ,cho
ol. like . huil din ~,. pa rk,. auJn or iun~ .
vehicles. expert profess ionals in man y field" .
etc .
Stu den t Eva luat ion and Rtt ord i~- Sch ool
fl"lOCip;.11 pla y, an importa nt rnk in
eva luat inj the stud ents · achie\."t!ment in acu
dem k und ~ll-S.dlola~ti\.· a reu, . HcJ , l~·
ensures that tcuc hers condm.·t the da, , h.'l-il~
nn<l othe r r'llt!rh lil.lk tl..' ~h an:o nlin ~ -tt,
the polk it!s of the dep artm ent of t'uu cati
on und e~a min a\i o n hoa n.1,. \ VHh the
intr odu ctio n of con tinu ous anu ccll nprc hcns
ivl' evaluat ion in scho .l-\s. hi:J'her rok
has assu med mor e imp nrta ocr in c,fa luat ion.
He/ she Sl.-"t.'~ truit te1, c~r s set r\!, iahh :
and vali d que~tion pap ers. dev el op p.rnper mar
king sch en~ s and as"es~ the ~tud ents·
scri pts ohjectivcly. He/she al~o crnrnrc!'\ tru,t
prop er recoru is mai ntai ned nf ~tudent s·
The Role of a Scho ol Pri,i cipa l
25

ach ieve men ts . Eva luat ion is not con fine

d to test s onl y. Prin ci pal abu ,L~t· :-. th
stud ents dev elop the project~ app rop riat at
ely and 'the ir eva luat ion take s plac e in
right per spe ctiv e . He/ she , with the help the
of con cern ed teac her s. kee ps on ovt> rst·e
the stud ents ' purt icip atio n in co- sch in~
olas tic acti viti es and gen erat ion of valu
incu lcat ion in an<l outs ide the classroorn.5 e-
.
xii. Bud~etin~ - Prin cipa l has to play the
.
role of bud get development for the var
rece ipts and pay men ts by the sch ool. Bud imL,
geti ng is req uire d as the fund s are requ ireJ
for var iou s pur pos es, like pay men t of sala
ries , infr astr uctu re, mai nten anc e of the
sch ool plan t and day -to- exp end itur e by
the school. For the gov emr ren t school
funds arc rece ived from the government s.
treasury on the bas is of fund" allo catct.1
for sch ool -ed uca tion . Aid ed sch ool s
get par t of the ir bud gete d amo unt from
gov em ~nt and rem aini ng from the man
age men t sources. Pri vatt! school s rcn : ivl.'
~e fun ds by cha rgin g tuit ion fee and oth
er funds from students . Ma nag erre nts of
thes e sch ool s pay the sala ries and incu
r othe r sch ool- rela ted expenses from fee
col lect ed from the stud ents . s ' .

xiii.Suitable Infrastructure - Prin cipa l has

to play the role in rrea t in~ and m~1intainin~
wor kin g con diti ons in sch ool . Wo rkin
g con diti ons con trib ute to a suc ces sful
teac hin g and lear nin g env iron men t for
teac hers and students. Oas sroo tns. furn
and fixt ure s and oth er elec tron ic equ ipm iture
ents con stitu te the major itc ~ of school
infr astr uct u~. Prin cipa l should see that
the cnt i~ infr astr uctu re is in perf ect ord
and is bei ng opt ima lly used. TI\C esti mat er
ed ann mt for the mai nten anc e and for
buy ing new infr astr uctu ral item s sho uld
hav e bee n pro vide d in the bud get.
xiv. Tea chi ng Rol e - 1t has bee n obs erv
ed that prin cipa ls are. usua\\y. so bus y
adm inis trat ive wor k that they har dly in
take any teac hin g assignment. At \he ~an
tim e man y bf the m hav e bee n hea rd say ~
ing that they arc first teac hers and princ ipal
afte rwa rds . Tho ugh it is diff icul t for the s
prin cipa ls to take clas ses. but for 1nan y
prin cip als teac hin g is thei r first love. 1be
y, somehow. man age to take a per4X\ m
two eve ry da y. Ma ny a time, the vi~itors
or teac hers hav e to wal l lQr ~omc tu n:
the prin cipa l wou ld mee t them onl y afte a'.'
r the per iod is over.
By tak ing a few clas ses eve ry wee k, prin
cip a\ com e s to kno w \c ach er<
clas sro om problem~. At the _sarre tim
e, he/s he can pre sen t hi~er mx ie\ of
an
idea l teac her .
xv. Or gan isin g the Off ice Work- Sch
ool offi ce doe s a lot in esta blis hin g intr
inte r link age s wit a and
h the out side zon al, dist rict and hea d
qua rter s in man y day -to-
day pur suit s. h has to ~p are sch ool
bud get, sala ry bill s und 1~i nta in t~e ~1\i1
system. Prin cip al hu~ to, ~ thn t all the 1~
office pen m~ l do thel r wor k e\ flc ,en\ \y
and acc ura tdy . If the otf1 cc persoM
el are not effl c,en t, man y bot t\en c-1.:~, nw)
app ear in the smo oth fun ctio nin g of
the sch ool .

2.2.0 CONCEPT OF TRANSFORMATIVE LF.A

DER
Tra nsf orm ativ e lea de~ are tho se adm
inistrators, who focus on the ir fo\\owers, in.~p
them to gro w and optimise the ir competence in the con in!
cerned tasks and wh\\e doing
 A Texthook <111 School On({ll1i.w tio11 an d Ma,u.igem e11 t
J.ti
. • ,. lhe ir own leadersh ip potenti al. McGreg or ( 1978 ) defi nes
:il l this th t: ~ dc vc 1:)'., . on ,,Jministrator who."looks for potential mot ives in foll owers
T -f , rr n ·111 vclc;H1l: 1 •1s '
r;,n:- c • . . t. h needs. und engages the full person of the follower." According•
~ ks 10 su11sl y 11g e r · db h · · ·
·- : .. · ) "Trunsfo nnutionu l leaders arc Judge y t cir 1mpuct on followers in
w B.iss ( 1998
thl' arc.is of trust. udmirntion. an d respec t ." A_ccor d'i~g t o h M <l< I ·n t 1
I>~ .uar e ~ ., (201 0)
. . • 1 t.a•,llcrship is positively assocrnted with sc oo s mnovalJve climate
trans Iorrrnll Iona "' • · . .
. t · . -l)llllw .. rs to do more than they urc expected 111 lcrms of extra effort
am I .II mo t IV.I l:S 1 . '"' • .
an<l greater producti vity.
2.2.1 Tukin~ the Team On-board for I nstitutionallsing the positive
Clum~cs
Bd ore l'Xpl;,ining principal's role as a transformational leader. it is worthwhile to
ilmm' light on the meaning of the terms 'Taking the team on board' ,m<l 'Institutionalising
thl· positive changes·.
·Taking the team on board' means to share the new ideas present.ed by the
transformativc principal with the teachers who have to jointly co-opcrule and co-
nrdinatt' to accomplish the goals reset due to refining higher targets emerged on account
of innovations. revolutionary thoughts and the global scenario appeared by virtue of
re visionary ideus. The sharing of such ideas enables the participants to further refine
the initiator's ideas und the blue print finally developed is acceptahlc to all the concerned
ix·r,nn, . Thus 1hc m.• w ideas and opinions arc underst<x><l and a,.:ccptcd hy the initiator
an<l all the participants who are involved in the discussion.
' Institutionalising the positive changes' implies that:
• The initiator (Transformative Principal) presents the new ideas i.e. the new
111i ... sH>n. goals and objccti ves to the teachers o~ his/her school.
• I\ Jisrussion takes place on each point presented by him/her.
d

