EDUCATIONAL MANAGEMENT

OBJECTIVES:

1. Understand the Principles of Educational Management

2. To know the Theories of Educational Management
3. Discuss the 4 Major Types of Educational Management

PRINCIPLES OF EDUCATIONAL MANAGEMENT

Educational Management is such a broad discipline that has many

fundamental concepts that students studying the discipline should understand.
Such concepts include: management, educational management, planning,
organizing, staffing, directing, controlling, coordinating, evaluating and budgeting
as they all apply to the school system.

The term could also mean ability to gain one’s purpose or achieving what one
has aimed at.

It also depicts doing something in a form of carrying out an activity aimed at

achieving certain goals.

The term Management therefore means the process by which various

resources of an organisation are combined and processed in such a way that they
help to achieve the aims and objectives of the organisation. Such resources include
men, money and materials. It therefore means that mamagement start from the
planning stage right to the stage of accomplishment.

THE CONCEPT OF EDUCATIONAL MANAGEMENT

From the general concept of “management”, one can deduce that educational
management is a part of general management concept. The term educational
 management then, means the process of combining the available resources meant
for education in such a way that they could be utilized for the purpose of achieving
educational aims and objectives.

Administration on the other hand deals with the implementation of the

policies formulated and designed by management.

MANAGEMENT AS AN ART AND A SCIENCE

Management is both art and science. Management as an art means a single

individual cannot function well in an organization to achieve the organizational
aims and objectives, instead, a group of people must be involved. Since the process
of management requires such techniques as delegation of authority, good human
relations technique and proper communication system before the organizational
aims and objective could be achieved, then it follows therefore that many people are
involved in the process of management in the organization.

Management as a science on the other hand involves promulgation of laws,

policies and principles and theories which should be applied in carrying out various
activities in the organization. Since one expects changes in form of innovations to
occur in every organization, it becomes necessary therefore to have laws and policies
to take care of the innovative changes in an organization.

MANAGEMENT AS A PERSON AND GROUP OF PERSONS

 Management as a person refers to a head.

For example, a school head as a manager. When there is a headmaster, a
school principal, a provost, a rector or a vice chancellor, then we have management
as a person. That is, a single person the head as the manager. Although, these
heads may have their deputies and assistants, but the sole authority and control of
the school are the hands of the head.
 Public schools are however, supposed to be under the control of their
governing boards/councils. In such a case, the governing board/council takes the
control of school management or in a situation whereby the college academic board
or the university senate formulates policies to be a guide in managing the school.
Then it follows that the management of that school is by a group of individuals, this
is where we have management as a group of persons.

THEORIES OF EDUCATIONAL MANAGEMENT

FORMAL MODELS

Formal model is an umbrella term used to embrace a number of similar but not identical
approaches.

The title “formal” is used because these theories emphasize the official and structural
elements of organizations.

COMMON FEATURES:

1. They tend to treat organization as systems. A system comprises elements that have
clear organizational links with each other.
 2. Formal models give prominence to the official structure of the organization.

3. In formal models the official structures of the organization tend to be hierarchical.

4. All formal approaches typify schools and colleges as goal-seeking organizations.

5. Formal models assume that managerial decisions are made through a rational
process.

6. Formal approaches present the authority of leaders as essentially a product of their

official positions within the organization.

7. There is emphasis on the accountability of the organization to its sponsoring body.

SYSTEMS MODELS

Systems theories emphasize the unity and integrity of the organization and focus on the
interaction between its component parts, and with the external environment. These models
stress the unity and coherence of the organization.

Systems theories are usually categorized as either closed or open in terms of the
organization’s relationship with its environment.

BUREAUCRATIC MODELS

The most important of the formal models. The “pure” version of the bureaucratic model is
associated strongly with the work of Weber who argued that formal organizations,
bureaucracy is the most efficient form of management.
 MAIN FEATURES ARE:

1. It stresses the importance of the hierarchical authority structure with formal chains
of command between the different positions in the hierarchy.

