Elective 2: Basics of School Management and school administrators and

Administration academic non-teaching

personnel.
4. SCHOOLS. institutions recognized by the
LESSON 1. Definition, Importance, & Scope of State which undertake educational
School Management operations.

Definition

Members of Educational Community: • Management mean – the ACT of getting

people together to accomplish desired
1. Parents or Guardians. or the head of the goals.
institution or foster home which has
• SCHOOL MANAGEMENT. Means
custody of the pupil or students.
running the school along desired
2. Students. are those enrolled in and who
educational policies. It take into account
are regularly attend educational
all aspects of school (policies, material &
institution of secondary or higher level
human resources, programs, activities,
of a person engaged in formal study.
equipment etc.) and integrates them
PUPILS are those who regularly attend a
into a fruitful whole.
school of elementary level under the
• In simple words, it means managing the
supervision and tutelage of a teacher.
affairs of a school.
3. SCHOOL PERSONNEL. all persons
• SCHOOL MANAGEMENT - utilizing
working for an educational which
human and material resources so as to
includes the following:
effectively and efficiently accomplish
a. TEACHING or ACADEMIC STAFF.
the functions of teaching, extension
all persons engaged in actual
work and research for the purpose of
teaching, either on full-time or
achieving the aims and goals of school.
part-time basis in all levels of the
educational system.
b. SCHOOL ADMINISTRATORS. all
Views of Specialists:
persons occupying policy
implementing positions having Paul Monroe (1913)
to do with the functions of the
schools in all levels. • SCHOOL MANAGEMENT - a body of
c. ACADEMIC NON- TEACHING educational doctrine, comprises a
PERSONNEL. persons holding number of principles and precepts
some academic qualifications relating primarily to the technique of
and performing academic classroom procedure and derived
functions directly supportive of largely from the practice of success of
teaching such as Registrars, teachers.
Librarians, Research Assistant, G. Terry Page and JB Thomas (1978)
Research Aides and similar staff.
d. NON-ACADEMIC PERSONNEL. • SCHOOL MANAGEMENT – Refers to
personnel not falling under the practice of the organization &
definition and coverage of implementation of existing educational
teaching and academic staff, establishments & systems.
Shelly Umana
• SCHOOL MANAGEMENT – is a method
of operation & good management
should result in an orderly integration of
education and society.
Importance of School Management:
1. It helps in the task of running the
institution smoothly and effectively.
2. It lays down the structure of the
organization.
3. It prescribes the power, authority,
functions and responsibilities of the
different positions in the organization.
4. It provides good professional leadership
and dynamic supervision.
5. It coordinates the various activities of
the institution.
6. It aims at effective communication to
maintain better working conditions and
human relationship.
7. It resolves the various conflicts that arise
within the institution.
Scopes of School Management:
1. Internal Management
a. Admission
b. Management of Library
c. Building
d. Physical Material
e. Financial Resources
2. External Management:
a. Relations with the community
and outside agencies connected
with the establishment and
functioning of the school
b. Relations with the Stakeholders
LESSON 2. Characteristics of Good School
Management
1. Objective Based
2. Quality of Education
3. Headmaster
4. The best use of resources
5. Joint Enterprise
6. Professional Growth
7. Efficiency and Improvement
8. Continuous Process
9. Input - Output Model
10. Community Oriented
OBJECTIVE BASED. It means to attain the
objectives of education and schooling.
QUALITY OF EDUCATION. Good school
management is concerned with the quality of
education being given in schools.
HEADMASTER. He is a democratic leader of the
school.
THE BEST USE OF RESOURCES. In order to
promote efficient functioning of the school. It
makes the best possible use of the MATERIAL
RESOURCES.
JOINT ETERPRISE. It involves the joint enterprise
all the personnel connected with the school –
Teacher, supervisors, pupils, parents etc.
PROFESSIONAL GROWTH. It brings out the best
in the teacher and supervisors and takes steps
to promote their professional growth.
EFFICIENCY AND IMPROVEMENT. It tries to
bring out over all improvement and efficiency in
the school.
CONTINUOUS PROCESS. It is a continuous
process. It always concerned with improvement
and development of the institution.
INPUT-OUTPUT MODEL. It works on the input-
out model. It takes into account the efforts made
and the outcomes achieved.
COMMUNITY ORIENTED. It is alive to social
needs and requirement as the school is meant to
serve the society.
LESSON 3. Types of School Management System
• Centralized and Decentralized Education
Management
• External and Internal Education
Management
• Autocratic and Democratic Educational
Management
• Creative Educational Management
• Lassiez Faire Educational Management
1. Centralized and Decentralized
Education Management
CENTRALIZED EDUCATIONAL MANAGEMENT all
sorts of powers, responsibilities in relation to