• I\ hlue print is developed after accepting the changes in Toto m atkr inserting
more suggestions emerged on account of sharing of views.
• This hluc print is considered as 'Positive Changes·,
• When all the participating members agree ·to implement the blue print. it is
sa id that the positive changes will be conside red, i.e . the new goals and
objectives would be ,i1.:complished.
I
2.2.2 Role of Principal as a Transformative Leader
r-. ft k/crn educationists lay a great importance to the principal' s role as a trans formative
leader. They want that the traditio nal princip als shouhl turn themselves into
tr.i nsformati vc leaders. The principals, in the capacity oftmnsformative leaders, should
play the foll owing roles :
i. High Vision and Mission- Vision and mission are usually set. keeping in mind the
aims of education developed at highest level of educational udministration. The
vision of s~hool education is revised and improved due to the new ideas. generating
111 th e ment al image of a principal or school management for possible
and
 Th,• Ho/,• of 11 School Pri11dp11/ 27

,Je... irable /11t11re of the school. 111c vision helps people to he familiar with how a
school will he viewed by them um.I dcscrihc son'k! of their highest priorities. Thus
u vision is an imngc of the future. the lc.~uuers seek to crca·tc. •
Next to vision, com:s the mission. ll is u public declaration through which a
or
~rincipul manugement usc.l to describe the husic pu~se an~ ~jor conuru . .trrents
1.c. what they arc, what th y do und why they do It. A rmssmn thus portrays
the pre.'ie11t image of an org nisut ion. ·
A transformative principal sets high vision and mission and proceeds to
formulate school goals and objectives. (ioals arc end results to he achieved by the
. : principal or thl' management. 111csc a1'l~ general statements which need to be
_: m.: complishcd. (ioals lead us to ohjcctiVL's which are spccitic, n'k!asureable and
time hound.
· Exum1>lcs-
Vlslon- Our students wi II he all-rounders with creative, innovative and value-
adhering minds.
(Vision statement is written just in one sentence or a short paragraph)
Mission- The mission or our school is lo develop y9ung men with active and
creuti vc minds, a sense of understanding and compassion for others. and the
courage to uct on their hclicfs. It focuses on the totul development of euch child:
moral, intcllcl:tual, social, cmotionul, physil:al und full of objectivity.
Goads- Students will learn the different uspects of map reading.
Objectives- a) On showing the map or India, students will be able state the
density of population in different states and union territories.
h) ll1ey will he ahlc to draw the rnap of India neatly and accurately and show in
it the states having a common capital in uhout 5 minutes.
·.. Such gt\als and ohJct:tiws arc Jcvelopcd for cad1 suhjcct.
iL ; CreutJon of Productivt• S(·hool Culture- A transformativc principal creates a
productive school culture. A productive sdmol culture consists of healthy and
Ii v.cly relationships among management, principal, teachers, students and
community. Such a school has qualitative beliefs. perceptions, relationships,
attitudes, and written and implidt rules. Besides all these, a productive school has
good infrastructure. provision of facilities for experimentation and creative
innovations. Students arc encouraged to construct their knowledge themselves in
such schools and the teachers pluy the role of facilitators and inspiring 1rodels
under the leadership of trnnsfnrmativc prim:ipul.
iH. J~n,~ourugemcnt to lntcllcctuul Stimulution-Transformational principals inspire
their. foll~wcrs to grow intcllcctually. They listen to their innovative ideas and
provide full supp<,rt for trying out the sumc. To scrutinise their inventive ideas. al\
the facilities arc provided to them in the form of reference books, journals.
infraslructurnl facilities un<l other necessary inputs required for experimentation.
Teachers are encouraged to develop a feeling of lt>gicul reasoning in students a\so.
SlUdcnts sht>uld h~ expected to ask questions and take initiative of giving their
 28
:\ fr t tl>no ~ ,,n Sd ,,,
o l O n:,1111,·atim1 an d M m 111,u·111nlf
opinion. Thus princi
pals with in td kr tu al
problem solving sk stimulation promot
ills in their tcnd,~rs l' rri tica l th ink in~ .m
nn d st ut itn ts d
iv. lndlvlduall~M .
Support- A trnnsfor
individual teachers matiw flfincit"'' is
nnd students . Indivi l'nn"l·ious to the tk.'1.·
dualised support im d, ,,f
each individual as n plie s that IK'/s hc trt·a
special person and ne t,
attempts to develo ts as a rom:h and m
p his or her follow entor who l.'onl inually
consideration enco ers· potential. Prjn
urage teachers and ripals with indiv1du
individuals an<l the students to reach go :ll
school. al" th at help hnth 1hr
v. _Presenting a Tra
Mformatlve Model- Prindpul shou
as a transformatio ld pres ent his/her ow
nal leader. He/she n llllltkl
discourses, co-sch should dcmonstru
olastic productiven k hi s/ he r intcllertua l
work and yalue-or ess, collegial and co
iented pt'ucticcs . M m pa tib le nature . hard
and get the curricul any principals run
um transaction t:om t~ ir sc ho ol cfft"ctiw ly
principal goes a st pleted successfull y.
ep further and adds B ut a tr,msformat iona l
challeng~s for a br to the existing prul
ighter future in this ·ti ce s hy adding more
vi. Empowering T age of globalisation.
eachers• Transformat ·
in pursuing the stat ional Principals do
us quo methods of no t restrict the
content-based and teaching. 1ncy arc teachers
student-bused innova encouraged to use th
try out their own tive methods of teac e
newly developed m hing . If they wo nt to
welcomed to discus ethods •or strategies
s the ~nme with the of teaching. they urc
for applying their pr inciNtl ond then they :
innovative methods get proper fu ci lit ics
encouraged to inno in the cl as sr oo ~.
vate the methods of Similarl y teac he rs ar
their students' perf evaluation and appl e
ormance. y the same for assrss
in~
ii. Capacity Buildin
g for the Purpose of
change is always w OrJtanimtlooal chan
elcomed hy the trans ge• A purpr-s l· ~•I
up their awn, teache formational principu
rs' and students' ca ls. For th at they huil{
then prn•ide the ne pacitie s. They di scuss th e \
cessary inputs for new iueas ant\
school managemen hringing about the
ts and the ech1l·atio de si red chan g.ds . T u
support for such po na\ departments sh
sitive changes. Th~ ou \tl prn\' itl e pr n~ ,
al so come forwar ape'.\ cJucatinna \ m
d to suggest their ga ni satio n~ should
.suggestions of the innovations an J to
transformational sc en uorse the crea tive
hools.
ii.Coping with the Globa
l ChanJ!es- A transfor
co pe with a rapidl mati,·c pri~1~1pa\ i~
y changing world e1.pccted to
Differe nt countries are tryi of work to he d f~ \l ve _,\t hi ~ ,e
ng to hnvc an ed ge r sc\~~,\.
technology. sp ac e over others m the he
science. hu si ne ss , \tl of mfo r~ \ mn
·· t' te rr or production pr oc es
upro is m etc. In order to ~·ope se s. hu t~ ~ rdntu.'n s,
that ou m g
heginning is mude with such ndvanccm
en ts, ,t is tll ~~s.~l\t )'
from the sd m nl s. O
basics of such inno nly u v,.s,.nnary . \, •· • ...
Cl\u cr can s·t art the
vative pnu:tic~s at
th~ schoo\-\evcl.
>te- Student-teachers
should note thnt thr
foundational role and role of a sd "" '\ pri,l
his/her role as a tran t'i\'•'' i,~h1t~ s- hol\\ ·.
ed his/her role as foun sf or m at iv c kader. un\c ss ~p
dutional lcadcr and as ccthca\\ ~
transformative \eader )
·
 Th,. Ro k of a Sch ool l'ri1
1 l'i f'al
29
2.3.0 C0 Nt ·u 1s1 0N

