Concept of educational management

Meaning of Educational Management
Management is the process of planning, organising, directing, controlling and evaluating to accompish predetermined objectives of an institution through coordinated use of human and material resources.
Management is the Art/Science of:-
 Getting work done.
 With the help of other people
 Within the given budget
 Within the given deadlines

1. Concept of Educational Management Muqaddas Ayub

2. Meaning of Educational Management Management is the process of planning, organising , directing, controlling and evaluating to accompish predetermined objectives of an institution through coordinated use of human and material resources. Management is the Art/Science of:-  Getting work done.  With the help of other people  Within the given budget  Within the given deadlines

3. Henry Fayol :- To manage is to ― forecast and plan, to organise , to command, to coordinate and to control .‖ Donald J Clough:- Management is the heart and science of decision making and leadership . Education is the provision of a series of learning experiences to students in order to impart knowledge, values , attitudes and skills with the ultimate aim of making them productive members of society .

4. Need of educational management: Policy at the national level focuses on social, economic and cultural development. The best means to achieve the development in these spheres is through human resource development and Education. There have been tremendous advance in the field of technology—this is made available to society only through education

5. Thus, 1. Education has to make its curriculum more relevant to life and needs of a changing society in an effective and efficient manner. 2. Education therefore has to be dynamic, so that it can contribute towards accomplishment of national development goals. 3. Education must also enable students to bring about desirable social change and at the same time In order to fufill the above stated role of education, keeping in mind ―NATIONAL DEVELOPMENTAL

6. goals effectively and efficiently, there is a need to manage education professionally and move beyond the traditional role of academics and values only . Thus the knowledge of; 1. Educational management theories, principles, concepts, techniques, skills and strategies, when applied to education will bring about effective and efficient functioning of educational institutions . 2. Scientific and systematic management of educational institutions is necessary to bring about qualitative changes in the educational system .

7. Cont……….. 3. Knowledge of educational management is also necessary to train the present teachers to learn and run educational institutions professionally, as basic courses like B.Ed / M.Ed do not prepare teachers to become managers.

8. Scope Of Educational Management 1 . Scope is very wide and includes history and theories of management science, roles and responsibilities of educational manager as well as managerial skills 2. Includes a study of educational planning at macro level, its goals ,principles , approaches and procedures and the micro level institutional planning and educational administration 3. Helps in decision making and solving problems .

9. Scope Of Educational Management 5. Co-curricular planning, preparing timetable 6. Motivating staff and students 7. Conducting staff meetings and Managing conflicts and stress 8. Developing healthy and conducive school climate 10. Organization of health and physical education, Organization of exhibitions and fairs 11. Maintenance of school records, Evaluating students achievements 12. Financing and budgeting

10. Importance Of Educational Management The study of educational management is important as, 1. It includes the study of various theories of management science which define and describe the roles and responsibilities of the educational manager and develop managerial skills . 2. It includes the study of educational planning at macro levels, its goals, principles, approaches and procedures. At a micro level it helps in understanding and facilitates: Institutional planning and Educational administration. 3. Helps in decision making and problem –solving, communication and managing information and building effective teams. 4. Helps in planning of co-curricular activities, academics and preparation of time-table. 5. Helps in the maintenance of school records, evaluating students’ achievements. 6. Financing and budgeting of the institution.

11. Objectives Of Educational Management 1 . To develop an understanding of the concept of educational management . 3. To develop an understanding of the roles and functions of an educational manager. 4. To develop an understanding of the essential components of democratic classroom management. 6. To develop an awareness of the characteristics of quality institutions .

12. Objectives Of Educational Managements At The School/Institutional Level: 1. Achievement of the institutions’ objectives. 2. To improve the planning, organizing and implementation of the institutions activities and processes. 4. To ensure appropriate utilization of human resources.( teachers, non-teaching and students) 5. To enhance the efficiency and effectives of infrastructural facilities. 6. To enhance job satisfaction . 8. To manage interpersonal conflicts, manage stress and use time effectively. 9. To improve interpersonal communication.

