the nature, scope and function of school administration 2

THE NATURE, SCOPE, AND FUNCTION OF

SCHOOL ADMINISTRATION

THE NATURE, SCOPE, AND FUNCTION OF

SCHOOL ADMINISTRATION

DEM 325

RAMIL P. POLINTANStudent, Ph.D. EM

EDUCATION ACT OF 1982

Landmark in the history of the Philippine Educational System

Human Uplift Social Progress

The act restates the policy of the state to establish and maintain a complete, adequate, and integrated system of education relevant to the goals of

national development, and it delineates specific provisions relevant to various concerns of the educational enterprise.

A Challenge to School Administrator

1. Perform his duties to the school by discharging his

responsibilities in accordance with the philosophy, goals,

and objectives of the school;

The Education Act of 1982 provides that every school administrator shall:


2. be accountable for the efficient and effective

administration and management of the school;



3. develop and maintain a school atmosphere conducive to the

promotion and preservation of academic freedom and effective teaching and learning and to

harmonious and progressive school-personnel relationship;



4. assume and maintain professional behaviour in his work and in his dealings with students, teachers, academic non-teaching personnel, administrative staff,

and parents or guardians;



5. render adequate reports to teachers, academic non-teaching personnel, and non-academic staff on their actual performance and counsel them on ways to improve

the same;



6. observe due process, fairness, promptness, privacy,

constructiveness, and consistency in disciplining

his teachers and other personnel;



7. maintain adequate records and submit required reports to the Department of Education.


Educational Community

Educational community refers to “those persons or group of persons as such or associated in institutional involved in

organized teaching and learning system.”

AMINISTRATOR

The Nature of School Administration

PEOPLE

for the tasks of organization that 1. they know what they are to do, 2. they know how to go at the task

together, 3. they get it done, and

4. they are rewarded for doing it.

People

Educational Administration

Social Process, in terms of:

Objective, because it desired end as a whole is human and social

development.

Directly Indirectly

People



Content, because the substance or subject matter of its decision-making function involves or affects

people directly or indirectly.

Directly Indirectly

People



Method,utilizes procedures, and

techniques which involve or affect human beings directly

or indirectly.

Directly Indirectly

The Nature of Educational Administration

Two complementary Views

foundational view functional view

“why” one behaves as he does, and it utilizes

established and emerging theoretical frameworks for analysing the antecedents, predictors, correlates, or

outcomes of administrative behaviour.

“what” one does or should do as a school administrator, and it focusses on the tasks and activities in which one must be competent if he is

to be an effective school administrator.

Scope

Scope and Function of School Administration

function

1. To help community translate the overall, and somewhat nebulous, goals (education for all, for example) into concrete and achievable goal and plans

(for a given school for instance).

Five Major Functions in Educational Administration

2. To direct and supervise the amazingly complex task of bringing together the necessary teachers,

students, and support personnel, along with the required physical plant and educational equipment and materials, into an operating unit known as a

school.

Five major Functions in Educational Administration

3. To establish and maintain effective “feedback” circuits so that an adequate

evaluation of “how are we doing” is always available. This will include research

operations of two kinds: (1) research to gather data and present an accurate picture of the operation “as is”; (2) experimental research to utilize new facts from the

physical and human sciences along with new theories of learning in an effort to produce improved teaching and learning situations.


4. To initiate new structures, processes, or procedures that become necessary for goal achievement or for changing existing goals and purposes.

The necessity for such initiatory activities and the indication of the kind needed will be derived from the

aforementioned evaluation.


5. To communicate with the body politic regarding all phases of the

educational institution. This involves two-way communication, not a simple

one-group telling another process but a true and continuous conversation-a

dialectic concerning education.


Resources

Broad Functional Areas of Administration

Policy Execution

is defined as a statement of

those objectives that guide the actions of substantial

portion of the total

organization.

people, money, authority, and materials. Decision-

making is also used by the administrator in dealing

with resource-allocation .

integration and a

synthesis of resources and policies that

are interrelated to achieve a purposeful organization

Task of School Administrator

1. Instructional program;2. Staff personnel;3. Student-personnel;4. Financial and physical resources; 5. School-community relationships.

Tasks referring to “what is expected to be done” by the school administrator in providing leadership for the improvement

of the school.