11 ,is l:hnptcr dc sc rih cs the profile of n school princ

He/she is. gene rally. a l'(lSl-grn ipal. He /sh e is the he ad of a
duate in some school subject, school.
experience of teaching for at a trained teacher and has
least ten years
. Many principals are post-
Education and some of them graduates in
have done their ·PhDs also.
While pla ying tlwir foundati
onal rol
e. sl:huo\ prirn.:ip.1\s 1::nsun:
under them. complete their cu that l~-11..:\\~:1 :- . ,, 1.,rl-.111c:.
rriculum transaction compete
ol\-round development is tak ntly. They see that students·
ing place. They also look
curricular activities . after the organisation of ·co
-
Today, principal is conside
red as transformative perso
her team on-board and infus n. He/she has to take his/
e revolutionary changes in
high vision and mission on the the school. He/she has to set
face of developments taking
of globalisation. He/she ha place in the present scenario
s to create productive school
stimulation. He/she has to culture and encourage inte\\ec
generate a\\ positive change tua\
• lender. s expected of a transformativ
e

DISCUSSION QUESTIO
(A ) Sh or t An sw er Q
1. Describe the profile
ue sti on s
NS
'
of a school Principal.
2. Why do some principals
expec, their teachers to wr
teacher-diary? ite instructional objectives
in
3. Will you, as a principal, lik
e to take a few classes also?
4. Justify you answer briefly.
State the role of a princip
al relating to the school bu
5. dget.
Explain briefly the role of
a principal as a team leader.
6. Explain the term~- "To.\Y_.n I
g the team on board" and "l n~
changes:.· with rcferem:c to i-9 na \is in g t~~J20sitive
Transformative principal.
7. How will you help the So
cial Science teachers in the .
ir professional growth?
8. How should the Science tea
chers, teaching secondary
professional growth ? classes, be helped in their
9. W ha t role should a princip
al play in to ~n g up the sc
I0 . Ho w do the trans formati hool office?
ve priC\cipuls empower the
ir teachers '?
(B) Long Answer/Essay
Type Questions
l. How is the knowledge
of formulating instructional objective!\ us
principal and the tea ch er eful bo th for the
s? l\\ustrate your answer
with suitable
e~atnl)lc~.
:! . Ex.plain the role played hy
a principal in running a school
3. Enunciate the role of a pr properly.
incip al relating to formal and
teachers. Why should a prin infonnal relation~ with t~
cipal pl ay such ro\es7 l\\ustra
su itable examples . tc your answer w,th
 f
Ch ap te r 4
SC HO O L AS AN 0R G A .~ IS
.- \TlC>~

- -- -- -- --
l CONTENTS COVEREl.).. C01k~
~ : -- _or n school, Sl' ho ors relati
onship "it h soci,'ty. Cl ll~ lk~ t
-
ptn fschool ~~ n,, r)! un i~t hm .
1--\lllt'tion.~
\

mn or Sd loo l,

4.0.0 INTRODUCTION

:\n organisation is a group of per

sons ,, hn have tx.~n "' ()J\~lHHl t'll
a~complish a common goal. A ,~ , h .'l\\:.tn ...·J ,;~ t,,
business orgm1isatinn 1s c1~J~~--J
goo<ls or scrvk~s . An ind ustrial in hu ~mg .:'t'~Jm
orguni~tion is s~l up to prodtk'-'
an association of two or more peo ~l~1r,thrn.£. _.\ ..·lub b
ple unit~d by a conu1'Kln int~ n~ t \
· school is nn organisation where )I'° g:"\.l L Simil..ui>
..1
~1 hend. along with some t~adl<:r:-.
cn ,k.a vo ur to impart education ml< l J fe ,i. ~ 'iln d
to student'i. TilC prc.wll chuptt"
org ani sat ion s and deals wit h det r ,;x" U~ tm s_ ~'i.s ~
ails wh at all the schools do uo<l "
TI1is chapter further describes hat are tbe_ ir ~" \Jur\S
school as a strucltm: und ,, hjt
of u school. .t~ th~ ~tr u..'t\iral ~rt _,

4.1.0 SC HO OL AS AN 0R GA N.1SA
TION
When it is said that school is an org
anisation. then curriculwn-frnmer.-
it as a structure. Wh en interpret imenJ ti) ~s .t j::
ed as a structure. it ~n s tk uu
rel ati on shi ps am on g various tll\ '°t~-~~'\.'1<1'!li ~
pos itio ns. Th e various positi"
he ad /pr inc ipa l, po st graduate ms in .1 ~ ..-lKX'1 n\3y b.: d:-r
tea che rs (PG Ts ). tra ine d sru
assistant tea'-·hers (ATh) and nur uu-.1tc t~a ch e~ ( rG Th \
sery teachers. 'There may ~ ~on lt:.
support staff t.o assist. the principa JJ.1n.in1 :--trJth~ an J
l and the teachers. Schaul a~..in \'f'g
up to enablt· the teachers to com -.m i :UUu.t'l b ~"l
ple te their re~pecti,·e curri"''ulum
different dasse.". Besides the aca tn1 n~ .l(U 0n. , f,,r
demic pursuits. d.ifforent ~(,-<urrh
<.ksigned for the :ul.lr .1~'l,, ice-~ .!.rt'
all-rnund developm~nt of ~tud~n
t~ . Th\ts ~\.-h(x, h .n-e me,3:1: f\,;
foe iii rating the students to grow 1n
entall), physically nnd eJllelil.inn..,H~
( )rgani~iu~ ma y also be intcrµret.ed
as a P")\..'~S$ . llndcr th, , inl Crt'f\.' \J
refrrt:nce ro a school. :1 few qu ,:t"~~•. \\ nh
estion~ m.1y ~ pns·N . \ik~-
• Whur should be taugJ~t in ~1 sd mo
l':( th~ n~llu~ ,Jf ,'U ffK ulnm .mtl
k :.t:i'l'
of c:duc at inn)
• How should the teachers tc ad
t l n~th{)d~ oi l~. ,1:hrn~\
 51
Sdwul ,,., 1111 Org,111i .rntio11