educational management are vested in one
hand.
A. Suppose in the field of higher
education the Director, Higher
Education is the real executive
head and all sorts of powers and
responsibilities remain in
his/her hand.
B. The other associate officers are
Additional Director, Deputy
Director, Assistant Director
REMAIN SILENT in this regard.
DECENTRALIZED EDUCATIONAL MANAGEMENT
the powers, responsibilities are DISTRIBUTED
and decentralized from the Director Higher
Education to the peon of a college in which
everybody involved in the field of higher
education feels seriously the responsibility of
educational management. And at the same time
they take the risk of making educational
management a successful one.
2. External and Internal Education
Management
EXTERNAL MANAGAEMENT OF EDUCATIONAL
PROGRAMME means for those elements, factors
and supporting agencies which provide
opportunities and facilities for the smooth
management of educational programme in
EXTERNAL PERSPECTIVE.
A. In humanitarian perspective the
external management of
educational programme refers
to the persons or elements who
are indirectly involved in its
management.
B. They are the community
members, specialists etc. all
other agencies.
INTERNAL EDUCATIONAL MANAGEMENT refers
to management of any educational programme
is vested upon the persons who are actively and
internally involved in the management of every
educational programme.
A. It categorically refers to the
head of the institution or head
master/principal of the school
and other teaching personnel,
students and non-teaching staff.
B. Practically speaking, internal
management has much more
importance than external
management. The reason is that
the elements of internal
management are actively
involved in the process and the
degree of success of
management depends upon
them.
 3. Autocratic and Democratic Educational
Management
AUTOCRATIC EDUCATIONAL
MANAGEMENT implies that all the policies
and programmes are planned, directed by
one central agency. Here the central agency
may be a person, a group of persons as
“CORE GROUP.” So, when the powers and
responsibilities center round a particular
person or group then the term authoritarian
or autocracy comes into limelight.
A. In this management the
rights are absolute and
supreme and educational
management is a state of
monopoly. In this type of
educational management
every aspect of education is
controlled by one.
B. He tells the teachers and
students what to think as
well as what to do. He takes
decision and gives all
directions to teachers and
students. He thinks himself
as an only active agency in
the management of every
educational programme of
the institution. In this type
of management ‘I-feelings’
are pre-dominant and ego
of one individual prevails.
DEMOCRATIC EDUCATIONAL MANAGEMENT it
recognizes the rights of all the agencies or
persons who are linked with the educational
institution. In this type of educational
management ‘we feelings’ prevail in the
educational institution with an environment of
mutual trust, accompanied by co-operative
planning, group discussion, participation of all
the staff members and organization of the
programme in a joint-venture.
A. In this management
teachers get proper scope
for planning, administering,
organizing, directing,
coordinating, supervising,
controlling and evaluating
the assignments entrusted
upon them.
4. Creative Educational Management
The creative management of every educational
programme indicates the uniqueness of the head
of the educational institution in which the
programme is conducted.
It means when the educational management of
any educational programme is done through
utilization of creative talents associated with
this from top to bottom in a desirable and
acceptable manner.
5. Lassiez Faire Educational Management
This type of management gives FREEDOM to the
functionaries or personnel involving in it. It
means for ensuring proper management of
educational programme FREEDOM as far as
possible and practicable should be given to
everybody and they have to exercise this
FREEDOM in a desirable and acceptable manner.
LESSON 4. School Management Vs. School
Administration
School Management.
a. It is a middle level executive function.
b. They implement the policies and
objectives as decided by the
administration.
c. It is democratic, participative in nature.
d. It encourages involvement of all
functionaries.
e. It is result-oriented, and accountability
is emphasized.
f. Works under administration.
g. Focus on Managing Work.
h. Key Person: Manager
i. Represents employees who work for
remuneration.
j. Function: Executive and Governing
k. SOUL of institution.
School Administration.
a. It is the top level of the school
organization with the decisive functions.
b. It is responsible for determining the
policies and objectives of the
organization.
c. The administration includes the principle
and head of department.
d. It is mostly office oriented with little or
no participative culture.
e. It is also result oriented and more
accountability is emphasized.
f. It has full control over the activities of
the organization.
g. Focus on Making best possible allocation
of limited resources.
h. Key Person: Administrator
i. Represents owner who get a return on
the capital invested by them.
j. Legislative and Determinative