2. It emphasizes the goal orientation of the organization.

3. It suggest a division of labour with staff specializing in particular tasks as basis of

expertise.

4. Its decision making is govern by rules and regulations rather than personal
initiative.

5. Emphasize impersonal relationship between staff and with clients.

6. The recruitment and career progress of staff are determined on merit.

HIERARCHICAL MODELS

 Stress vertical relationship within organization and accountability of leaders to

external sponsors. It emphasized with particular reference to the authority and
responsibility of the managers at the apex of the structure.

 It emphasize vertical communication patterns.

  Horizontal communication also plays a part in the hierarchy for co-ordination
rather than management.

 Central to the hierarchical models is the concept of accountability.

MANAGERIAL LEADERSHIP

Managerial leadership assumes that the focus of leaders ought to be on functions, tasks and
behaviours and if these functions are not carried out completely the work of others in the
organization will be facilitated.

According to Dressler “Traditionally the principal’s role has been clearly focused on
management responsibilities.”

Managerial functions for a school principal (Myers and Murphy)

 Supervision
 Input controls
 Behaviour controls hierarchical
 Output control
 Selection/socialization
 Environmental contols non-hierarchical
COLLEGIAL MODELS
Includes all those theories which emphasize that power and decision-making should be
shared among some or all members of the organization who are thought to have a shared
understanding about the aims of the institution.

MAJOR FEATURES:
1. They are strongly normative in orientation.
2. Collegial seems to be particularly appropriate
3. for schools and colleges that have significant numbers of professional staff.
Teachers possess authority arising directly from their knowledge and skill they have
the authority of expertise.
4. 3. Assume a common set of values held by the members of the organization.
5. 4. The size of decision-making is an important element in collegial management.
6. 5. Collegial models assume that decisions are reached by consensus .

COLLEGIAL MODELS: GOALS, STRUCTURE, ENVIRONMENT AND

LEADERSHIP

GOALS

Assume that members of an organization agree on its goals. Goals have three main
function:

1. they provide general guide to activity

 2. goals serve as source of legitimacy

3. they are means of measuring success

STRUCTURE

Its structure is an objective fact which has a clear meaning for all members of the
institution.

ENVIRONMENT

It is characterized by a decision-making as a participative process with all members of the

institutions having an equal opportunity to influence policy and action.

LEADERSHIP

The leader is at a “first among equals” in an academic organization supposedly run by

professional experts. The basic idea is less command than to listen, less to lead than to
gather expert judgments, less to manage than to facilitate, less to order than to persuade.
Meaning leader is not so much as a star.

COLLEGIAL LEADERSHIP MODELS

Transformational leadership (Leithwood-1994)

- Building school vision
- Establishing school goals

- Providing intellectual stimulation

- Offering individualized support
- Modeling best practices and values
- Demonstrating high performance expectations
- Creating a productive school culture
- Developing structures to foster participation in school decisions.

PARTICIPATIVE LEADERSHIP

Participation will increase school effectiveness.

Participation is justified by democratic principles.
In the context of site-based management, leadership is potentially available to any
legitimate stakeholder

INTERPERSONAL LEADERSHIP
Much of the teachers’ day is taken up in an intensity of relationship. Understanding the
changing nature of relationship with young students, the changing context of their lives and
developing appropriate and effective responses to both their personal and academic needs
requires constant reflection and adjustment. (Tuohy and Coghlan 1997)

There are six significant forms of power relevant to schools and colleges:
1. Positional power
2. Authority of expertise
3. Personal power

4. Control of rewards
5. Coercive power
6. Controls of resources

Six forms of power (Bolman and Deal, Handy and Morgan)

1. Physical power
2. Developing alliance and networks
3. Access to and control of agendas
4. Control of meanings and symbols
5. Control of boundaries
6. Gender and the management of gender relations.
TRANSACTIONAL LEADERSHIP
It is the leadership in which relationships with teachers are based upon an exchange for
some valued resource.
It is more potent and complex and occurs when one or more teachers engage with others in
such a way that administrators and teachers raise one another to higher levels of
commitment and dedications, motivation and morality.