·1·1, . '\t\"'W•·1·s lo the above l\\\Cslions constitute \he meaning of a schooL Differ
l: • ,, ~nt
• d therefore g,ve
... ·
srho11ls ,ll' philosophy llillcr in ~iving answers to thcs~ 4ucst1· on~· an , . . , .
the l1K·an1nµ of ·a school Lhffe.rcnt\y umkr the pron:ss mt~rprct~llon. T\~1,;
stru.dur1,; o~
sl'h1111 I a:-. an organi satipn rcm.iins the same. hut the .'\\ms ot c<l~~~\l~n, 0
_n_aturc_ .
rurril:ulum um\ the mcthoJs of tcm:hing change accmdmg to the
Lhth:~cnt schools ot
philo,oph y. IL for cxampk. an ideu\ist is asked ahout the process meaning
of a school
organisation. he/she will say that sd10ol is that organisation which should
teach about
Truth. Beauty and Goodness. Idealistic curriculum is thought-oriented and
it stresses
· on those subjects whid1 are related to the spiritual world . lt empha
sises on moral,
intc\k~\\lal and acsth"~tic al'livities. l<leulists recomn~n<l the. teaching of subjec
ts like
l \istory. Fine-art, Musk, Poetry, Ethics and Religion. ln an idealistic
class., teachers
prl'.h.·r to lead, through \c.cl\.lrcs, discussion and Socrnt ic dialogue metho
ds.
The Rculisls believe in ultimate r~u\i\y lllld they wi\\ prefer to teach
Mathemalics,
Scicm.:c aml Social sciences .in their schools. ·i\ rcu\isl tcuchcr prefers lo teach
through
l~monstrnlion al)d cxpcrimen\ution 11\!lho<ls. ll,c pragmatists believe in
the utility
i:ritcrion and they will prefer to \each the comeills that huvc practical utility
and which
will hdp the students to hL·con'k: iJl•al dtizetis. Similarly other schools of
philosophy
want to introduce their respective ideologies in their respective schools and
adopt the
goals of education, curril:ula, methods of teaching. etc. accordingly.
The_modern schools do not follow a particular philosophy in their curric
ula and
methods of \caching. The educationists take out the best points from variou
s schools
of though\ and indu<lc them in the curricula for the harmonious
growth of children. ·
~imih~rly \hey determine the gouls of education, mr.thcxls of teaching, etc.
from the
various philosophies und use them in their schools. Thus combining ·good
poinls of
different philosophies and merging them into u new philosophy_ is termed
as Eclectic
philosophy and this is seen i~ modern schools.
4.1.1 Functions of a School
A layman would, usunlly, enumerate \he following functions of a school
:
• Schools organise morning assemblies where sludents offer son~ prayer
s~
.• Students, studying in different classes, urc taught by their teachers~
• TI1cy are taught different subjects in the school~
• Teachers give them home work and check the same the following
<lay or
whenever they nre asked to bring their notebooks~
• Students are, sometin'M!s, seen playing in the ground, etc.
If we systcmatil:ally analyse what all happens in school, we can classi
fy the
sdwol fundions into the following ~atcgorics:
/\ . Manifest Fundions
· B. Latent functions
4.1.2 Manifest Functio
ns
Manifest means re
adil y p cr rr iv ah k
o f srhool s. as i.e . w h k h CVl'ryh
people know. arc ody know s. The m
functi o ns stated that students arc anifest function s
above fa\\ unde taug ht in schools. All thl'
whi ch the societ r this catc~ory . T bulleted
y e1.pects the sc hl' m anil'cst fun<.:tions
fo ll owing six man hools to perform arl' those
ifest functions o . Ja vier et.al.. (20
f schools: 02) has giw,i th
e
i. Socialization
- Students itkntify
through socialis their personal id
\
ation. S o d et y ex entity and that o
language/s and so pects schools to f others
cial ski\\s to stud transmit knowkd
People, at. large. kn ents so that they !,'.l\ o f
ow that besides le can interact with
\e ar n other subjec arning language/s ot hers .
ts also in schools. and social skills st
different subjects Rtsidcs the knowle ud l·nts
, they also intl·rac dge attained hy k ai
norm"· By doing t with one anothe 11 ing
all this, they learn r and obserw lh l·
many other things to follow the scho ,·!l\·ial
. like queue man ol rules. routilll'S
etc. All such lear ners. cxclrnnging 1111d so
ning conles unde greetings. rntting
r socialisation. ,1;1kcs.
ii . Trammittin
~ Culture- Under
cultural norm~ an this function. scho
d values to studen ols pass <ltl the cs
to gene_rate the ts. The Indian sc tahlishc<l
i<leus o f ·unity in hools. for ex.ampk
growth (Sabka S diversity'. 'Colle . try
aath. Sabka i ikas ctive Efforts. lndu
val,ues which the 1
}, etc. There arc so sivc
schools ure expect 1 many other rnltur
ltfurn patriotism. ed to transmit to a\
brotherhood. hone thl' (hildrcn so that
citizens in the tim sty. co-operation, thl'.y
e to come . ct( . and hcnmk'
~ood
ii i. Social Contr
ol- It means to stream
according to the line our hchaviou
rules anu m.lrn1." r, thinking and appc
considered as a laid down by the arant'L'
miniature society. society . Schoo\ is
inculcate such so So it b e c o ~ s th also
cial norms in ch e duty of tht scho
think and follow ildren. Students ol to
the accepted way lcum in schools
arc · to adhere to s of society. The how .to •
certain values lik accepted ways.of
punctuality. keep e obedience. disc society
ing the dignity ipl_inc .. respect mg_
o f others elde~s.
examp1e, l·s not acceptable in society. . etc . tnJulgmg m eve-t~us~ng.,
how this evil is Student~. often. oh to~
criticised an<l ridi· . se rv e m sc ho ol s.
from it. In this w culed and ther~tm
ay. schools arc 1. e t\~ey . pre f_er \o n:·f ·· ·
!:t.pcctcd to pcr\or 1 •~'."
the students in social co m th,s tunct\on an
d tn\m
ntrol.
i I Pl ment• S
iv. ~oc ~ . ace chools arc expec .
'tu ted to diagnose
mtelhgence, apt1 d es , attitudes, interest students' kv ~ \ o\
s und then ctlurnte
· th e ar e ,,
In this way Y prepareu or t c,r t\tre \ifc Tc·\chcrs th
f h . fu ~m acconlmg\ y.
for their future purs . . · ' g.m dc the st m k n b
uits accor 0mg. to th\!ir com~teni.:c .11,,s ,s what .
from schools und the 'Socia\ Place. . . ,s c:<.\'C(\C\l
er ment Fum.:,ttn n .
. S . I n d
P romotion of o P olitical' tnte~rl\tion- S . . . . .
v. cia 8 . o\:li.\\ \\\\C\;.ra\\n
n ,~ ,\
dynamic process f uttn\ m\cr·,(\ ,on am ,, , \he memhcrs o\.
o m •.
.' \· . . A. • ·o o g ' a \;fO\\\' h '
maintain peace fu\ d ordn\ sr11.:m \ re ,\\\Ons . r,\.:l: ruing· to" UN New s (cntr~
(2015) '" Social inan c l •
tegration is focuse "U . .

d on \ ,c nee to n~
\ .
we \nwt,rd n sa\'c
. .
 . ·I II' 1111 Or~a,ii.wti,111
,\1 •/,(10 ' .

stnb \e ant. 1.,· ust SO\: iety hy mending con diti ons
of socin\ and sod a\ 1.:Xd\lS\01\-
. . . fru ,,m•cnt atto .
n. cx. c\u
.
s,o n . . .
soc l,\ 1 e and po\ anz atm n~ l\nd
by cxp and m~ nnd
11.'i . engthc ning comlit ions ot• so_c,a
. \ . . \
:d str .
mtc grullon -townrc: s pcacc\•u\ Slx:1a\
. .
rc\a\lu1b
of coexistence. ~.-ollahoratmn ,.\tlu ., \ . ., T .
Centre may also b~ pra ctic ed to
c<.ncsmn . hese suggestmns of
cr~ate soc ial inte gration among
l\N N~w
stll lkn h
-- --
from dit len:nt fa1n1l y lit1ckgrnunds
.
Political Integration. according to Hu
us ( 1958), is the process whcrehy
forgot the desire and ability to con nations
r duc t for eig n and key domestic pol
icies
independently of cm:h other. sed
dng ins tea d to ma ke joint decisio
ueh!gate the dcdsion-muk.ing pro ns or to
cess to new centrn\ organs. 11le
he done in a school u\s oto resolve snn ~ may
cont1icts in factions having diverse
vi. School as lU\ AJ!,l'llt of Chang opinions .
e- Schoo\ should als o function as
, __ _.. dtfri-ige. It may he usc<l as an agent of
a meeting pla ce where the preval
society may be dis cus sed . Th e stro ent pn. H:tkcs nf
ng and we ak points of different
may be discussed and opinions ma beliefs
y be formed abo ut the acceptance or
of beliefs. rc.1cc\ion
Ma ny a time it has bee n see n tha
t tea che rs int era ct wit h students,
communities and play imp urt an\ rol parents anu
es in the pre ven tion and elimination
prevalent in society. "Sa y nn to of evil prm:ticcs
cra cke rs" , "St op female infanticid
Sys tem '', etc. are the bur nin g pro e" , "C urh Dnwr y
hle ms abo ut wh ich schools should
uprooting the se evi ls. try to debate fl~r