13. Functions of Educational Management These functions of educational management are largely based on the 14 principles of management, which have been given by Henry Fayol in 1916. They are;  Division of work.  Authority  Discipline  Unity of command.  Unity of direction  Subordination of individual interests  Renumeration  Centralisation  Scalar chain  Material and social order.  Equity  Stability  Initiative  Espirit de corps.

14. Functions of Educational Management To be specific the above functions can be classified as the functions of : PLANNING,ORGANISING,DIRECTING,CONTROLLING & EVALUATING which every educational manager has to perform. PLANNING: Planning is defined as a process of setting objectives and determining what should be done to achieve them. It is a decision-making activity through which, managers act to ensure the future

15. Cont……. success and effectiveness of their institutions and departments as well as themselves. Characteristics of planning:  Anticipatory in nature  A system of decisions  Continuity  Flexibility  Unity  Precision

16. Steps Of Planning Planning is a series of steps that involve: Defining objectives (Setting objectives or goals) Determining the current status with respect to the objectives (Being aware of opportunities) Determining planning premises ( Analysing the situation for external factors and forecasting future trends. Generation of future scenarios) Identifying alternative (Best alternative to accomplish our objectives) Choosing an alternative (Selecting the course of action to be pursued) Formulating support plans (Arranging for human and material resources ) Implementing the plan (Action stage also involves evaluation)

17. Organizing • ― Organising involves the establishment of authority relationships with provision for co-ordination between them, both vertically and horizontally in the enterprise structure .‖ Thus organising is; • Concerned with work , the people and authority relationships. • Aims at effective teamwork towards achievement of predetermined objectives. • It involves the assignment of tasks, the grouping of tasks into departments and the assignment of authority and allocation of resources

18. Importance of Organisation : • Helps to achieve Organisational goals & objectives. • Optimum use of resources • To carry out the plans . • Basic elements of organising any activity: • Define the purpose and objectives. • Analyse and identify activities or tasks required to meet these objectives. • Allocate related activities to individuals . • Establish a reporting and communication channel

19. Directing • ―It is the art or process of influencing people so that they will strive willingly and enthusiastically towards the achievement of group goals.‖ • To show the path, give guidance to complete the task. • ―Direction in management is that part which affects the decision gives the signal to act, indicates what action is to be? & when is it to start & stop ?‖

20. Aspects of Directing: • The ability to use power effectively and in a responsible manner. • The understanding of people: each person has a different level of motivation and different motivational force. • The ability to inspire followers to apply their full capacities to an activity . • To develop effective communication structures Importance of Directing: • To achieve goals and objectives. • In teaching-learning process– for curriculum development, use of methodology, teaching aids,classroom management. • To ensure proper co-ordination. • Organisation of activities– curricular and co-curricular. • Budgeting

21. Controlling Controlling involves measuring and monitoring performance, comparing results with plans and taking corrective action when required.‖ Thus controlling; • Indicates how far the goals have been achieved. • Extent of deviation from plans. Thus, control deals with the difference between planned and actual performance. Areas of control: • Institutional Budget: Financing in terms of income and expenditure. • Institutional Supplies: Stationery and material equipment. • Library: Maintenance and upgrading. • Teaching-learning Process: Accounts and School Records: • Discipline: Staff and students

22. Evaluating It is the process of measuring and assessing the achievement of objectives.‖ • Provides an insight into strengths and weaknesses. • Helps to bring about improvements in Educational Management . Need for evaluation: • To determine the effectiveness of plans for managers as well as others • To document that objectives have been met; • To provide information about the achievement to staff and others; and • To enable manager and staff to make changes that improves plans

23. Areas requiring evaluation in academics: • Goals & objectives. • Content: i . Selection of content. ii. Validity of content to objectives. iii. To update the content & check its relevance. iv. Content is according to stages of development. v. Teaching-learning process. • Processes: Teacher activities , pupils’ activities, instructional material, teaching methods. • Outcomes/Results:

24. SYSTEMS APPROACH IN EDUCATION The systems approach which is a means to looking at a problem in a holistic way, helps solve problems and improve the working of existing systems. We shall, therefore, discuss in the applications of I systems approach to education in general and instruction in particular. The word 'system' is used by scientists from various fields such as Sociology, Polity, Management, Communication , etc., and it is also used by a layman. While using the term all of them refer to the

25. Meaning and Concept To understand the concept of a system let us use some concrete examples. A watch is a system but the parts of the watch separated and kept in a tray do not constitute a system. Similarly, the human body has a digestive system for digesting the food and converting it into nutrients. Various parts of the digestive system put separately do not constitute the digestive system. Let us study various characteristics of system with the help of these two examples. You must have studied various parts of the digestive system. They are also called components of the digestive system. You are aware that every part i.e. component of the digestive system contributes to and supports the functioning of the digestive system as a whole.

