Course: Educational Leadership and Management (Code 8605)

ASSIGNMENT No.1

Q.1 Discuss the principles of administration and approaches of educational

administration and explore which approach is to be used by our administrator.

Ans. Principles of Educational Administration

Following are the basic principles of educational administration.

a) Principle of Democratic Leadership

Leadership is derived not from power or status under the law but from the situation by
showing ability to deal with the problems. The supervisor, as a leader, does not impose his
whims but arrives at certain conclusions through group thinking and cooperative decision-
making. “it means a sharing responsibility for achieving a successful outcome rather than
throwing the weight of authority behind a wrong judgment”. In this principle there is a fact
that teacher should be involved in full, fair and frank discussion based upon a mutual
recognition of the personal worth of the other person. Such a discussion must reach specific
conclusion and concrete proposals, set down in writing so that the teachers and the supervisor
can check progress from time to time.

b) Principle of Co-operation

Co-operation implies:

I. Participation in an activity to attain a certain goal

II. A sense of responsibility on the teacher that he is a coworker not a salve. It assume
that the best solution of any problem is not known to any single person but it can be
knows through mutual help and discussion. Even if the supervisor knows a better
method of teaching a unit or organizing a class of pupils, he does not hand it down to
the teacher dogmatically. He simply discussed the problem with the teacher, think
with him of the various possible solutions, helps him to make a choice and encourage
him to implement the decision which they have mutually arrived at. Such a
cooperative effort raised teacher’s morale encourages creativity and develops a sense
of responsibility on his part. It also develops a climate in which teachers tend to
change.
 c) Principle of Scientific method

This principle focuses attention upon getting the facts, upon analyzing the situation, as it
exists and upon drawing objective conclusions. The supervisor should use the scientific
method in making decisions as well as in determining needs, examining resources, planning
procedures and evaluating results.

d) Principle of Coordination

This principle assumes that a school or a group pf schools is so such organized that all
teachers work as coordinated parts rather than individuals. It, however, does not mean that
the individuals should lose their identities. There is need for coordinating instructional work
and other activities in a certain subject through all the schools classes as well as in various
subjects in the same classes. Without such effort on the part of the supervisor the main
purpose of education. For example balance development of child’s personality cannot be
achieved.

Another important implication of this principle is that school and community efforts to
provide formal and non-formal learning experiences to the children, who should also have the
same focus and direction. Supervision must play an important role in coordinating school and
community efforts as well.

e) Principle of Flexibility

This principle implies that rules, procedures and standards should be adjustable to meet the
requirements changing conditions. Not only that each individual is different from the other
but the same individual may reach a goal with different ways in similar situations and at
different times. The supervisor must recognize and respect individual difference in teachers,
as should the later do in respect of children. He should also adjust supervisory activities
according to the individual needs of teachers. The principles of flexibility do not mean
lowering the standards; it simply means an adjustment of an arrangement or method so as to
create a more favorable environment for an individual’s growth and improvement. It also
means that the teacher should be so modified as to fit different schools and communities and
that supervisor must be fully aware of the personal and professional problems of every
teacher to be able to provide individual guidance.

f) Principle of Planning
Successful accomplishment of the objectives of an organization implies planning. Planning
involves both deciding what to do and determining how this is to be done i.e. identification of
the objectives and laying out of the alternatives for the achievements of the objectives.
Effective supervision, too depends foe its success on careful planning. Planning is a
cooperative enterprise. Besides clear vision of goals and foresight of consequences, planning
must be based on the thinking of the persons concerned, their needs and aspirations.

To quote Ayer, “a supervisor without a plan has no point of departure and no destination”
some of the reasons given by him for supervisory planning are that:

1. The supervisor should have thought the situation, analyzed it selected for his attention
the weak sports new needs.
2. He has conceived beforehand professional activities directed to the achievement of
certain definition objectives.
3. He has provided for the coordination of the work of all
4. He has developed a basis for evaluation.

g) Principle of Evaluation
Evaluation is one of the basic functions of supervision. It is more than testing pupils
or rating teachers. It aims at the improvement of persons, and products involved. It is
a process of making judgment by which more planning for improvement is possible.
To be effective the supervisor must be able to evaluate school situations as well as his
own role in the professional growth of teachers. He should have developed evaluative
criteria with the cooperation of teachers to assess teaching, learning and supervision.