4. l .3 Latent Functions
Lat ent fun ctio ns are uni nte nde d
un<l ma y be per for me d unconscio
arc unr eco gni sed an<l unf ore see usly. Th ese functions
n. Suc h fun ctio ns may app ear on
sta ge and · may or may not pos e the surface at a \ate
u pro ble m. Th e neg ativ e late nt fun
n soc ial dys fun ctio n. Su ch u dys ction may prove us
fun ctio n may pro ve har mf ul for
society.
Example.'i of latent functions in scltoo
/>ositive f"w1ctim1- llockey sticks ls:
are used-for playing this game.
Rarely some s11ak, .'i fom e from tlu•
0
nearby bushes and 11roc(•ed
towards some player. Some students
scarce it away with the hockey
sticks and call tlle pest control specia
lists/ wildlife services to take
the snake away. Here tlae use of tl1e
hockey sticks falls witlain the
jurisdiction of latent f1mctio11 as the
se are meant for playing. This
example ;... a positfre example of thi
s function, as it is illegal and
inlu,ma,i to kill !\'t1akes. Had studen
ts killed the snake with the
/rockey stick .... O,h would have bee
,1 a negative example or c,
dysf11nctio11.
Latent s€hool functions. usua\\y, fa\\ und
er Cu\tural Capital and hiu<len curr,cu\u~n.
Both cultural capital and hidden curric
ulum include va\ues. beliefs , attituues
chi ldrcn mainly learn al home. lf the whll h
se are reinforced al school by the teache
rs a\\L\
 A Tt·xthook 011 Sl'hm~ Org,1111w1io111111d Mtmax,·m,,111

ntht~rs. tht'y hrcornc the latent functions. If teachers teach thcst· 1111rihult'S as pc1rl of
tl: x ls or Juring an assembly aJdrcss, the same become m~1nifcs1 funt:rion
s.
Both the manifest and latclll functions and their rcspectiw 1y1x·~ ha vc hccn shl)w11
in figure 4.1.
't'ypt\s of School Functions
(with their sub-types)

* Lutcnt
Manifest

·--i!
0

~
'-
::::, --=
OlJ
~

!
.=
-e a
.s=
u= 0I.,
-u s:
C
~

-
·-5
:==
C
~
~
OlJ
]
·a ·-t
u" u::::,
-
~
.::

.S- C
0
CJ

~
CJ
] ·c

--~ -==
0
~
~

Fig. 4.1

4. 1.4 Difference between Manifest and Latent Functions

· The manifest and latent functions can be distinguished on the bus is of the following
points:
i. Concept• The manifest functions are those which the society expects the schools
to perform. e.g. the courses taught in different classes, the co-curricular activities
organised under the prescribed c~rriculum, etc. The latent functions are not
performed intentionally or as part of the prescribed curriculum. e.g. reinforcing
the good behaviour of students, betting by some students which team will s~orc
more goals in a football match being played in the school grounu.
ii. Extent of Clarity- The manifest functions are foreseeablti and ckarly prescribed,
but latent functions are not very clear. Latent functions take place under hidden
curriculum.
iii. Extent of Positivity- ll1c manifest functions arc, usually. positive, hut may not
always he universal. American schools, for example consider capitalistic econom y
as good, hut North Korean schools are against such an economy. The latent
functions of a school may be positive as well as negative:. The cane used for
 ss
Sd11111/ ,,, ,111 Or,:1111i.wtio11
•
pu111 ~hing a student is a m.·gat·i.ve example of latl'llt fum:tion, hut if the same cam:_
is 11 ~~-d to thrl~aten an outsidl' nitk intruder. it hc1:omcs a positive example ol
IISIII~ that cane .
ns.
iv. Contrudiction- Latent functions. sometimes. may contradict manifest functio
f-or l',amp k a school, umJer its numifcst function, may select students for
higher
and lower soda! positions hascd on their a1..:adcmil: performance. The hidden
curri(ulum. as part of the latent fm,1ctions. may say that such discriminations
should not he made and opportunities may be given to all the students to grow tmd
try for their future pursuits.
-The difference het.wecn these two kinds of functions is relative, not absolute.
A functioi1 may seem to he manifest for some in the social system and latent
for
others.

4.2.0 Sc110 01,'s RELAT IONSH IP WITH SocrnT\'

that
School and society are intimately inter-related. Dewey (2008/1902) rightly said
· ·while proposii1g to bring about a change in education, the social point of view should
in
always be kept in mind; otherwise it will be considered merely an arbitrary fad. Saiyida
(1963) writes that "A People's school must obviously be based on the
people's needs
un<l problems. Its curriculum should be un epitome of their life. Its methods of
work
in
must· apprtJKitnate to theirs. 1t should rcllcct all that is significant and characteristic
the life ol' the community in its natural setting.:·
·Srhools prepare students · to he ultimately settled in the society. Students, after
join
culti\'ating their foundations in schoois enter the external world. Many of them
highl·r l'Uucational, professional or vpcational institutes. 111c remaining may start sorre
ion
or the other cx:cupation or join their family business. After completing their educat
they hcconX! productive members of the society. They hring with them the culture
feel
that they attain in the school. If their culture matches with that of the society, they
ut eusc in settling with the other n~mbcrs of s,x:iety, otherwise either they get over-
ary
powcrctl with the new cullute or struggle in their sctticn'X!nt. It is therefore necess
m:et the
ttµat the: ·school culture und that of the society should be similar and should
te
propriety of acceptable social values . In fact hoth school und society should genera
role
rich values to he followed by hoth. Thus hoth the school und society play a great
for each other.

4.2.1 School's Role for the Society

1l1c rdationship between s~hool anJ stK.:icty is of great importance. Schoo\ docs not
work in isolution. When a child joins a school, he hrings with him his home and
lo his
~ociety beliefs and prm:tkcs. Similurly when he exits school, he brings_back
hom~ and society the hclicfs and practi~es polishc<l by the school.
This ·exchange of
beliefs amJ practices determines the roles that each should play towards the other.
The
. main points of the role of school towards society have been discussed below:
 11 , ,·x,,,,,ok "" s,.J,o ol <>rga11iJtttio11 and
i. Mww g,·m<'"'
':e~arinR for the L
hv ivelihood Skills- Scho
S , ehhood ·sk1'll so· f th.e stu ol should lay the fo
undation ;,r
dt•nts so that they do no
~h oo l_s should have th t hl·romc a 1ia · h't 1·tty o1· I .. · _. ·t
e facilities of identifyi t le sol ll_ y.
S P~t m the academic ng stmknts ' uptitu<lcs
an d th ey sl1t~11ld
or V<X'utionul stream on
OCtety ~hould huve uv the hnsis of their diagno
those who want t · cnucs of johs for ho sed uptituclh.
0 • . . th till' ca tc go dc s of students, ~·11 .
the termm .
al st·,ge JO tn 1ugher msti· tutcs
furthcr.. Th . •
· osc wl10 Jo . . . of ka rn in g an d for thosl,.' for whom ~
want to' shar m hi . . . . ➔ .. 1s
. . pc ti · 1· • p.her mst1tutes of lcarnm g an~ the ones who
or prof ess1on . · n 1cir 1vd1hood skill
s am) want to join the ,
1 · · higher level jobs
• Preparing ·
for Healthy Work-
should also be trained culture- Along with
should be w ith livelihood skills, stu<l
· dh un un11ropriate work cultu ctits
tram~ ow to mte · •: re Rioht in school th
manner us a tenm fo ruct wtth school-m . . r:- • ' ey
r .accomplishing u conu utes, how to work m u co-opcra ' •
t1w
how to follow the ru non goul. how to ohcy
les und regulutions
of the work place
th e nu th ority.
~he s~ ll work.;plnce and so on. Titcsc
counesies which stude urc
m their schcx)I, Thus nts should try to learn
school is an arena w wh e!t they ure
learn to live like brethr here children from di
ens as they would be ffe re nt fumilir~
expected to work at th
Role Allocation- It im eir work-place.
plies the role of school
about their future jo in identifying the stude
bs . Schools administra nts' abilities
students' competenc te the necessary tests
e about their future an d evaluate
capacities and sugges jobs. Titcy match thei
t the johs for which r tale nt s, skills and
employers also find th they urc hl•~t suited.
e persons who will fit This helps the
Citizenship Tralnin~- in their organisations.
Our society needs w
their dealings, respon orthy dtilcns. ·n,ey
sible in discharging ·th arc honest ii,
who are suffering. co eir duties, compassio
urageous for taking nate for thos~·
others and above al right decisions , show
l fulfill his/her cons <lue respect to
possessing the qualiti titutional duties. If th
es mentioned uhove, th ere urc citi1.ens,
living. lb cy . not only ey can make the societ
. sustain their living y a place worth
Jlace, their city und na peucefu\\y, hut also m
tion llreut. Educationi uke their work
hese virtues. Teachers sts cun enshrine the l.:
cun design their tei:hni Urriculum with
tudents nttain the citiz qucs of teaching in su
enship training clk':=t ch u wuy thnt
ivcly. '
folunteering Services
- These services .hy
ociety in many way school . sl\idcnts help
s. Such services . redu thetn ,and the
1eir attention from th ce students' tcn~ions
eir usual routine . Tilc as they divert
rengthened as they ar ir n~ntul und physic
e engaged in different al energies gel
mrses . When they se activities thnn pursuing
rve the socieh,I orga their academic
.penses and the money ni sa tio ns . they tend to reduce
so saved muy he used their
g advantage is th fo r th e up lift of society. Another
at students get the ex
;y have to serve after co
mpleting their educat
posure of different w
ork p\uces when~
a team to achieve som io n. A ho w al\, they \cam to work
e common goal which
:iety. is very essential for a co
ntended