26. Meaning and Concept If one is suffering from toothache, the mouth component will not function properly which in turn will affect the functioning of other body systems including the digestive system . Or, if all the components are working in unison. The efficiency of the digestive system will increase. This happens because all the components of digestive system are interrelated. Change in one component in its structure or function-affects the functioning of all other components directly or indirectly and of the system as a whole. This means that various components of a system are interdependent. If one component of a system is affected the whole system gets affected. The components come together to form a whole. A car, a school library, a grinder are some other examples of system . The digestive system is geared to digest the food, the school library system creates interest in the students about reading and provides information, a grinder grinds the grains into flour.

27. Characteristics of a System From the above discussion three main characteristics of a system emerge. These are as follows:  A system has certain functions to perform.  A system has many components and parts, each of these may have a different function to perform but all of these together contribute to the function(s) of the system.  The components of a system are interrelated and interdependent

28. Characteristics of a System We have seen above that a system is made up of various components, e.g. a mouth is a component of a digestive system. But the mouth itself constitutes many other components such as teeth, tongue, salivary glands and so on. Hence the mouth can be called a subsystem of the digestive system. Every system consists of subsystems. A human being is a supra system whereas the digestive system is a subsystem of human being. The term 'a system ’ is therefore relative. Any system, except the largest one and the srnallest one, can be viewed as asubsystem , or a supra system of some other system. The relative nature of a system implies that the system does not work in vacuum or isolation. It is surrounded by other systems which form its environment. Thesystem may or may not interact with its environment but the environment continuously influences the system . There is a flow of information from the environment to the system. It is up to the system to accept or reject this information and to make appropriate changes in itself if necessary.

29. Characteristics of a System Thus we can say that the following are the main characteristics of a system: 1. Every system is a part of a larger system called as a, ―supra-System‖. 2. Every system has a ―Sub system‖. These are interdependent and interrelated. 3. System absorbs human members from the external environment, thus making the outsiders into members and vice versa. 4. Members of a system posses multiple memberships. This influences the outcomes of education/system . 5. There is a resource exchange between a system and its external environment . 7. The whole system is greater than its parts. 8. Every system has its ―Boundary‖. 9. A system operates in accordance with a specific plan aimed at achieving specific objectives.

30. Input-Process-Output Model of a System The system that we are concerned with includes the aspects and components of the educational process, viz ., students , teachers, curriculum/syllabus, teaching methods and media, school/classroom environment, and evaluation procedures. The systems approach helps both the teacher and the students to achieve terminal objectives in the most effective way. Let us now study how a system works. You have seen that every system has specific function to perform or goals to achieve. These can be termed as outputs. In the case of a clock, the function or the goal is to show time accurately. Similarly, the school library may aim at providing its students one book per week. Now, in order to achieve this output the school library, for example, requires some input such as certain minimum number of books .

31. Input-Process-Output Model of a System But by just possessing a requisite number of books, the output will not be achieved. The librarian will have to plan and develop certain procedures for storing, issuing and returning books (and also for motivating users ). These procedures form a part of the process. The librarian would also like to know whether the goal (output) of issuing at least one book per student per week is achieved or not. This implies that the librarian would have to compare the actual output with the expected output. If the difference between the expected and actual output is minimal, the system is effectiveand efficient. If this gap widens, the system becomes less effective and less efficient. If the gap widens a little more, the librarian would have to study the problem area. He therefore, has to develop a feedback system which would give him information about this gap between the expected output and the actual output.