Approach to Educational Management and Administration

In one sense, administration is one of the most ancient factors of all human activities or
efforts. The Egyptians organized and administered vast complex enterprises that requires
sophisticated planning, complex organizations, skilled leadership and detailed coordination,
at least two thousand years before the birth of Christ. Similarly, the Chinese are known to
have had highly systematic, large scale systems at about same time as the pyramids were
built, which used many of the management concepts, which are still in use today. Nearer to
us in time and better known to most of us are the ideas and concepts that underlay the
establishment of the reputed civil services of Europe and Great Britain in the nineteenth
century. Two key nations provided the essential rationale for civil services.
1. The idea that administration is an activity that can be studied and taught separately from
the content of what is being administered.

2. The belief that decisions about the policies and purpose of government belong to the realm
of political action but that these decisions are best implemented by civil servants whose jobs
are not dependent on the whims of politicians and who are free to develop good
administrative procedures.

In the united states in the nineteenth century, the term administration was used in the context
of the government and the idea it represented gave rise to the growth of public administration,
although civil service in America tended to connote a system which is designed to ensure
honesty and fairness rather than the expertise associated with the European and British
systems. Industrial revolution brought
about a change in the concept of general administration, which, in turn, reflection in
educational management and administration.

Fredrick W. Taylor developed what later became known as his four principles of scientific
management. They were

1. Eliminate the guesswork of the rule of thumb. Try to find out the approaches the jod into a
series of small, related tasks.

2. Use more scientific systematic methods for selection of workers and training then for
specific jobs.

3. Establish the concept that is a clear division of responsibility between management and
workers, as management has to da goal setting, planning and supervision and workers
executing the required tasks.

4. Establish the discipline in which management sets the objective and the workers cooperate
in achieving them. These became enormously popular not only in industry, but also in the
management of all kind of organization including the family. At the same time that Taylor’s
ideas and their application were having such enormous impact on American life; a French
industrialist was working out some powerful ideas of his own. Unlike Taylor’s who tended to
view workers as the extensions of factory machinery, Fayol focused his attention on the role
of manager rather than the worker. He clearly separated the process of administration from
other operations in the organization, such as production and emphasized on the common
elements of the process of administration of different organizations.
Fayol believed that a trained administrative group was essential for improving the operations
of organization, which were becoming increasingly complex. He defined administration in
terms of five functions: planning organizing, commanding, coordinating and controlling.

A German sociologist, max Weber, produced some of the most useful, durable and brilliant
works on administrative system: it seemed promising at that time and since from that time
has proved crucial: bureaucracy:. According to Weber, the bureaucratic apparatus should be
very impersonal, minimizing irrational, personal and emotional factors and thus leaving
bureaucratic personal free to work with a minimum of friction or confusion. Thus, he
conclude would result in expert and impartial service to the organization’s clients.

A new concept of acceptance developed among students of educational administration, which

recognized the dynamic interrelationships between the structural characteristics of the
organization began to conceptualized such as school system and schools social system.
Unlike informal human social system, the school systems and schools may be classified as
follows:

a) They are specifically goal-oriented

b) The work to be done so as to achieve goals is divided into subtasks and assigned as
official duties to established positions in the organizations.
c) These position are arrange hierarchically in the formal organization and authority
relationships are clearly established.
d) General and impersonal organizational rules govern, to a large extent, what people do
in their official capacity and also, to a large extent, shape interpersonal interactions of
people in the organizations.