~·;·a w , 71
 Sch ool as an Or~ ani sation
ating rrumy social
ils- Schools can be a source of eradic
f ·vi. Er ad ica
evils. Teach
tio n or
ers
So
can
cia l
for
Ev
ma lly and inf orm ally generate a feeling among stu
dents
arc usually
ill-e ffe< .:t s of soc ial evi ls. Even small children, for example.
abo ut the endly Holi".
rs". "ce leb rat e a safe and eco-fri
hea rd say ing - ··s.i y no to cra cke oo b
nex t to god lin ess ", "sa y no to plastic hag s" , etc . Ma ny sch
"cl ean lin ess is ch the
rel ate d fes tiv al days . Such messages Jo rea
org ani se ral lie s dur
we an
..
ing
out
the
the evi l pra ctic es. Moreover when the students
b1.:conit:
communit y and ir old days of
ed and bec om e act ive me mb ers of the society, they recall the
ma tur refrain fro111 suc h . . .
lie s and the ir par tici pat ion in evil-eradication functions; they
ral ay from such vices. » ' · ·
nce oth ers als o to kee p aw
evils and influe ual or
Se rvi ce Pr oje cts - A com mu nity service project is an individ
vU. Community of help in some
up end eav our to hel p cer tai n group of people who are in need are to
gro
are a. So me exa mp les of pro jec ts which students can undertukc
soc ial uplift bl()(_xJ donation
a col ony or to spr ead lite rac y in a locality or to organise a o
cle an
tic ipa tin g in suc h act ivi ties stu dents mix up with the people wh
cam p, etc. By par jects to
fro m som e or the oth er soc ial stigma. Th ey may take up pro
are suf fer ing jects
ir soc ial con dit ion s. Ma ny gro ups of school students take up pro
im pro ve the itions and
y cam pai gns , cle anl ine ss dri ves and many more such propos
of lite rac are par t and
y the y try to rai se the sta tus of som e com mu nit ies which
the reb
par cel of the society.
ny co mm un ity
sit ing Co mm un ity Or ga nl~ ati on s- Th ere ma y be ma
viH. Vi
for the students. Th ey may get firstha
nd
ich ma y pro ve use ful
org ani sat ion s wh the cla ss. Th ey may improve the
ir
at the y hav e bee n tau ght in
kn ow led ge of wh ies , monuments and
pla ces , like museums, art gal ler
gen era l aw are ne ss by vis itin g efi ted by vis itin g industrial &
ngs . Th ey ma y als o be ben
oth er hi sto ric al bui ldi lita tio n cen tre s.
ess org ani sat ion s. Th ey ma y als o vis it orp han age s, reh abi
bu sin
ho spi tal s, etc . s inf orm ati on
Fa ir,- an d Ex hib itio ns- Stu den ts get to kn ow eno rm ou
Ix. Vl sld ng rs and exh ibi tio ns
ut the soc iet y hy vis itin g fai rs and exh ibi tio ns. Th ese fai tac t
abo pro duc tio n. They com e in con
cts and the ir pro ces ses of
dis pla y ma ny pro du ent exh ibi ts put up in the e,r.hibitions
.
es wh en the y see the dif fer
wi th dif fer ent ,ul tur pla yed
lea rn the art of app rec iat ion wh en they see the pieces of art and cra ft dis
They
tn exhibitions and fairs. status of
iption of the ab ov e po ints sho ws how schools can improve the
The descr So ciety also reciprocates and docs
studen t~ are bei ng gro om ed.
.~ociety for which the ction foc uses on the role of society
ts. Th e next sub-se
a Jot for the growth of studen
schools.
wh ich it plays in the interest of
hool
4.2 .2 Society •s Role for the Sc
role in set ting up , maintaining and further strengthening
Socie ty plays an importa nt
ob . It~ ru k ca n he expla ine d thr ough the following point s:
the ~cho

l -
 .
58 A Text/wo k m1 S chool <Jrg,1111.s,1t1011
.
"'''
I M a 11fl {l(! tt11•nt
,,

i. Sctt inl,! up u1)d Running the schools- Schools urc mainly sci up anJ run by ll~e
soc iet y. A ll the govern ment schools are society 's sdmols . It is so b c~ ause
\!Ovcn~mcnt representatives are elected by the society at large. All the public '-'.nd
;n,'l~rnmcnt aided schools are also the society 's schools. The govern ing bodies
~rn<l managing committees of schools are constituted hy well educate d and emis~cnt
mcmhcrs of the society. It is. therefore considered that the schools are, mamly
. I
sci up and run by tl1e society.
ii. The inputs of School Curriculum provided by tbc Society - It is presum ed
thut ·
the people constituting the society are decent people: they com1nunicute with one
another through recognised and decent language: they arc or hu<l hccn absorh cd
in some profess ion, occupa tion or busines~~ they shurc cstuhli shed cullu~·ul
discourses: they are governed by the constitutions of their respect ive countri es
and so on. The contents required for all these activities arc found in the school
curriculum. Aml it is the 'curriculum, the trnnsuction of which is carried on by the
teachers~ This transac tion is meant for the student s who have to becom e the
t mcmhcrs of society after completing their formal educ ati :111 .
iii. Providing Inputs for Curric ulum Enrich ment- Society keeps on provid ing
.
curriculum inputs to schools for the classro om transactions. Accord ingly studen ts
arc tuught whatev er is needed in society, viz. langua ge profici ency, Scienc es,
Social Sciences. Mathematics, different kinds of skills. Inform ation Techno logy,
Arts and Crafts, etc. After learnin g all such conten ts, studen ts becom e useful
citiz~ns for the society. In fact some nodal educati onal agencie s like N.C.E. R.T.,
C.B.S. E., S.C.E.R .T., etc. keep an eye on the require ments of the society and
then they develop the model curricu la and the guidelines for schools and publish
the model books also for the students. As some develop ments lake place anywh ere
in ,the world, these organis ations analyse them and include in the curricu lum the
content s which are worthw hile.
iv. Supple mentin g the Infrastructural Resources- School s require spaciou s, uiry
.' und well lighted rooms for princip al, teacher s, office person nel and student
a..
Beside s these rooms, there should be well furnish ed and well equipp ed labs, ½ibrury,
subject -rooms and separa te commo n rooms for boys ul\ll girls, health clinic,
canteen , etc. These rooms should have qualita tive furnitu re am.I ~quipn1ents. 11,cre
should he adequa te compu ters, LCD project ors, interne t com,~~tion. sound syskm ,
etc. If a school cannot afford to equip the school with any or more of the above
facilities. the commu nity should come to its rescue. Th1:rc may he individ uals or
organi sations which can supple ment the school with the needed fudlitic s. The
school princip al and the membe rs of the manag ing colnmi llcc shou\J have good
rappor t with the individ uals and organi sations which l:an help the school in
supplcmcnti ng the require d resourc es.
Supplen1enting the Manpower _Require1nents- l11erc may be situatio ns when
"· some tcacher/s may procee d on leave or resign their posts for certain reasons or
they 11141y even get superan i1uated . In such cases studen ts arc likely to go withou
t
Sd, n,,/ as "'' Orga11i.rntio11 59