k. BRAIN of the institution.
Lesson 5. Organizational Structures
Definitions of Organizational Structures.
• in education typically refer to the
hierarchical arrangement of roles,
responsibilities, and communication
channels within schools or educational
institutions.
• Refers to the way an organization
arranges its employees, roles, and
responsibilities to ensures that work is
efficiently and effectively carried out to
achieve its goals.
Importance of Organizational Structures.
1. CLARITY AND DIRECTION.
• Organizational structures
provide clarity regarding roles,
responsibilities, and reporting
relationships within the school.
• This clarity helps ensure that
everyone understands their
duties and contributes to the
school’s mission and goals.
2. EFFICIENT COMMUNICATION.
• Clear organizational structures
facilitate effective
communication among staff,
students, parents, and other
stakeholders.
• Defined channels of
communication ensure that
information is disseminated in a
timely and efficient manner.
3. RESOURCE ALLOCATION.
• Organizational structures help
schools allocate resources such
as funding, staff, and facilities
efficiently.
• By defining roles and
responsibilities, schools can
optimize resource use to
support teaching and learning.
 4. DECSION-MAKING. By designing effective organizational structures,
• Organizational structures schools can create environments that support
influence how decisions are teaching and learning and ultimately benefit
made within the school. students.
• Structures that encourage
collaboration and input from
various stakeholders can lead to Types of Organizational Structures in Education.
more informed and effective
1. TRADITIONAL HIERARCHICAL
decision-making processes.
STRUCTURE.
5. SUPPORT FOR INNOVATION.
• This structure is characterized
• Well-designed organizational
by a top-down approach where
structures can support innovation in
authority and decision-making
teaching and learning.
are centralized at the top of the
• Structures that encourage
hierarchy. It typically includes
experimentation and risk-taking can
positions such as the principal,
lead to the development of new and
assistant principal, department
effective educational practices.
heads, and teachers.
6. PROFESSIONAL DEVELOPMENT.
• Communication flows vertically,
• Organizational structures can
with information and directives
support professional
coming from the top and
development by providing
cascading down to lower levels.
opportunities for staff to grow
2. TEAM-BASED STRUCTURE.
and advance in their careers.
• In this structure, the school is
• Structures that value ongoing
organized into teams or groups
learning and improvement can
based on grade levels, subjects,
help attract and retain talented
or interdisciplinary themes.
educators.
Each team has a leader or
7. SCHOOL CULTURE.
coordinator who is responsible
• Organizational structures play a
foe coordinating team activities
significant role in shaping the
and facilitating communication.
culture of a school.
• This structure promotes
• Structures that promote
collaboration and teamwork
transparency, collaboration, and
among teachers.
shared goals can contribute to a
3. PROFESSIONAL LEARNING
positive and supportive school
COMMUNITY (PLC) STRUCTURE.
culture.
• PLCs are groups of teachers who
collaborate regularly to improve
their teaching practices and
In conclusion, organizational structures are
student learning outcomes.
essential in education as they provide clarity,
• In this structure, teachers work
facilitate communication, support efficient
together to set goals, plan
resource allocation, influence decision-making,
instruction, analyze student
foster innovation, promote professional
development, and shape school culture.
 data, and reflect on their • Matrix structures are often used
practice. in schools emphasize
• PLCs are often facilitated by a interdisciplinary or project-
school leader or instructional based learning.
coach.
Conclusion.
4. PROJECT-BASED STRUCTURE.
• In project-based learning • These examples illustrate the
environments, students work on diverse ways in which
long-term, interdisciplinary educational institutions can be
projects that require them to structured to support teaching
apply knowledge and skills to and learning.
real-world problems. • The choice of organizational
• This structure often involves structure depends on various
collaboration among teachers factors, including the school’s
from different subject areas and mission and goals, size, student
emphasized student-centered population, and educational
learning. philosophy.
5. DEPARTMENTAL STRUCTURE.
• In larger schools or school
districts, departments may be
organized based on subject
areas (e.g., English, math,
science) or functional areas
(e.g., curriculum development,
student services, special
education).
• Each department is led by a
department chair or coordinator
who is responsible for
overseeing departmental
activities and representing the
department’s interests.
6. MATRIX STRUCTURE.
• In a matrix structure, the school
is organized both by function
(e.g., grade level, subject area)
and by function (e.g., grade
level, subject area) and by
project or initiative. This
structure allows for cross-
functional teams to work on
specific projects while still
maintaining their functional
roles.