Role of educational administrator

Institutional plan is prepared at the institution level and is for its own betterment and improvement. Head of the institution is the central figure in any educational effort and be key role in institutional planning the success of any plan can’t be conceived without the head. The truth is that he is the nerve centre round which all school activities revolve. Any plan can succeed only when the head of the institution takes its charge and supports it. In order to have successful implementation of the plan the head of the institution has to play the role in the following ways:

 as a leader: Head is the overall in charge of all kind of planning done at institution level. He leads the whole group and assigns duties and responsibilities to others. He also provides guidance where ever needed.

 Take initiative for commencement of plan: Any plan starts with will power of head of institution. The staff cooperation can be gained of its own. It is necessary for an efficient administrator to take initiative and display his leadership.

 To fix priorities: Plan is based on the needs of the institution. For purpose of surveying the needs of the institution, it is head of the institution who appoints the team of teachers for conducting the surveys. Head of the institution finally decides the priorities and gets the plan prepared from a committee or team of teachers constituted by him.

 To access resources and meet the situations: He has to make the assessment of the adequacy of resources that can be made available and of the existing resources for carrying on the plan. He has to meet all situations to carry on the plans successfully. He has the competence to meet out the short comings in the human and material resources as the situation demands.

 To take decisions: Head of the institution takes decision and makes selection of the team of the teachers who are capable of performing the work of the project successfully.

 To prepare and implement plan: Though he has to seek the help of other teachers for this purpose, but it is the head of the institution who identifies the usefulness of the plan and involvement of teachers for preparing the blue print of the plan under his guidance. Then the proper plans prepared are implemented in the institution by the head.

 To provide suitable environment for execution of plan: The school environment plays a vital role on any school programme. Head should pay attention to the essential factors of creating school environment for the success of school development plans.

 Execution of plans as per specified stages: Head of the institution should know which tasks have to be completed from beginning to end and what his role is in each stage and what leadership and guidance is needed to the workers.

 Arrangement of necessary resources: Head has to arrange the resources required for the execution of the plan; he should provide finance, tools, time, place, etc. in order to illuminate the path of success.

 To evaluate the project: The success of institutional planning is estimated through the process of evaluation. Head plays important role in making assessment of the end results of the project. He makes evaluation of the plan when it is in progress and when it has been completed.

 Rewards to successful teachers: A teacher who is devoted to the execution of a plan and is giving good results should be accorded recognition and he should be commended by a competent officer and if possible the successful plan should be published so that the other people in educational world can be inspired.

 To prepare report: After the institutional plan has been implemented and evaluation made, a record of the whole work done from beginning to end is prepared. Head gets this record prepared as to how school needs were identified what resources were used and how the plan was executed and under whose supervision the execution was carried out. This report is very useful for knowing the difficulties faced and result achieved.

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

 

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

Kothari commission (1964-66) has remarked that one of the weakness of our existing educational system is its rigidity which practically denies freedom for experimentation to teachers and institutions what is needed is a decentralized approach which can permit each institution to go ahead at its own pace and tryout new ideas.

In order to make educational system of the country real and useful, it is necessary that plans should be made from bottom to top on the basis of problem pertaining to the real field and they would not fail them.

Because of institutional planning real problems of the school management get a basis and it becomes possible to determine actual aims.

The capabilities of student can be developed by formal planning according to the definite aims. The students get an opportunity and they develop the qualities of patience, forbearance, sympathy, local leadership etc. Teachers can be trained in democratic life style.

Creativity is inculcated in students and they develop the qualities of initiative self-confidence, problem facing etc. It develops school system and gives opportunity to the development of innovations.

It has resulted into decentralization of educational planning in which the role of the head of the institution, teachers, students and parents has been given recognition.

 It helps in maximum resource utilization available at hand and aims at general improvement of the institution. It is need based and democratic in nature and covers almost all domains of the institution.

 It encourages teachers to take initiative by providing opportunity in annual improvement plans of institution. It has also special contribution to make in national development.

 

PRINCIPLE OF INSTITUTIOINAL PLANNING

 

INSTITUTIONAL PLANNING AND ROLE OF HEAD OF THE INSTITUTION

 

CONSTITUENTS OF EDUCATIONAL MANAGEMENT

 

CONSTITUENTS OF EDUCATIONAL MANAGEMENT

School management is of great importance for the education of child because the school can’t achieve its objectives unless properly managed and administrated. The management of school comprises of many constituents, the rightful utilization and management of which are essential for the progress and for its success.

Therefore, for bringing out school management one must have the clear understanding of the constituents of school management.