dasscs. Some educated parents or some sud1 persons from the community may
he requested to t~1kc dassl.'s so that stu<lcnts may not suffer. It has been observed
that son-.c external experts, some time, prove very effective in teaching.
vi. lnvitin~ Experts for Teuchers' Professionul growth- Teachers should remain
updated with the relevant knowledge of pt'dagogy and the new knowledge added
in diffrrent suhjccts. Due to the advent of informution technology and other
· .innovations. knowledge explosion is taking place very rapidly. Therefore there is
nt•c<l of ol'ganising in-service programmes for the profossionul growth uf teachers
:~n th.It they can keep the students inforn~d about the latest information. Here
'-·orncs the need of identifying and inviting experts from society who can be
: rcql_1cstcd to be the resource persons. Schools or son-e societal u1,icncy can organise
in-service programmes for the benefit of teachers. Experts may be invited from
universities , N.C.E.R.T., S.C .E.R.T. and other organisation s. In-service
programmes. like seminars, workshops, ~onfercnces, etc. may be organised
according to the needs of teachers.
(Note- In the following example, the 'term scx:icty has crossed the national boundaries;
it is so hcl:ause it is a network of s,x:ial relationships. Community is confined to a
lim_itcd area. usually the surrpun<lings . In this text. both community and society has
been used in ·the similar sense)

011e of tht authors organised a UGC sponsored workshop for

developing curriculum in Business Education for the M.Ed. course
in Central Institute of Education (CIE), Delhi University. He ;nvited
experts.from all over India and an expert ·was invited even from
New York Universily also. He was Emeritus Professor, Padmalcar
Sap re. Deliberations wert held for several days and a new M.&:L
paper was evolved. This paper is still live and some students, will,
Commerce background, upt this pap,r 111 M.Ed.
Another wuy of reuching out the society an<l to bring the societal practices inside
the school is to organise exchange programmes with other schools. Through this
· mode, the visi_ting schools will bring their culture in the school that has been visited
and they will be able to study the culture of the school they have visited. This proces~ .
, )f the exchange of culture is benclicial for hoth-the visiting school and the school
visilcu. This helps the students and tem:hers in learning about social and cultura'
differences and each other 's system of education. Above all such students and teachen
cxdmngc progrnnmx:sJaci]ilate the huilding up of life-long relationships rurong differen
st udcnls and teachers.

4.J.0 Classification of Schools

Schools rnay be classified on the following hasis:
a) On the basis of levels,
h) On the basis of 1~uturc of students served,
 A Te.uhook 0 11 School Or'Rt1T1i.wtion mu/ Mam1
!(rm r11 1
c l On the b-a"is of s~x.
d ) On the ha sis of Ownc
~hip and
On :~ basis of ~tuuents · gn
e\
ats .
a l On the Ba sis of u ve
. l~-
· The ntun· t •
• Pre-pnma~i. y~ s on the levcl -hasis arc:
• Ul we r primary.
• Upper pri1'n,_1ry or the mi
ddk school.
• Se-co ndary and
• Seoior secondary.
Usually the schools are comp
osite. i.e .. some or more of
co mb ine d int o COfl1)0Site the above k·wls urc
or semi-compo site groups. Mnny prc-prinmry
pr im ary school!-- are cornh and lower
inc d into om.• unit un<l the
An oth er se mi -co mp os ite y arc calle<l primury sdmols.
group ·consists of the first
,riz . the pre -p rimary. lower thrl'C categories of srhools,
primary and upper primary and
,c all ed .. Elementary Schools collectively_lhl'Y l)rc
". The secondary S('Ction of
dasse-s lX an the school ronsists of
d X. Otherwise a secondary
.composite secondary school school runs classes from I to X.
runs classes fr0111 Prc-pri1nary And a
cla ss es ar e collective to· X. llu~ XI and XII ·
ly known as senior seconda
se nt or se co nd ar y scho ry class.
c s. An d u ~ompnsite
ol runs classes from pre -pr
nomenclature of different lev im ary to XII class . This
ds of schools 1nuy differ fro
m country to rountry.
b ) On the Ba sis of
Nature of Students Sen·e<I•
5ichools which are meant for l\tost of thl' srhools ail ' n11rn11,1
thL' normal dtildtl'll. lksitlcs_
. ldr the srhoo!s ~\'.' .the_
no nn a 1 c h I e n. there arc nthl·r types of schools catcgonsed on thl:
.
children .s spec1a . I . d . Th . th, different typ h,1s1s t~I
nee s. us L es ot• schoo ls fa11·mg llll lt,er this
.
·
ca tegor y are:
i. Sc ho ol s for the _student vith communicatlo~ Problems- There may be
-
_s , blem" of Autism Spectru
schools for the children with m Disorder (ASD).
p_r~ . ·~• d hody movements, unusunl
Th e autistic.~ may hn ve re peuuve and ~terc..V\ype
. h viournl problem.~ ·nn<l S() on . · th
resp on se s to people. aggresl\tve he a t· ·tt' "'S' 111· 111c1~ grm~
is slow in all the domains h t some au ts c. 1y he good in some skills, hkc
L
•

. u_ ..
t~-~r
l
. Iii~, the facts from their me t
drawing. singi ng, Mn1herna1. mory. r c.
Tilerc are a few ~eparatc st
;cs. a1~istics in India: odicrwi
,oo s . h ·pedal care uqdcr the sc lh ? ar~
·neJ in normal sl:hools. hut wt t supcrv1s1on o
d
ai mt ~. to
tin.: teachers take l:MC sec that they shouhl not ~ct
.. ,
hers At the sa
teac . . th' n~ they arc ah no rm , I I '\dr ·n .
the impression at .· cu c .. fall unlkr tlu.s
l. rd-of-hearing students. ,,. \so .
. ., 11
Lingua Y impatred and "' .
category. • 'th t,d riv1nu ral
. n twviour HrohIems._ Ch .
iltlren , wt •
~-I.AAl4: (or Children wi
fl ~ .. .. . th . e, ''- to other stlllklllS "' t\w L\·I· . So mu'-'h sl'
Fi: • .;
_. ,f t ,» -,1t:t: , i -n8:Jl)
le ~
r~~\r that
~ -Q U lti es, usua 1l ·ause slr\\i~~s .
r~ should h~ sepal a. \. the ni:c
:'~,.~l·t
.. l. sdioo s l ··~hctn. 'lltl·rc .
ds of t\t_tcnt1nn
._.,. rnuntn'es which ratci. nt,D•·l•. o·.
1c1t ,so rllcr tAPP)
• l ~--t '\t1C ) '-
.·
 61

.I -'·th'"' ·
.. Orllonisat11'"
I a' a,, · '

~cudenl~-
. But a:,..
problertl.'·
. .
:,..UC
,, ...