Educational administration becomes as essential as education: it is the practical side of

education, which has a scientific basis. The contribution of administration:

1. To implement the policies and other decisions of the legislative body

2. To clarify and pursue the predetermined objectives, directions and priorities of the
enterprise.
3. To assemble and insure the prudent use of resources.
4. To help increase the productivity of all employed personal.
5. To unify and coordinate human efforts and material resources use.
6. To monitor progress towards the realization of objectives.
 7. To create desirable organizational climate and professional working relationships
within the organization.
8. To help project the image of the institution and its personal as effective, productive
and dynamic entities.
9. To appraise the quality and effectiveness of strategies selected and personnel
employed to pursue various objectives.

Q.2 Elaborate the objectives, levels and terms of management.

Ans. Objectives of Management

Aims and objectives of school management are same which are determined by the
Government of Pakistan in education policies. As per National Education Policy 1979
following are the aims of education:

1. To foster in the hearts and minds of the people of Pakistan in general and the students
in particular, a deep and abiding loyally to Islam and Pakistan and living
consciousness of the outlook of the people of Pakistan on the basis of justice and fair
play.
2. To create awareness in every student that he, as a member of Pakistan nation is also a
part of the Universal Muslim Ummah and that it is expected of him to make a fair
contribution towards the welfare of fellow Muslims inhabiting the globe on the one
hand and to help the spreading the message of Islam throughout the world on the
other.
3. To produced citizens who are full conversant with the Pakistani movement, its
ideological foundations, history and culture so that they may feel proud of their
heritage and can display firm faith in the future of the country as an Islamic state.
4. To develop and inculcate in accordance with the Quran and Sunnah, the character,
conduct and motivation expected of a true Muslim.
5. To provide and ensure equal educational opportunities to all citizen of Pakistan and
provide minorities with adequate facilities for their cultural and religious development
enabling them to effectively participate in overall national effort.
6. To impart quality education and to develop fully according to their capacity, each
individuals potentialities, through training and retraining and to develop the creative
 and innovative faculties of the people with a view to building their capability to
effectively manage social, natural and productive forces, consistent with the value
system of Islam.
7. To provide a minimum acceptable level of functional literacy and fundamental
education to all citizens of the country particularly the young, irrespective of faith,
case and creed in order to enable them to participant productively in the total effort.
8. To create interest and love for learning and discipline among the youth and to ensure
that every student is imbued with the realization that education continuous and a
lifelong process.
9. To promote and strengthen scientific, vocational and psychological education,
training and research in the country and to use this knowledge for socio-economic
growth and development thereby ensuring a self-reliant and secure future for the
nation.

Levels of Management

The term “Levels of Management” refers to a line of demarcation between various

managerial position in an organization. The num of levels in management increase when
the size of the business and work force increases and vice versa. The levels of
management determines a chain of command, the amount of authority and status enjoyed
by any managerial position. Management may be classified under three main level: top,
middle and lower/supervisory management. Managers at all these levels perform different
functions. The role of managers at all the three levels is discussed below:

I. Top Level of Management

At the top management level relatively few technical skills are utilized. The emphasis
here is on planning and conceptual activities and there is notably less effort original in
relation to working with people to carry out specific activities. The greater concern is
for the further rather than the present. For example major areas of activity include
long range objectives and policies.
The role of the top management can be summarized as follows;
a) Top management and lays down the objectives and broad policies of the
enterprise.
b) It issues necessary instructions for preparation of department budgets,
procedures, schedules etc.
 c) It prepares strategic plans and policies for the enterprises.
d) It appoints the executive for middle level.
e) It controls and coordinates the activities of all departments.
f) It is also responsible for maintaining a contact with the outside world.
g) It provides guidance and direction.
h) The top management is also responsible towards the shareholders for the
performance of the enterprise.

