The document discusses the meaning, scope, principles, objectives, and elements of educational administration, highlighting its processes such as planning, organizing, and directing within educational institutions. It emphasizes the importance of democratic principles, justice, equality of opportunity, and the need for effective resource utilization in achieving educational goals. Furthermore, it outlines the key elements of educational administration including planning, organization, direction, coordination, supervision, and evaluation.

2. TOPIC:
UNIT#1
1.1 MEANING AND SCOPE
1.2 PRINCIPLE OF EDUCATIONAL ADMINISTRATION
1.3 OBJECTIVE AND IMPORTANCE
1.4 ELEMENTS OF EDUCATIONAL ADMINISTRATION
SUBMITTED BY:
MUHAMMAD ZAREEF MIANI
M.PHIL (EDUCATION)
SUBMITTED TO:
MADAM DR. SHEHLA SHEIKH
INSTITUTE:
IER GOMAL UNIVERSITY D I KHAN

3. 1.1 Meaning and scope of administration:
Meaning:
Mohanty (2005). Educational Administration is regarded as the process of
integrating the appropriate human and material resources that are made available
and made effective for achieving the purposes and programs of an educational
institution.
The term “Administration” doesn’t refer to any single process or act. It is like a
broad umbrella encompassing a number of processes such as: planning, organizing,
directing, coordinating, controlling and evaluating the performance. The same
situation occurs in the field of educational administration. The concept of
educational administration is applicable in case of an educational organization
which has certain purposes or goals to fulfill. In order to achieve these purposes or
goals, the head of the educational organization plans carefully various programs and
activities.

4. Conti…
Here the educational organization may be a school, college or university. The
head of the school/college/university organizes these programs and activities
with co-operation from other teachers, parents and students. He/ She
motivates them and co- ordinates the efforts of teachers as well as directs and
exercises control over them. He/ She evaluates their performance and
progress in achieving the purposes of the programs.
He provides feedback to them and brings modification, if required in the
plans and programs of the school or college or university. So the totality of
these processes which are directed towards realizing or achieving the
purposes or goals of the school/college/university is called educational
administration.

5. Scope:
1. The educational administration encompasses all the levels of
education in its control.
These are:
a. Pre-primary or pre-school Education.
b. Elementary or primary Education.
c. Secondary Education.
d. Higher Secondary or Post secondary Education and,
e. Higher or tertiary Education.
It is educational administration that determines what should be the
nature and system of administration for all the above levels of education.

6. 2. It covers all forms of education such as:
a. Formal Education
b. Non-formal Education and Adult Education
c. General Education
d. Vocational Education
e. Special Education
f. Teacher Education
g. Integrated Education and
h. Technical and professional Education including Engineering, Medical,
MBA, and Computer Education.
Here the educational administration sets the systems of administration in
accordance to the objectives and nature of all the levels of education.

7. 4. Educational administration covers the following aspects
relating to management in its jurisdiction:
a. Planning
b. Organizing
c. Directing
d. Coordinating
e. Supervising
f. Controlling and
g. Evaluating

8. 5. Educational Administration takes place at various
levels such as:
a. Central level
b. State level
c. District level
d. Block level and
e. Institutional level
Out of these above levels, educational administration has its ground reality and
importance at the institutional level. Because it is the practical ground to test the
significance of educational administration in practice.

9. For this, the following activities and programs come under the
scope of educational administration at the institutional level:
a. Deciding the purposes of the institution or school.
b. Planning for academic or curricular and co-curricular activities.
c. Preparing the time table and the time schedules for various
activities.
d. Assigning duties and responsibilities to the staff members.
e. Organizing curricular and co-curricular programmes.
f. Directing and motivating the staff of the institution.
g. Coordinating by efforts of people to achieve the purpose.

10. Conti…
h. Exercising control over the staff.
i. Conducting periodical reviews about the progress, achievements and
failures of the institution.
j. Taking measures for staff development.
k. Maintaining order and discipline.
l. Management of materials.
m. Management of finance.
n. Maintaining records and registers up to date.
o. Maintaining human relationships.
p. Supervision of the work of teachers and other employees.
q. Giving feedback to the teachers performing well and taking remedial
measures for teachers who not performing well.