4 MAJOR TYPES OF EDUCATIONAL MANAGEMENT

THE 4 MAJOR TYPES ARE:

1. Centralized and Decentralized Educational
Management
2. External and Internal Educational Management
3. Autocratic and Democratic Educational Management
4. Creative Educational Management

Centralized and Decentralized Educational Management

This type of educational management refers to the centralization of the power and
responsibility of educational administration, supervision and control which results in

educational management on one hand and division and distribution of powers and
responsibilities of educational administration, supervision and control that results in
educational management.

Among these two types of educational management, decentralized educational management

is the accepted type of educational management in the present modern educational system.

The cause is that divisions and distribution of powers, responsibilities and duties of any
type can make every programme a successful one.

External and Internal Educational Management

The External Management of education programme means for those elements, factors and
supporting agencies which provide opportunities and facilities for the smooth management
of educational programme in external perspective.. In humanitarian perspective the
external management of education programme refers to the persons or elements who are
indirectly involved in its management.

Internal Educational Management refers to the management of any educational

programme is vested upon the persons who are actively and internally involved in the
management of every educational programme. 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.

Besides the internal management means the duty is rendered by these personnel as
assigned to them in relation to planning, organizing, coordinating, supervising, controlling,
administering and evaluating.

Here it is essential to mention that although they are not officially assigned to manage the
programme and satisfy it but the degree or certificate that will be given to them will be
their expectation level.

Authoritarian/Autocratic and Democratic Educational Management

Just like centralized management authoritarian management plays its role. In centralized
management the centralization of the power and responsibility of educational management
centered in and exercised by, a central power, organisation or agency. It 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.

In this context it will be suffice if we will discuss authoritarian/autocratic management

where authority and control lies in one person or group or institution. In this management
the rights are absolute and supreme and educational management every aspect of
education is controlled by one. And educational administration becomes centralized being
dominated by bureaucracy, which controls through strict administration of laws, rules and
regulations.

DEMOCRATIC EDUCATIONAL MANAGEMENT

Now in the modern era democracy is unanimously regarded and accepted as “the way of
life”. This is not only applicable in case of a particular nation but also for the entire
globe/world. This very statement implies that in every aspect of development the
democratic principles, values and ideas must be adhered or accepted. Accordingly in the
field of management it must be accepted and implemented.

Being contextual in approach it can be visualized that in the field of education democratic
management is
Highly stressed. In other words it can be said that democratic educational management is
the need of the day for bringing wholesome educational development of every nation. Like
othe educational managements “authority and control” are also the two basic hallmarks in
democratic educational management, which are exercised in decentralized form.

PRINCIPLES OF DEMOCRATIC EDUCATIONAL MANAGEMENT:

A. PRINCIPLE OF SHARING AND RESPONSIBILITY

In the field of democratic educational management everybody who is more or less involved
in the process should take the responsibility to share in the work.

B. PRINCIPLE OF EQUALITY

As equality is the basic hallmark of democracy, it should be treated and accepted in the
field of democratic educational management. So all the personnel who are involved in the
process should get equal facilities, rights and opportunities in doing their duty.

C. PRINCIPLE OF FREEDOM

In the field of democratic educational management every person should be given freedom
to do their duty in their own jurisdiction. This will lead to make the educational
management of every educational programme successful in democratic perspective.

D. PRINCIPLE OF CO-OPERATION

In order to make educational management of any

educational programme a successful one a greater cooperation should be ensured among

different persons involved in the field of educational management.
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 form top to bottom in a desirable and acceptable
manner.

LAISSIEZ 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.

Submitted by:

JENNIFER U. SANTIANO
Teacher I
Zapote Elementary School