concept of educational management

1. 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,CONTROLLI
NG & 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:

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-principal 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.