11. 1.2 Principles of Educational Administration
1. Structural Democracy
Thomson (2001) Principle of educational administration in the
modern era it puts stress on democracy in structural perspective. It
implies “the exercise of control” in democracy. The meaning of
exercise of control in this light should be such that, it helps the
students as future citizens in fulfilling their needs and requirements
tending to their self-realization, safeguard the democratic government
and welfare of people at local, state and national levels.

12. Continue…
each human being as, “a living, growing and potentially
flowering organism.” Hence in this principle of educational
administration the educational administration has to practice
the principles of democracy both in structural and functional
form.
In this regard and educational administrator will be a fittest
one who can manage autocracy as and when necessary to
achieve the goals of an educational programme. For
actualizing it he has to perform his duty as democratically as
possible.

13. 2. Operational Democracy:
This principle of educational administration gives priority on the
practical aspect of democracy as a way of life and form of governance. To
this, the essence of democracy is to give importance on the dignity of
every individual and assisting him to understand his self in this context
this principle considers democracy as a matter of spirit, way of life and a
mode of behavior. Keeping this in view it is the task and responsibility of
an educational administrator to focus on day to day happenings in relation
to democratic society in educational perspective that are relevant in wider
extent.

14. Continue…
Because this sort of democracy seeks to make democracy more practical
rather than formal. For example a school or an educational institution is regarded
as the society in miniature or a small society. It means the entire picture of the
society has been reflected in the school. The same situation lies in case of a
democratic society like ours where people expect the school or an educational
institution will do a lot for actualizing democracy as a matter of spirit, way of life
and a mode of behavior practically.
In this light, it should be the function of the educational administrator to achieve it
for which he may take the view of the students, consult with the staffs, specialists,
expects and community members before taking any decision. This result in the
emergence of a good and effective social order by the school or educational
institution as an agency of education.

15. 3. Justice:
Generally speaking justice refers to provide every individual his due
in the society by honoring his individuality. This meaning of justice is
the essence of democracy. As justice is one of the basic hallmarks of
democratic administration, it is regarded as an essential principle of
educational administrating which is democratic in form and practice. For
practicing justice in educational administration there is the need and
essentiality of giving due reward and share to every individual to his
efforts and achievements.
Besides, every individual is to be given task or assignment in accordance
with his needs, requirements, abilities, aptitudes etc.

16. Continue…
Hence the educational administrators for practicing justice as one of the principles
of educational administration must be judicious while dealing with employees,
students and public. But in Practice it is not happening as the educational
administrators very often arbitrarily exercise discretionary powers and too narrowly
apply uniform rules in one point.
And uniformity of rules in educational administration does not provide equality
which is necessary to safeguard the individuals in another point. This nature of the
educational administrator goes against the very essence of justice as it is to be free
from such bias nature of them. Hence the educational administrators have to reduce
this tendency to minimum for making justice beneficial, healthy and impartial in
nature and approach as a principle of modern educational administration.

17. 4. Equality of Opportunity:
One of the important social objective of education is to equalize
opportunity or facility for enabling the backward or under privileged
classes and individuals to use education as a means for improvement
of their condition.
In order to keep equality of opportunity in concrete shape in the field
of education, educational administration plays a vital role. For this
greater emphasis should be given on equality of educational
opportunity for the shake of accelerating the process for building up
of on egalitarian (equality) human society in which the age old social
mistreatment will be reduced to minimum.

18. Continue…
The principle of uniformity is not to be practiced and
maintained in the field of educational administration as
equality does not refer to uniformity. The cause is that
opportunity means to provide adequate facility or scope to
every individual for his development. In this context, the
reasons for existence of inequalities of educational
opportunities cited by the Education Commission (1964-66)
can be highlighted which must be stressed in the field of
educational administration.

19. 5. Prudence:
Overall speaking prudence refers to thinking or planning or showing
thought for future. Being contextual in approach it can be said that the
futuristic outlook, vision and forward looking must be incorporated it
the field of administration. Like general administration educational
administration has to practice the exercise of foresight skill and vision
with respect to matters concerning practical living and utility of the
system of administration in future by the educational administrator.
This principle “Prudence” is closely related to intelligent economy
which implies quality control.