32. Input-Process-Output Model of a System Thus the various components of a system are; 1. Inputs: The following make up the inputs of any educational system. a. Human resources: Students, teachers, non-teaching staff. b. Material resources: Building, equipment, library-books. c. Financial resources: Fees, donations, grants . d. Ideology, values, knowledge, curriculum. 2. Processes: There are two supporting processes in any educational system; a. Primary: Teaching-learning, Evaluation b. Supporting: Planning, organising , directing, controlling etc.

33. Input-Process-Output Model of a System 3. Output: It includes effective and efficient accomplishment of aims & objectives of education by utilising the inputs through the processes. The desired outputs of any system are: a. Development of individual students. b. Development of academic discipline through research. c. Development of society. 4. Feedback: It refers to the response to the output, enabling a system to modify its functioning. Feedback can be positive or negative in nature. Feedback can be stimulative , it can bring about corrective action leading to improvement.

34. Types of Systems 1. Open System: This type of a system has continuous interaction with its environment. An open system receives inputs from the external environment, uses them for carrying out processes and produces & supplies outputs to the external environment. Outputs maybe planned or unplanned. 2. Closed System: It is a self-sufficient and self-regulatory system. There is no exchange of material with the external environment, it is capable of influencing processes for achieving the desired outputs

35. Systems Approach in Education: The input-process-output model of a system also brings out another dimension of the systems approach. It is a way of looking at things, processes or problems. Instead of attacking the problem in an arbitrary manner, the systems approach helps solve the problem systematically. So the systems approach is a tool to be used for solving educational problems more efficiently and effectively, Systems approach can also be looked upon as a mode of thinking that emphasises problem identification and problem resolution. It enables an individual to define the problem precisely, consider the alternatives available and to choose the most efficient alternative (on the basis of the performance criteria) to solve the problem and achieve the goal(s ).

36. As systems approach is basically a process of problem solving, it can be applied to many areas in the field of education , such as instruction, research, management of educational institutions, curriculum development and so on. One may apply it to any problem situation as the process remains the same . The systems approach provides a framework for all the factors that influence the solution of educational problems or the achievement of objectives. In the teaching-learning process, the systems approach takes into consideration all available learning resources, content, learning experiences, methods and media to achieve the given set of learning objectives . Thus the systems approach focuses on the student and the performance required by him or her.

37. Need/Purpose of Systems Approach: It can effectively improve the instructional system -----Most important . 3. It may help in seeking maximum effective utilization of the human and material resources connected with the process of education . 6. It may help in maintaining, controlling and improving the guidance services of schools. 7. It may help in improving the training and development programmes .

38. Importance of Systems Approach for Education: 1. Provides framework for planning, decision making control and problem solving 2. Throws light on dynamic nature of management 5. Helps to look at institution as a whole and not as parts . 9. Helps in systematic educational planning 10. Maximum utilization of resources 11. Helps in improving examination and evaluation system 14. In improving quality of education 15. In improving the teacher training programmes - in-service as well as pre service.

39. INPUTS Infrastructure facilities  Physical environment  Location  Building  Classrooms  School activities  Curriculum  Instructional material  Teachers & nonteaching staff  Finance  Administration[Mgt]

40. PROCESSES Teaching-learning process  Strategies and methods used for teaching  Evaluation procedures  Student-principa l relations  Peer relations: 1. Tr-Tr 2. St-St  Student-teacher relations

41. OUTPUTS Attainment of instructional objectives  Academic achievement of students.  Attitudinal changes in students and others. FEEDBACK

42. STRUCTURE OF INSTRUCTIONAL SYSTEM Systems approach to instructional system helps in understanding, controlling and improving the structure and functioning of the system in view of the effective realisation of the instructional objectives. Robb(1974) has analysed an instructional system and suggested that an instructional system can be employed in three phases, which involve eight steps—which indicate the development of an instructional system. PHASE I: Planning Instructional System Step 1: Defining objectives Step 2: Pre-assessment of entry behaviour . Step 3: Specifying appropriate strategies Step 4: Selection of materials, teaching aids and facilities. PHASE II: Execution of Instruction Step 5: Defining and assigning personnel to achieve the objectives. Step 6: Synthesising and implementing the system of instruction. PHASE III: Evaluation of Instruction Step 7: Evaluation of outcomes Step8: Analysing the results and modifying the system.