. ·h Id try to diagnose the cause of abnormal behaviour an<l try

•
h there are no schools for students who have behaviour

Teacher:-. :,. ou . . . f
. lution 10 the school ,tsel .
find l I'IC so .
to Gifted Children- Gifted children are exceptionally g0<xl in areJs
Iii. Schools flo~ '. 1 ·r.:·iti \' ~. artistic. kadership. athletic and many more area~ .
h.k 111td l'.llll,1 . l •
c tries especially Canada, America, South Korea and lran an.: lrnu\-\ 11
Some coun · • · ·
·ome schools for the gifted children. These schools are mainly under
to haves ·
the private sector. In_ India, there are Jawahar Navodaya Vidy~laya (JNV)
hoots for gifted children who are drawn largely from rural disadvantaged
backgrounds. Some educauomsts are not .m f avour of segregating the gifted
SC . .

chi ldrl!n from the rtklin stream. They say tha~ they can be looked after well
along with other normal students. .
h·. Schools for Differently Abled Children- This category includes schools
for the blind and children with physical disability. Though there are separate
schools for hlinds. some children who are blind or visually impaired attend
normal schools like other normal children. Other children with disabilities are
also permitted to join normal schools. The school authorities are bound to
arrange facilities to facilitate their education in such a way that their di sahi\itv
does not hc\.:ome an obstruction in the way of their schooling. ·
Some countril'' have schools for the physically disabled children . Such schools
provide facilit1rs for students with physical impairments . A physical disabilit y
n:,ay include vis ual. auditory, mobility, speaking, manipulation problem,. etc .
There may hi: other types of schools also, but the ideology for school education
being followed in most of the countries is that inclusive education shou\d he
preferred for all the categories of students. It is so because all the children are
born equal and discriminations should not be created among them by giving them
different treatments.
c) On the Basis of Sex- On the basis of sex, there are three types of schools.. viz .
girls schools, boys schools and co-educational schools.
d) On the basis of Ownership- On the basis of ownership. the differ~nt types of
schools arc:
• Government Schools- These are run by the government {centra\ or stat~) or
by lol'al ho<lies. Kendriya Vidyalayas (KVs). Jawahar Navoday,1
Vidyalayas (JNVs) and Tibetan Schools are funded by the central government
anJ are run hv autonomous societies. . .
Private ·
Schools- · . · . ·1·1 . . . , · ·t •r ·d ,lX"ll'I ,c,
• These sd1ools
.
are run
.
by 'ILH.:1et1~s
boo· . . , d
. \oL n.: gis 1.: l :
managing comm1tkl~"- In
run the schools through their governing 1es an .
. -.urh rm. vate sc hoo ls are, ma1·nty, c·alle<l public School~.
l m.ita -· ·:· t .,
. 11 l I. I1 \)ll. \ 'll~ 'iU(- .\Ll. ll'- )\ 1.

• Aided Schools- Tht!se sl:hooh ar~ st:l up "' L u,i ) ' .

ITlllinly funded hy govemm=nt. / ~ S GS

I .

\< . . . -· .. _ _...,
 t, 2 •\ :n·rl>o ok '" ' S.-
1100 / <) 1_~111 11 .,1 11 1<11
1 w id M
W l (I .I{ f' II It ' ll/
) lh.:,~:is of Studenas '
{Jui i I1.e u..-
c .,,w G<-ais- This type is
abnut w h·•--~~ they want to accomplis . bu sed on the stud
h through educullo. . ents ' ··n' .
of schools are: n. On this basi
-- 0 1c es
· s , ·the typcs
Q Aciun~mic Schools-
T~is type of schools
teaching different su provides t~c academ
bjects. Most of the ir .facili ties by
Students, after compl . h . h schools tall under
etm~ t eir sc oo l'•~ . . . h this categ
inst
itutes or join profes ~· JO
m ell er higher leve ory.
family business or JO sional or vo ca tio nal courses or they l academ ic
· ·m som l may J. oin th .
e ower leve1JO . bs.
• Vocational Scho ei r
ols- These s~hools
st ud en ts . Most of provide some. vocatio
the vocational cour nal
Engineering-based or ses are either com training to the
Heath and Para Med merce-based or
· based courses ar ical based. The vario
e Accounting, ~ud us commerc
Secretarial Practice, iting, Store-keeping
Entrepreneurs~p, et , Stenograph;
are Electrical Techn c. and Engineering-ba
ology, Automobile T sed programmes
etc. Some important echnol~y, Civil Eng
health and para med ineering, Foundry,
Laboratory Techniq ical based programm
ues, X-Ray Technic es are Medical
In India vocational ian, flealth and Bea
sc uty Studies, etc.
an education is give hools are clubbed with the academic sc
n at +2 level. hools and such
• Vedic Schools-
Now only a handfu
schools provide educ l of Vedic schools
ation in Vedas. Sans exist in India. These
schools . The ma in f'l krit is the main lang
1rpose of such school uage of such
cultpre. The products s is to orientate the
of such schools turn ancient Vedic
religion and Vedas. out to be great schola
They become great rs of Sanskrit,
Astrology, Astronom scholars of Scripture
y, etc. s, Numerology,
• Sports Schools-
These schools spec
The importance of su ialise in some or the
ch school is increasi other game or sports.
for games and spor ng, but there are no·c ·
ts. They focus on xclusivc schools
, suhjects . some game/s along
with other school
• Islamic ·Religio~ Sc
hools / Madrasas-
ed
ucation in Islamic su These schools are meant fo
bjects. In Pakistan r giving
Islamic religious sc and Bangladesh, mad
hools. These school rasa refers to
s focus on _Quran an
Like Islamic Relig d Islamic texts.
ious Schools, there
along with their re are othe r minority schools
spective religions, in India, b~t
subjects also. they impart education in
other academic
4.4.0 CONCLUSION
This chapter explai.ns .
how school 1s an orgaru.sat1.on as. ·t u ·ture and how· it
process. The princi a sr c . is a
pal of a school is its he / h . thr
..
different teachers . head and t the school gomg oug h
Teachers teachi.ng XI d Xll clsaseseges s · . ., po
teachers. Trained gr an are muneu . .st-graJu ntc
aduate teachers ar l. 'bl t ach f Vl to x Teachm,
diploma holders an e e 1g1 e to e classes nun g
d XII class passed r · mentn .
n1
teachers are e igi·b le to te ac11 ec
1 cl
- , asses.
sd,o••.I di ( 111
( )1'1./ llll i.w1l i /lll
. 63

The pn:- ~l'. ho\l\ da~~"·san: tau~~\ hy X 1l d,,s s passe<l cand idate s who
have done
. .. ,,
l ' l'f I I t\ l • "'
•• course ol tcai.: hcr trnnuno .
t C
Tlw present dmptcr ,,lso discusses the n~u
ning an<l types of manifest and late nt
runrtion~ of schools. TI1c manifest functions
arc visible, like teaching various subjects .
organising co-curri..:ular activities . The latent
functions arc covered by hidd en
c·urriculum and arc not directly expressed. This chap
ter further explains the role of
so~icty and school towunls each other. Society
is expected to run and support the
schools in different wuys. Schools pro<lucc students
as per the expectations of society.
T\w present chap ter also <lescribcs the classification
of schools.

DIS CU SSI ON QU EST ION S

(Al Short Answer Questions
l . Whal is the concept of a school as a structure
']
2. . Define Manifest and latent functions of schools.
'
'

3. : . l )istinguish between manifest and latent func

tions.
· .t . : · ( iivc an example and a 1:onsequcnce
of a latent function of a school.
~. : I low can you serve the soci ety hy laki ng
up community service projects ?
fl. Name any two social evils and suggest how
these can be eradicated by schools.
7. How does school perform the "Role Allocation"
function?
8. How do volunteering services reduce students
' tension?
'
9 . How can society supplement school's infra
structural resources and manpower
requirements'?
.10. ·N~me und exp lain the types of schools fund
ed by central government and bcini
run by uutonomous societies.
(I\) Lon g Answer/Essay Type Questions
\ . Explain the concept of a school as a structure and
as a process.
2. Elucidate the Latent functions of a school.
.. A t:unctic~n may appear to be manifest for sotre
people a~ latent ~or others". D
.\ . you agree with this slatemcnt'/ Jus1ify your
answer log,cally w11h the help ,
suitable examples.
4. How can school prepare students for their livelihoo
d skills?
~ Explain the role played by the school for the socie
·· ty. .
· S . t nnot do anything for the school
6 . "S•·... hool has lo he sdf-<lepcndent . oc,e y ca
Comment.
. ·•·t·f-crcn
• t tyn.:•
7. Classify and explain the ,ul ,·-·s of schools.