Management Control in Education

1. Nature of Management Control of
Education Institutions
Lawrence Christopher A. Concepcion

2. Nature of ManagementControl of Education
Institutions
The Education Act of 1982 may rightly be considered a landmark in
the history of Philippine Educational System. As a collective
expression of the will and wisdom of the Filipino people, the law
reaffirms their faith in education as a vital instrument for human
uplift and social progress. Furthermore, the act restates the policy
of the state to establish and maintain complete, adequate and
integrated system of education relevant to the goals of national
development and it delineates specific provisions relevant to the
various concerns of educational enterprise.

3. Education Act of 1982
the law poses great challenges to the school
administrator. By tradition, a school administrator
occupies a strategic position in the educational system- a
person whose importance revolves around the fact that is
concerned with the total functioning of the school
administrator’s position assumes new dimensions by
virtue of this law.

4. TheEducation Act of 1982 provides that every
school administrator shall:
1. Perform his duties to the school by discharging his responsibilities in
accordance with philosophy, goals and objectives of the school.
2. Be accountable for efficient and effective administration and
management of the school.
3. Develop and maintain school atmosphere conducive to the promotion
and preservation of academic freedom and effective teaching and
learning and to harmonious and progressive school-personnel
relationship.

5. 4. Assume and maintain professional behavior in his work and 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 in relation to their
expected 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 record and submit required reports to the Department
of Education.
The Education Act of 1982 provides that every
school administrator shall:

6. THE SCHOOL ADMINISTRATOR’S
TASK - The Nature of Educational
Administration
• Administration has to do with getting things done through joint
efforts of the people. The administrator has to see to it that he has
the people for the tasks of the organization that they know what they
are to do, that they know how to go, and the task together, that they
get it done, and that they are rewarded for doing it.
• Simple, direct and relevant view of administration applies to any
kind of organization or system, be it a school, a government bureau,
or a business enterprise.

7. The Nature of Educational
Administration
• It is the job of the school administrator to see that the pupils,
students, and other school clientele receive their educational services.
This is done by means of the process generally known as educational
administration or school administration.
• Educational Administration, in particular, involves or affects people
directly or indirectly. It is a social process in terms of objectives,
content and methods.
• In terms of objectives, it is a social process because it is designed as a
whole in human and social development.

8. The Nature of Educational
Administration
• In terms of content, it is a social process because the
substance or subject matter of its decision-making function
involves or affects people directly or indirectly.
• In terms of method, it is a social process since it utilizes
procedures, strategies, processes and techniques which
involves or affects human beings from the highest level of
the school organizational hierarchy up to the lowest.

9. The Nature of Educational
Administration
• The nature of educational administration can further be understood if
we look at it in terms of two complementary views:
Foundational View: Poses the issue of why one behaves as he does,
and it utilizes established and emerging theoretical frameworks for
administrative behavior.
Functional view: Poses the issue what one does or should do as a
school administrator, and it focuses on the tasks and activities
which one must be competent if he is to be an effective school
administrator.

10. Conclusion
• To be a school administrator is a great responsibility to do and one
must not be lazy and tiring and must always have passion to direct
and redirect people of the school organization for social and
professional development. As a school administrator we must promise
to ourselves to always be dedicated amidst of struggles and obstacles
to be faced in the real world of work.
• Hence, we must also be friendly and socially pleasing to everyone but
also have to establish the right amount of authority in order of the
school administration to work effectively and efficiently.

11. Aspects in an Organization that
need Control
April Rose M. Botardo

12. • Effective control systems share several common
characteristics. While you don’t want to micromanage your
employees, you can’t leave them unsupervised if you want
to maximize organizational efficiency and productivity.
Creating effective management controls -- including
strategic objectives, operational policies and employee
guidelines -- will help you direct, rather than just limit, the
activities of your employees.
Nature of ManagementControl of Education
Institutions

13. • The management of any organization must
develop a control system tailored to its
organization's goals and resources. Not also in
school but in business we also need to have
control in order to attain our goals by any
possible means.
Nature of ManagementControl of Education
Institutions

14. Aspects in an Organization that Needs
Control:
• Organizational Control
Organizational control includes developing rules, guidelines,
procedures, limits or other protocols for directing the work and
processes of employees and departments. These controls can include
setting rules or procedures for financial transactions, employee
behavior and specific practices for all or individual departments. A
control can depend on an individual employee following the guideline,
or require multiple parties to agree on an action.

15. • Financial Stability
A common internal business control target is
regulating financial procedures. This helps
improve communications, allows managers to
determine whether their efforts are meeting
annual goals, and prevents fraud and errors.
Aspects in an Organization that Needs
Control:

16. • Increased Productivity and Efficiency
One of the aims of organizational control is to help departments work
better together. You can do this by instituting specific communications
procedures, weekly interdepartmental meetings and regular
management memos. To improve the performance of individual
employees, your controls might include sharing a detailed organization
chart so everyone knows who reports to whom. Controls can include
requiring managers to create written job descriptions for every
subordinate.
Aspects in an Organization that Needs
Control:

17. • L egal Compliance
The threat of lawsuits or workplace rule violations is a
serious concern for employers, and organizational policies
and procedures that address employee behavior can
decrease missteps. Workplaces free from harassment,
discrimination, bullying and gossip foster better morale and
team spirit, and reduce problems that can lead to decreased
productivity, efficiency and overall performance.
Aspects in an Organization that Needs
Control:

18. Some factors can also contribute to the
success of an organization and also can be of
big help in managing schools and operations:
• A focus on critical points. For example, controls are applied where
failure cannot be tolerated or where costs cannot exceed a certain
amount. The critical points include all the areas of an organization's
operations that directly affect the success of its key operations.
• Integration into established processes. Controls must function
harmoniously within these processes and should not bottleneck
operations.
• Acceptance by employees. Employee involvement in the design of
controls can increase acceptance.

19. • Availability of information when needed. Deadlines, time needed to complete
the project, costs associated with the project, and priority needs are apparent
in these criteria. Costs are frequently attributed to time shortcomings or
failures.
• Economic feasibility. Effective control systems answer questions such as,
“How much does it cost?” “What will it save?” or “What are the returns on
the investment?” In short, comparison of the costs to the benefits ensures
that the benefits of controls outweigh the costs.
• Accuracy. Effective control systems provide factual information that's useful,
reliable, valid, and consistent.
• Comprehensibility. Controls must be simple and easy to understand.
Some factors can also contribute to the
success of an organization and also can be of
big help in managing schools and operations:

20. Conclusion
• In connection to being a school administrator, as a principal we must
always keep in mind that an organization cannot affectively work
without the cooperation of the principal’s constituents such as the
teachers, non-teaching staff, parents and others. To effectively
implement the objectives set by the Department of Education an
administrator must then lead the school with professionalism and
increased productivity so that the contagious working environment
might also affect the others.

21. • The school administrator must also be helped by the teachers to reach
the educational goals of the institution by engaging themselves in
professionalism and ethics for work, they should all evade gossips,
rumors and other unhealthy acts that might affect their job.
• The principal must then do all the means to ensure sufficient funding
of the school to support the needs of everyone and must not engage
themselves in corruption and other illegal acts that might create
lawsuits and workplace violations.
Conclusion

22. Thank you for listening!