II. Middle Level of Management:

Managers are concerned about ongoing activities as an observer and director of
daily operations necessary to produce the goods or services. The middle manager
typically is reasonable for supervision of wage and salary systems, motivating
subordinates, conducting appraisals and counseling. Personnel oriented activities
are common in this group. In short, the middle managers are responsible for the
day-to-day results of the long range objectives.
Their role can be emphasized as;
a) They execute the plans of the organization in accordance with the policies
and directives of the top managements.
b) They make plans for the sub-units of the organization.
c) They participate in employment and training of lower level.
d) They interpret and explain policies from top level management to lower
level.
e) They are responsible for coordinating the activities within the division or
department.
f) They evaluate performance of junior managers.
g) They are also responsible for inspiring lower level managers toward better
performance.

III. Lower/Supervisory Management:

Lower or supervisory managers plan and put into effect day to day activities making certain
plans that they should be carried out by the workers. Their activities include;

a) They guide and instruct workers for day by day activities.

b) They are responsible for the quality as well as quantity of production.
 c) They are also interested with the responsibility of maintaining good relation in the
organizations.
d) They communicate worker problems, suggestions, and recommendatory appeals etc to
the higher level and higher level goals and objectives to the workers.
e) They help to solve the grievance of the workers.
f) They supervise and guide the sub-ordinates.
g) They are responsible for providing training to the workers.

The above levels of management have effect on the organizational performance or

functioning. We are referring to the management between and within the levels as structure.
The more rigid or long the structure, the more difficulty will be of decision making,
communication, coordination, motivation. On the other hand if it is less rigid and shorter
structure, the faster the decision making process will be. Though there is a chance that
supervision and control may get weekend.

Terms of Management

The term management has two meanings;

1. Management as a group of functional people.

2. Management as performance/process/activity.

1. Management as a group of functional people.

The term management refers to the personnel in an organization who have the right and
responsibility to make decisions and run the enterprise efficiency within the policies defined
in this way. The primary purpose of management is to make possible the accomplishment of
above state objectives with the human material resources available to them. Usually the
management of a company, organization or institution is described as “Board of Directors”,
“Council” or “Board of Governors”.

2. Management as Function/Process/Activity
The term management is also used to refer to the function or activity of managing resources,
tasks and other persons in order to achieve the defined objectives. Thus defined management
refers to human activities related to planning, organizing, directing, coordinating,
communicating and controlling.

Q.3 Differentiate the kinds of supervision. Which kind is better and why? Discuss.

Ans: Kinds of Supervision

The concept of supervision is based on the fact of improvement of instruction is a cooperative

project. It’s concerned to stimulate, coordinate, guide and make the teacher self-directive.
Supervision can called superior vision. It is the vision which has the mission. It is looking
forward and has large scope for growth of education.

There are several kinds of educational supervision each of them reflecting certain objectives
and perspectives which concerns teaching, learning situation, school organization and
curriculum. Hence the adoption of a particular type of supervision depends upon the
educational pattern and philosophy followed by the country, the type of government, and the
education and training of the education officers who are responsible for supervisory work.

Therefore, Burton and Bureckner (1955) presented the following types of supervision.

➢ Inspection
➢ Laissez-Faire
➢ Coercive
➢ Training and guidance
➢ Democratic

1) Inspection

This is the first and foremost function of supervision that classes are to be inspected by
the inspecting officers. It may be the headmaster of the concerned school or school
inspector. This is the first supervision in the sense that the teacher becomes alert about his
duties and responsibilities after being sure that his duties can be inspected all of sudden
when he is in the classroom. So this type of supervision activates the teacher to have
proper readiness to deliver good teaching in the classroom. Besides there are teachers
who do not discharge their duties properly after knowing all these things. And it has been
seen that they are penalized for not taking the class in time. On the contrary the sincere
teachers are rewarded for rendering proper duties and responsibilities. This type of
supervision is acceptable in almost all the developed countries of the world till now
because of its balance and positive effect on all the elements which are closely associated
with it.

2) Laissez-Faire

The laissez-Faire type of supervisor is actually not construction supervision at all. It is a

policy of letting each teacher as lie pleases, without reference to efforts. Little effort is
made to assist teachers to improve the instructional program, or to develop any consensus
among teachers philosophy practice. Precisely this style lets, the worker to make all
decisions and principles but just possess wait and see attitude. This type attribute the
lower to noninterference of the principal and there is just much consumption of time for
accomplishing the task.