Areas of Responsibility of Administrator

1. Purposing-2. Maintaining-3. Allocating- 4. Evaluating-

EDUCATION ACT OF 1982

Function of the School

School Administrator

all persons occupying policy-implementing position having to do with the “function”, “functional

areas”, “tasks”, “areas of responsibility”, and “functional

categories” are referred to educational administration.

System Analysis

System Approach to School Administration

System Synthesis

Kaufman (1970)

Steps in system analysis:1.Identifying the problem; and2.Determining solution requirements and alternativesSteps in system synthesis:3.Choosing a solution strategy from alternatives;4.Implementing the solution strategy; 5.Determining performance effectiveness.

“Efficiency,” and “Effectiveness”

Gibson and Hunt (1965) described their concept of “efficiency” as

“the ratio of realized outcomes to input of personnel identified with

the school material” and they express it in the following formula:

Ef = _____RO______ R (P, S) + M

“Efficiency,” and “Effectiveness”

Other authors described their concept of effectiveness as “the ratio of realized outcomes to

intended outcomes,” and express it, formula-wise, as follows:

Ef = ____RO___ IO

sometimes referred to as purpose or objectives, give direction to the

educational effort.

ENDS

The curriculum is the means utilized to attain the ends.

It includes the concepts and factual data selected, the methodology

employed, the experiences contrived, and the organizational stratagems

used.

Efficiency of Means

Efficiency of Means and Effectiveness of Means as Applied to

Evaluation of Curriculum

Involves time and money

“Will the curriculum means accomplish the attainment

of the intended goal within the reasonable time and for

reasonable amount of money?”

Efficiency of Means

if a particular means is both appropriate and valid but

requires too much time, then it does not meet criterion of efficiency. Or a given means

may be very quick to accomplish the intended objectives, but if it’s

extremely costly to employ, then it does not meet the efficiency criterion.

Effective of Means

content, methodology, organizational arrangements, experience.

“Are the curriculum ends actually attained?” “Do the

students learn what is intended for them to learn?” “Are the desired objectives realized?” “Do the arrangement of time, space, and staff maximally

contribute to the attainment of the intended objectives?”

Institutional Effectiveness

School Administration

Individual Efficiency

Social System Theory

Effectiveness relates to the

accomplishment of cooperative

purpose, which is social and non-

personal in character.

Efficiency relates to the satisfaction of

individual motives and is personal in character.

Theory of X


Theory of YMcGregor (1960)

Theory X views behaviour in terms of organization,

control and direction.

Theory Y views behaviour in terms of human growth, self-expression, self-direction,

and self-fulfilment.

Organization

Two Vital Aspects of School Administration

Management

is the restructuring of individuals and functions into productive

relationship. It is concerned mainly

with the formal and rational aspects of administration.

refers to the direction of

individuals and functions to achieve

ends previously determined. It

involves the human and generalizing

factors.

Distinction between Administration and

Management

Distinction between Administration and

Management

Administration

Management

Administration Management Nature of Work

It is concerned about the determination of objectives and major policies of an organization.

It puts into action the policies and plans laid down by the administration.

Type of Function It is a determinative function It is an executive function Scope

It takes major decisions of an enterprise as a whole.

It takes decisions within the framework set by the administration.

Level of Authority It is a top-level activity. It is a middle level activity. Nature of status

It consists of owners who invest capital in and receive profits from an enterprise.

It is a group of managerial personnel who use their specialized knowledge to fulfil the objectives of an enterprise.

Nature of Usage

It is popular with government, military, educational, and religious organizations.

It is used in business enterprises

Decision Making

Its decisions are influenced by public opinion, government policies, social, and religious factors.

Its decisions are influenced by the values, opinions, and beliefs of the managers.

Main Function

Planning and organizing functions are involved in it.

Motivating and controlling functions are involved in it

Abilities

It needs administrative rather than technical abilities.Administration handles the business aspects such as finance.

It requires technical activities.Management handles the employees.

Administration

Educational

Governance

concerned with the process of administering, the execution of public affairs in educational

organizations, the performance of executive functions, guiding, controlling, and directing of

educational organizations, and the judicious use of means to accomplish

educational ends.

Administration

Educational

Governance

is concerned with the political function of policy-making in education; the

organization and machinery through which political units such as agencies, states and local school exercise authority and

perform functions; and the complex political institution, laws, and customs

that comprise the setting for the performance of administrative functions

and responsibilities.