Different educationist have identified and suggested many components/constituents, most of which are common.

POSDCORB

Luther Gullick, has identified the following constituents of educational management:

1) Planning

2) Organizing

3) Staffing

4) Directing

5) Coordinating

6) Reporting and recording

7) Budgeting

 

 

Planning:

Thinking beforehand about the resources available and the difficulties likely to come in the way of progress of any activity is known as planning. It is working out the broad outline from the beginning to the end of an activity. Good planning yields good results. 

Flexibility in plans provides scope for alterations and modifications for objectives not seen before hand. Educational management is concerned with each kind of management activity associated with the education. If one plans properly and adequately it saves time, money and energy by avoiding repetition, overlapping etc. of the work.

Organizing:

The process or component of educational management envisaging setting up of things and creating suitable environment for the successful completion. It involves organizing of human as well as material equipment. Both of the equipments may to be organized properly and adequately in order to make institution able to function successfully.

Organization is the process of establishing coordination between management and administration. It is the process of coordinating and unifying the process of tasks performed by workers and departments. So organization is basically a group of workers who work together in order to attain specific objectives. This is the system that performs executive role of the management and administration. This is the power which fulfils the responsibilities of the managers and unifies duties.

Some definitions

 Greg: It is the collective execution of tasks by a group of people for the attainment of common goals.

 Bernard: The process of coordination of well considered tendencies by two or more people is called organization.

 Walton: Group of working people who came together for realization of common aims.

 

Staffing:

Institution can’t function properly with adequate professionally qualified staff. Management has to serve this function as well by arranging. The professionally qualified staff for school keeping into consideration the requirements. Staff is to assign the duties according to their potential in order to get maximum results out of it.

Directing:

It is the process of giving guidance for carrying some activities in accordance with the laid down principles. It involves implementation of plans and educational programmes. Directors usually heads of the institution should not make use of his authority alone in giving direction or guidance.

Coordinating/controlling:

It is the process of removing, eliminating or stopping the interference of one activity with the other. It rather builds harmonious relationship between different activities of the school. Since the school is place where many people work together and large number of activities go on.

There is every possibility of overlapping and duplicacy. Maiming proper control and coordination between time and activity and place will avoid and eliminate such duplicacy and confusion in the institution but lack of proper control of these activities would increase such overlapping and confusion in school which will reduce the efficiency of work.

Budgeting:

Every management is fully conscious of the fact that no activity, plan or programme can be carried out without spending money.

It is therefore, necessary for any management to prepare an estimated account of income and expenditure to be incurred on the activity or plan. The school management has to identify the priority areas and then allocate funds proportionate to their requirements. Budgeting is thus very useful for avoiding wasteful spending because the expenditure on less important items is already curtailed at the time of preparing the estimate.

Reporting and recording:

This is the necessary constituents foe assessment of the progress of institution can be made. The clear account of the work done by school is to be recorded and reported. So that loop wholes can be identified, removed and managed properly in future in order to improve the performance of the institution.

Administration & Supervision

 

 

Administration: Administration involves setting overall policies that management works to achieve within the organization. It covers areas like policy making, finance, production, and distribution coordination. Administration defines the goals and objectives of the organization and ensures their implementation. It includes decision-making and management duties performed by those in leadership roles, such as the chief of the army staff and his subordinates. Essentially, it manages the operations and business tasks of any office or organization, making necessary changes for efficiency.

Supervision: Supervision means having a clear vision to assess situations and guide future development, especially in education. It involves ensuring that teachers are competent, the learning environment is suitable, and students' progress is monitored. 

Historically, supervision evolved from inspection and enforcement to a more cooperative and democratic approach. Modern supervision focuses on improving teaching and learning conditions.

Definitions of Supervision:

Nagely and Evans: Supervision includes educational development.

William MacIver: It concerns the development of faculty and students toward physical and social competence.

Willes: Modern supervision assists in creating a better teaching and learning environment.

Herald and Mole: It involves activities focused on improving learning and growth for students and teachers.

National Education Association USA: Educational supervision includes:

Evaluating teaching skills and students' needs.

Improving teaching methods.

Assessing students.

Creating teaching aids.

Enhancing the curriculum and conducting research.

Functions of School Management

 

Functions of School Management

For the successful and smooth functioning of the school management has to perform the following functions and responsibilities:

 Providing human equipments:

School management is responsible for providing human-equipment which includes headmaster, teaching faculty, supporting staff comprising of ministerial staff and parents of all students.

 Providing material equipments:

It includes the building, furniture, fixtures; teaching equipments including the teaching aids, and technological gadgets-providing all this and library and laboratory facilities are also the responsibility of the management.