This is also known as independent supervision. Under this type of supervision, maximum
freedom is allowed to the subordinates in the process of decision making. This is also
known as participative or consultative supervision. The supervisor never interferes in the
work of the subordinates. In other words, full freedom is given to workers to do their
jobs. Subordinates are encouraged to solve their problems themselves.

This is the least helpful form of educational supervision because there is no focus on
improvement, feedback or guidance. Practitioners are observed but essentially left to do
whatever they prefer.

3) Coercive Supervision

It is an authoritarian concept, which attributes to some authority of omniscience which is

necessary to make momentous decisions. Everyone has to obey these decision and cannot
object or check the validity and feasibility of such decisions. Teachers are to carry on the
orders and instructions of the coercive supervisor. Such supervisors find it easy to believe
that the most effective means of making teachers to work is to compel then teach
scheduled subject-matter on the stereotyped methods. Because this concept is closely
bound up with the curriculum and instructional philosophy, which came to permeate
almost all the schools in this type of supervision, the principal or supervisor visits
teachers. While teaching and defects or good points made them known. They are reed to
follow the dictates of the supervisor and are awarded increments or prizes on the basis of
his personal judgement. Such supervisor does not respect the personalities of teachers and
is not consistent with democracy. It violates the tenets of good mental hygiene because
coercion it detrimental to the growth of originality, ingenuity and creativeness.

4) Training and Guidance

This type of educational supervision focuses on specific techniques and ways to improve
them. It often involves practice and training on specific skills.

This type of supervision is appreciated in the modern educational system because of its
positive and lasting impact on the teaching performance of teachers. To this supervision
as students or pupils are the central points in the teaching program should be in
accordance to the needs of every child. For this the teachers should be given in-service
training on the latest developed methods of teaching for different subjects. After that the
supervision work should be done. This type of supervision develops a great deal of
interest, self-confidence and creativity among teachers to teach their subjects.

5) Democratic supervision

Under this type, supervisor acts according to the mutual consent and discussion or in
other words he consults subordinates in the process of decision making. This is also
known as participative or consultative supervision. Subordinates are encouraged to give
suggestions, take initiative and exercise free judgment. This results in job satisfaction and
improved morale of employees.

The importance of democracy is not only recognized in political perspective but also
recognized mostly as a way of life. It means there should be the influence of democracy
on all aspects and spheres of human life. In this context education is not escaped. This
type pf supervision is highly appreciated in the modern educational system which points
out that overall development of teaching and learning is the responsibility of one and all
who are directly or indirectly linked with this process. So this supervision says that there
will be no improvement of teaching and learning only through teachers. Rather the high
level officers as the supervisory personnel have to participate in the teaching program
actively and help the teachers by giving suggestions for improvement if any in private.
For this the supervisory personnel has to become aware about the problems and issues
 that arise in the field of teaching and learning and will try and help the teachers to solve
it.

As Adams and Dickey have put it, “Democratic supervision builds upon the power of
teachers to exercise self-direction through his participation in the determination of goals
and formulation of methods and procedures for improving instructions. So the main
purpose of democratic supervision is the “improvement of the total teaching learning
situation. The supervisors function is to “release and co-ordinate” not to control the
creative abilities of teachers.

Q.4 Explain the different approaches of educational planning. Also highlight the
factors which affect the planning process.

Ans : Approaches of Educational Planning

Educational planning according to Adesin in Azunwena and Uchenna is a process of

preparing a set of decisions about educational enterprise in such a way that the goals and
objectives of education will be sufficiently realized in the future with the available resources.
Educational planning deals with how to harness the available human and material resources
to achieve educational goals. Emechuble enumerated the following reasons why educational
planning is necessary in every school organization.

It help management to clarify focus and research their organization development and
prospects.

It provides a local framework within which the educational system can develop and pursue
strategies.