“Management”

is the highest order of administration. Management is the

evidence of quality administration, but the trust of the management role

is still action-oriented.

Management is concerned with internal functions which enable the

organization to realize its established aims and goals.

“Administration”

exist to serve and facilitate the effective operation of the various

phases of the school’s total program.

In this context management refers to various ways through which human and material resources can be mobilized to work toward attaining the school

goal.

“Administration”

Sergiovanni defines administration in its management sense as “the science and art of achieving organizational objectives in a

fashion which is cost-effective and which obtains sufficient teacher and

consumer satisfaction to ensure their continued participation and

support.”

Bottom line


Educational Leadership

The educational leader is very much concerned with the

issue of purpose and direction.

Resources

Administration

Policy Execution

Decision-Making

Policy-Making

Programmed

Policies are not only formulated

Communicated

Monitored

Evaluated

pattern of action involving a cycle of activities referred to as policy cycle, Figure

1.

Policy Agenda

Policy Formulation

Policy Adoption

Policy Implementation

Policy Evaluation

The Policy Cycle

Policymaking Process

Video of K+12 Enhanced Basic Education Program

Policymaking Process• Problem Identification and Agenda

Setting Problem Identification

– What is the problem? What happens if, we do nothing?

– Demand for government action to resolve a problem or take advantage of an opportunity

– Getting the government to see the problem

– Problems capture the attention of policymakers through indicators, focusing events (disasters), crises, feedback or problems just fade away

– Budget (money makes the world go around) is a special problem

Policymaking ProcessAgenda Setting

– Those items policymakers are discussing and seriously considering

– Getting the government to begin to act on the problem

– Output that transform the problem into an ISSUE

• Issue – conflict between two or more identifiable groups over procedural or substantive matters relating to the distribution of positions and resources


• Policy Formulation

–Development of a plan to solve the problem–Government’s proposed solution to the

problem

Policymaking Process• Policy Adoption/Legitimation

– Decision – making state– Development of support for a specific proposal

such that the policy is legitimized or authorized– Getting the government to accept a particular

solution to the problem– Policy decisions rests on public officials or body

to adopt, modify or reject a preferred policy alternative

Policymaking Process• Policy Implementation– Application of the adopted policy by the government’s

bureaucracy to the problem – Execution of a program that has been adopted by

legislation or by executive or judicial order– Control (designed to cause people to do things, refrain

from doing things, or continue doing things that they otherwise would not do) Ex. Coercive/non coercive, inspection, licensing, contracts, taxation, sanctions, etc.

– Compliance (induce people to act in accordance with governmentally prescribed rules and regulations)

Policymaking Process• Policy Evaluation – estimation, assessment, or

appraisal of policy including its content, implementation and effects

– Effectiveness: Has the valued outcome been achieved?– Efficiency: How much effort was required to achieve a

valued result?– Adequacy: To what extent does the achievement of a

valued outcome resolve the problem?– Equity: Are costs and benefits distributed equitably

among different groups?– Responsiveness: Do policy outcomes satisfy the needs,

preferences or values of particular groups?– Appropriateness: Are desired outcomes (objectives)

actually worthy and valuable?

DepEd Order No. 31 s. 201

Policy Guidelines on the Implementation of

K to 12 Basic Education Curriculum

pattern of action involving a cycle of activities referred to as policy cycle, Figure

1.

Policy Agenda

Policy Formulation

Policy Adoption

Policy Implementation

Policy Evaluation

The Policy Cycle


Video of K+12 Enhanced Basic Education Program

Tangibles


Intangibles

the humanization of administration, the encouragement of

academic freedom, the exercise of democratic

leadership, the strengthening of group

dynamics, the maintenance of good public relations, and the development of the

child.

school site, laboratory facilities, library facilities, faculty, medical-

dental, and security services, and co-

curricular or special facilities such as audio-visual aids, speech clinics, and

guidance and counselling centers.

Tangibles

Administrative Accountability

Intangibles

the administration should be aware not only of its responsibility but also of its accountability to its clientele, the students, and the society at

large.


the nature, scope and function of school administration 2

Education

major functions

activities referred

teaching personnel

school administratorshall

school administrator

policy cycle

action involving

concerned