meaning objectives functions educational administration vs general administration ...
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Meaning Objectives Functions Educational Administration vs
General Administration Characteristics of a Successful
Educational Administrator
Educational Administration
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MeaningEducational administration is the study and
practice of managing the resources, tasks and communications involved in running a school. The goal of the administrator is to keep the school's overall process flowing smoothly, making decisions that facilitate successful education. The administrator identifies and articulates a school's mission and goals and makes them happen by implementing programs, delegating tasks and allocating resources.
Educational Administration
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Objectives ... Is the fulfilment of the educational
goals as outline in the constitution of a country.
The objectives of EA may be seen from the view-point of society, the students and their parents.
Educational Administration
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Educational Enterprise: A Combined Operation
Resources of an Enterprise
Land & Buildings
Materirals & Supplies
Machines & Equipment
s
Men & Services
Administration Process
PlanningDirecting
Co-ordinationgControling
Motivating to obtain
Educational Objectives
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Defines the goal and objective or purposes of education
Frames policies Lays down the structures of the
organisation Prescribes the power in the organisation Provides finances and other materiral
resources Plans and operates an effective educational
program Provides personnel Lays down standards of performance for the
personnel Provides good professional leadership Stimulates & energies Evaluates the outcome Integrates all the forces acting in the field
of education
Functions ofEducational Administration
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Difference between Educational Administration & General Administration
Educational Administration General Administration
Its major objectives is to build the personality.
No such high ideals are involved in general administration.
It is hunanistic and reformist in its approach.
It is legalistic and punitive in outlook.
It helps in enabling the individual understand that crime is evil.
It punishes the cilprit.
It is not merely the political philisophy but the psychology, ethis, sociology and history which determine the educational processes.
It is merely the political philosophy which determines the educational processes.
It believes in experimentation. It stresses rules and regulations.
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Authoritarianism Bureaucratic Cultural Ethos Scientific Motivational
Trends in Management
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Models of Educational Management
The main theories are classified into six major models of educational management (Bush, 2003). • Bureaucratic or Formal• Collegial• Political• Subjective•Ambiguity
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Formal models assume that organizations are hierarchical systems in which managers use rational means to pursue agreed goals. Heads possess authority legitimized by their formal positions within the organization and are accountable to sponsoring bodies for the activities of their organization (Bush, 2003, p. 37).
Formal Model
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Organizations as systems. A system comprises elements that have clear organizational links with each other. Within schools, for example, departments and other sub-units are systemically related to each other and to the institution itself.
Formal models give prominence to the official structure of the organization. Formal structures are often represented by organization charts, which show the authorized pattern of relationships between members of the institution.
Organization tend to be hierarchical. Teachers are responsible to department chairs who, in turn, are answerable to principals for the activities of their departments. The hierarchy thus represents a means of control for leaders over their staff.
Major features
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All formal approaches typify schools as goal-seeking organizations. Goals are set within a broader vision of a preferred future for the school (Beare, Caldwell, & Millikan, 1989).
Formal models assume that managerial decisions are made through a rational process. Typically, all the options are considered and evaluated in terms of the goals of the organization.
Formal approaches present the authority of leaders as a product of their official positions within the organization. Principals” power is positional and is sustained only while they continue to hold their posts.
Cont...
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Collegial models include all those theories that emphasize that power and decision-making should be shared among some or all members of the organization (Bush, 2003):
Collegial models assume that organizations determine policy and make decisions through a process of discussion leading to consensus. Power is shared among some or all members of the organization who are thought to have a shared understanding about the aims of the institution. (p. 64)
Collegial models
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1.Strongly normative in orientation.2.Collegial models seem to be particularly appropriate
for organizations such as schools and colleges that have significant numbers of professional staff. Collegial models assume that professionals also have a right to share in the wider decision-making process.
3.Collegial models assume a common set of values held by members of the organization.
4.The size of decision-making groups is an important element in collegial management.
5.Collegial models assume that decisions are reached by consensus.
Major features
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Political models assume that in organizations policy and decisions emerge through a process of negotiation and bargaining.
Interest groups develop and form alliances in pursuit of particular policy objectives. Conflict is viewed as a natural phenomenon. (Bush, 2003:89)
Political Models
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1.They tend to focus on group activity rather than the institution as a whole.
2.Political models are concerned with interests and interest groups.
3.Political models stress the prevalence of conflict in organizations. Interest groups pursue their independent objectives, which may contrast sharply with the aims of other subunits within the institution and lead to conflict between them.
“Conflict will always be present in organisations . . .”
Major features
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4.Political models assume that the goals of organizations are unstable, ambiguous and contested.
5. Decisions within political arenas emerge after a complex process of bargaining and negotiation.
6.The concept of power is central to all political theories.
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Subjective models focus on individuals within organizations rather than the total institution or its subunits. These perspectives suggest that each person has a subjective and selective perception of the organization.
1. They focus on the beliefs and perceptions of individual members of organizations rather than the institutional level or interest groups.
2. Subjective models are concerned with the meanings placed on events by people within organizations. The focus is on the individual interpretation of behaviour rather than the situations and actions themselves.
Central Features of Subjective Models
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3. The different meanings placed on situations by the various participants are products of their values, background and experience.
4. Subjective models treat structure as a product of human interaction rather than something that is fixed or predetermined.
5. Subjective approaches emphasize the significance of individual purposes and deny the existence of organizational goals.
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Ambiguity models stress uncertainty and unpredictability in organizations. These theories assume that organizational objectives are problematic and that institutions experience difficulty in ordering their priorities.
Major features:1.There is a lack of clarity about the goals of the organization. Educational
institutions are regarded as typical in having no clearly defined objectives.2.Ambiguity models assume that organizations have a problematic
technology in that their processes are not properly understood. In education it is not clear how students acquire knowledge and skills so the processes of teaching are clouded with doubt and uncertainty.
3.Ambiguity theorists argue that organizations are characterized by fragmentation.
4.Ambiguity models tend to be particularly appropriate for professional client-serving organizations.
5.Ambiguity theorists emphasize the prevalence of unplanned decisions.
Central Features of Ambiguity Models
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Structure of Primary Education Administration
MOPMENAPE
PTI
URC
DPE
DD OFFICE
DPEO
UEO/TEO
PS
SMC/PTA
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