It offers a benchmark against which actual performance can be measured and reviewed.

It play vital role in helping to avoid mistake or recognize hidden opportunities.

It enables educational managers to understand more clearly what they want to achieve, how
to achieve it and when it can be achieved.

Educational planning involves foreseeing the future of educational requirement with a view
to making adequate provision for them. It requires that many factors are taken into
consideration to ensure that the exercise of planning process is successful. In educational
planning, policies are evolved goals must be set, feasibility studies carried out and essentially
forecast are made. Therefore, educational planning involves obtaining and analyzing data and
discussing them to make projection for future educational development particularly estimates
of human, physical and financial resources needed to achieve objectives. Some of the most
familiar approaches are briefly described. Planner have developed formal methodologies for
planning. The three most common methodologies are: (1) The Social Demand Approach: (2)
The Manpower Requirements Approach and (3) The Rate of Returns Approach.

i. The Social Demand Methodology

This aims at planning education to meet the demands of the society for education. It
views education as something good in itself and required by every individual. If this
methodology is adopted, education institutions and facilities will be located wherever
they are needed. Societies where this approach is used are mostly; those which aim at
social equality or culture or the spread of an ideology and those who have respect for
public demands. The Social Demand Approach requires a rational method of location
and distribution of educational facilities so that they will respect the population
distribution( by numbers, age, sex, geographical densities, etc). Thus this methodology
emphasizes equitable distribution mostly by universalization of some levels of
education. The problem with this methodology is that it easily gives rise to over-
expansion, poor facilities, irrelevant curricular and consequently poor quality. Social
demand approach to educational planning views education as a service which is
demanded by the public just like any other goods and services like hospitals, roads,
water and electricity. Therefore, in this direction educational planning is regarded as the
process of forecasting demand and providing sufficient places in schools, colleges and
universities to satisfy demand. Following are the some advantages of social demand
methodology:

➢ It increases the level of literacy in the country.

➢ It encourages equal educational opportunities.
➢ It facilitates the process of income redistribution.

ii. The Manpower Requirement Methodology

This approach focuses on the objective of using education for producing the required
manpower for development. This approach adopts several methods to forecast or project the
numbers, types, levels and distribution of manpower so that educational plans, content and
programs should focus on those identified manpower needs. Some of the methods used
include

a) The Employers’ opinion Method (by which employers furnish data on their
manpower needs for the future, as these figures are used to project the manpower
requirements by levels, skills, etc)
b) The Incremental Labor Output Ratio (ILOR) Method, by this method a fixed
relationship is assumed to exist between the increment of a certain category of labor
(e.g High or Middle level) and the growth of output of an economic sector or national
income.
c) The International Comparison Method: which involves using data or equations based
on other developed and developing countries to forecast the manpower requirements
in another country by processes of Analogy, or the Harbison’s Rule of Thumb(e.g that
an increase of 1% in normal output should be accompanied by an increase of 2%in the
senior, and 3% in the International Manpower).
d) The Density Ratio Method(an estimation of stable ratios between different categories
of manpower.

Some advantages of the manpower requirement methodology are following:

➢ The approach reduces the level of educated unemployment.

➢ It creates a balance between demand and supply of educated manpower on the lab
our market.
➢ It is rational and ensures that the limited educational, resources are applied in the
training of only desirable manpower resources.

iii. The Rate of Returns Methodology

Rate of returns approach is also known as the cost benefit approach or methodology.
This approach recognizes the fact that resources are scare and must only be applied
when the best advantage or result can be achieved. This method attempts to determine
the private and public costs of education of various types and various levels with the
projected benefits or returns to such education. This methodology takes the view that
education is essentially an investment, which like other investments should be capable
of yielding some profits over time, after discounting or adjusting for unemployment,
 wastage ability variables and labour force participation. The problem with this
methodology is that most of the effects or benefits of education(e.g changes in values,
attitudes and other spill-over effects) are not amenable to precise computation.
Productive capacity of the society pointed out the advantages of rate of returns
methodology to include:

➢ It is rated as being sound, empirical and rational approach.