 Curriculum preparation:

Management has the important role in the preparation of curriculum for different standards or classes of the school.

 Organizing co-curricular activities:

Organizing co-curricular activities for the all-round development of students is the responsibility of the school management.

 Preparing time table:

Time table is the second clock of the school without which there is all confusion and chaos. Management has to prepare time table for all type of activities-academic and non-academic, for the systematic functioning of the school.

 Maintaining discipline:

Discipline is the watch and ward of every educational institution. Management is responsible for maintaining discipline within and outside the campus. This is important for the reputation of the institution.

 Guidance service:

All education is guidance. It means guidance services should be organized in the school for the welfare of students in educational, vocational and social fields.

 Supervision:

Supervision means to keep a check on the mistakes and errors. It also aims at giving guidance to correct the mistakes committed. Head of the institution besides being an administrator is also a supervisor. He supervises the academic and non-academic activities carried on by the staff and the students.

 Evaluation:

School management makes the evaluation of the performance of the students and teachers. The process of evaluation gives an idea of the progress made in the institute.

SCOPE OF SCHOOL MANAGEMENT

 

 

Setting the Standards:

A school needs to have students, teachers, books, equipment, and buildings working well together. The principal's job is to make sure everything runs smoothly, and it takes skill to do this well.

 

Supervision by the Principal:

Good management means having knowledge and experience and being able to show how things should be done. The principal needs to oversee the staff's work without being too controlling. Good supervision is balanced and gives the right amount of guidance as needed.

 

Mutual Respect:

Respect can't be demanded; it must be earned. It grows when people see qualities they admire in each other. This mutual respect between staff and students is important for a positive school environment.

 

Problem Solving:

Problems occur when there's doubt or uncertainty. Schools should prepare students to solve everyday problems. Experts say that schools should focus on developing students' problem-solving skills.

 

Coordinating the Staff:

Teachers are a school's most important resource. The principal should create an environment where teachers want to do their best. To do this, the principal should keep teachers informed and show that they are valued.

 

Professional Development of Teachers:

A profession offers special services based on knowledge, skill, and wisdom. It also sets standards for its members. Schools should organize training programs for teachers to help them develop professionally.

 

Total Quality Management:

Quality in education isn't just about meeting standards or making students employable. It also involves fostering inner development in students. Schools should aim for overall quality in education.

 

Decision Making:

Decision making is an ongoing process that involves many factors. Schools should focus on good decision making for effective management.

 

 

Characteristics of School Management

 

Characteristics of School Management

 

Objective orientation:A good school management consistently aims to achieve educational objectives such as fostering social living and holistic child development.

 

Flexibility: Effective school management allows for adjustments to meet the evolving needs of students, teachers, and emergencies.

 

Practicability: It focuses on practical measures rather than purely theoretical principles to achieve set objectives.

 

Efficiency of work:Successful management ensures optimal utilization of human and material resources for maximum efficiency.

 

Joint effort: It encourages teamwork and collective efforts for efficient school functioning.

 

Permanent task: School management is continuous and dedicated to ongoing institutional development.

 

Community partnership: Collaboration with the community to meet educational needs is a key aspect of good school management.

 

Conformity with social ideology: It aligns with societal values and adapts to new social trends and ideas.

 

Maximum use of resources: Effective management maximizes the utilization of available resources to enhance school functioning.

Principles of School Management

 

 

Principles of School Management

Democratic principle: Management plans and executes school programs in line with democratic educational philosophies, fostering trust and collaboration among stakeholders.

 

Principle of decentralization: It promotes the delegation of authority and shared responsibility among staff and students to reduce workload and build mutual trust.

 

Principle of equality: In a democratic setup, all stakeholders are considered equal, promoting teamwork and efficiency.

 

Principle of cooperation: Cooperation among staff and students is essential for smooth school operation and is foundational in democratic management.

 

Principle of efficiency: Assignments are distributed considering individual capabilities and interests, ensuring the right person for the right task.

 

Principle of leadership: Effective leadership guides and influences staff and students, fostering unity and shared goals.

 

Principle of student-centeredness: The management prioritizes student welfare and development in all school activities.

 

Principle of professionalism: It supports staff professional growth to enhance their effectiveness in fulfilling responsibilities.

 

Principle of justice: Fairness in management dealings ensures equity and maintains staff morale and satisfaction.

 

Principle of appreciation: Recognition and appreciation for dedicated work fosters positive relationships and motivation.

 

Principle of freedom: Providing freedom to staff encourages initiative and enthusiasm, enhancing overall performance.