➢ It ensures adequate benefits from investment ventures in education.

Factors which affect the educational planning process

Factors affecting planning for educational planning process are following;

• School Building.
• Educational status and the Head count.
• Curriculum Development.
• Educational Materials.
• Expansion Models.
• Educational Financing.
• Legal Bases.
• Integrated Implementation.

Q.5 Identify the different factors which affect the school discipline.

Ans: Factors Effecting School Discipline

School discipline is the system of rules, punishments and behavioral strategies appropriates to
the regulation of children and the maintenance of order in schools. Its aim is to create a safe
and conducive learning environment in the classroom. Schools discipline has two main goals:

(1) Ensure the safety of staff and student

(2) Create an environment conducive to learning.

it is important to keep the ultimate goal in mind while working to improve school discipline.

At present indiscipline in our educational institutions is a serious issue. It extends from the
secondary school to the universities. In society, itself we find numerous manifestations of
indiscipline and it is the wonder that these have serious repercussion on the educational
institutions as well. The following may be some of the important causes of indiscipline in our
school.

1. Lack of Leadership in Teacher

➢ Today teachers do not enjoy the same respect in society which they did in the past.
➢ Consequently student also do not show due respect to their teachers.
➢ Some teachers get involved in a cesspool of politics and self-interest,
➢ Teachers lose their ideals and they do not show any interest in the development of
the students.
➢ Teachers usually excite the students and use them as tool of private tuition’s the
presenting of the teacher in society has gone down.
➢ There miserable economic conditions is also one of the main reason for lack of
leadership.
➢ Due to all these reasons, the teachers have lost originality in thinking. As a result,
they are incapable of giving indiscipline among the students.

2. The Current Education System

➢ The current system of education is being criticized at all time.
➢ Students have begun to feel that the education which is being given to them is not
good.
➢ Students have no regard for this education.
➢ Students just consider it merely as means of getting some employment.
➢ The prime aim of the present day educational system has become the securing of a
good division at annual examinations and the students do not desist from adopting
any means to achieve these objections.

3. Lack of Sustaining Ideal in the Students

➢ At present the condition of our society is pitiable.
➢ Many people because of their self-interest have started attaching greater
importance to the ends rather that to the means to achieve them.
➢ The social values are undergoing rapid changes, as such the individual errs in
fixing his moral standard. This has shaken the very foundation of our society.
➢ Today the individual is not sure about the security of his life and property.
 ➢ There is a lake of healthy ideals among the students. Hence indiscipline is
increasing among them.
4. Economic Difficulties
➢ Our economic condition have deteriorated to a deplorable degree.
➢ Increased population created many national problems.
➢ The students are always haunted by the fear that their future is dark. So they
cannot chalk out their path of duty and on occasions they behave in an
undisciplined manner.
➢ Less resources and opportunities.

5. Lack of Communication
➢ Between staff
➢ Between students
➢ Between parents

6. Disruptive behavior of the teacher

➢ No interest toward the students
➢ No new methodologies
➢ No interest in the curriculum
➢ No interest in the development of the student’s personalities.

From the above discussion we may conclude that the responsibility for indiscipline does not
rest only with the school, but also with the home, the society and the government. Hence for
its eradication the cooperation of all the concerned is necessary.

Discipline of school is one of the biggest challenges faced by schools. It maintains or breaks
the name of the school. The school reputation depends on the school discipline. Always
remember that discipline play a vital role in maintain a civilized life.
Sources

1. Books
• Course Book: Educational Leadership and Management (8605)
• Related Book: The Essentials of School Leadership (Brent Davies)
• Related Book: International Handbook of Educational Leadership and
Administration(Leithwood, K.A.)
2. Websites
• www.managementstudyguide.com
• www.yourarticlelibrary.com
• www.google.com
• www.researchgate.net
• courses.lumenlearning.com
• edutechpedia.com
• socm1.blogspot.com
• edchat.blogspot.com

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