20. Continue…
Because without necessary expenditure on education there will be no
question of quality in it and then what about the matter of quality
control?
It is evident from several studies that now in educational
administration there lies a lot of wasteful expenditure for which the
system of check and balance is essential. The system of check and
balance is prudential in nature which seeks to protect an educational
institution or organization, an enterprise from misbehaviors and miss-
appropriation by an official or authority as misuse of power and funds
that creates mischief.

21. 6. Adaptability, Flexibility and Stability:
An institution must be able to adjust with changing situations by
fulfilling the developing needs and by improving its day-to-day
dealings with persons or agencies involved. This characteristic of an
institution is called adaptability. In the process of achieving its
educational objectives, it has to deal differently with different human
beings like teachers, parents and the public at large, who are affected in
one way or other by the process or its products. This tendency is called
flexibility.
The educational institution however must be able to achieve
adaptability without creating any dislocation or disruption in its process
and achievements.

22. Continue…
This property is named as stability. An institution must have these
three characteristics in order to be able to achieve its objectives
adequately and to give due regard to all persons concerned in some
way or other.
These three characteristics are dynamic, adaptability and flexibility are
especially so. Stability, however, is called as prudential check on the
change which retains good in the old and gives up bad in the new.

23. 1.3 Objectives and importance of Educational
Administration:
Larsen (2001). As we know the very fact that educational administration needs integration and
co-ordination of all the physical and human resources and educational elements. Besides this it
requires a great efficiency with it based on human sympathy, understanding, knowledge and
skill. Objective and importance of educational administration are as under.
1. To provide proper education to students:
This objective seeks to mention the fact that good education doesn’t mean education at a very
high cost as is practiced in modern public schools. Rather it means the right type of education
from the right type of teachers within reasonable cost. This objective also implies quantitative
expansion and qualitative improvement of education.
2. To Ensure Adequate Utilization Of All Resources:
For adequate realization of the various purposes of educational programme there is the need of
ensuring adequate utilization of all available resources-human, material and financial.

24. 3. To Ensure Professional Ethics And Professional
Development Among Teachers:
As teachers are the senior and mature human elements to accelerate the educational
programme in time their role is highly felt in this regard. They are to be encouraged
and given the facility to devise and try out innovative ideas on instruction and to
participate in service educational programe. In this context, it can be visualized that
educational administration should aim at developing a desire for hard work,
dedication and commitment for their job among teachers.
4. To organize educational programe. for acquainting students with the art of
democratic living and giving them excellent training in democratic citizenship.

25. 5. To mobilize the community:
Like general administration, educational administration seeks to
maintain and improve the relations with the community. For this it
should seek community support and co-operation for quantitative
expansion, qualitative improvements, smooth and fair examination in
the educational system.
6. To organize co-curricular activities effectively for developing talents
of students and work efficiency of educational teachers.

26. 7. To get the work done:
The most important objective of administration is to get the work
done effectively, efficiently and with satisfaction to the individuals
and benefits to the society.
8. To prepare students for taking their places in various vocations and
avenues of life.
9. To train the students in developing scientific attitude and objective
outlook among them towards all aspects and activities of life.
10. To ensure qualitative improvement of education:

27. 1.4 elements of educational administration
1. Planning:
Lyons (1970). Being the first aspect in the scope of educational administration,
planning implies a basic function that is how the aims and objectives are to be
realized.
 Before launching upon a particular educational programme and implementing
it the person or authority in-charge or at the helm of affairs is required to take
decisions about the methods and strategies for effectively and efficiently
achieving the objectives.
 This means planning has to be done for managing the total educational
programme and for this, the basic facts and figures, background, date and
profile are necessary.

28. 2. Organization:
The features of school organization, let us know it’s different features.
1. All teachers without any discrimination should get the same facilities.
2. Teachers should get equal pay for equal work and similar qualifications.
3. Provisions for retirement and the corresponding benefits should be the same
for all teachers.
4. Rules for the appointment of teachers should be the same.
5. Conditions of service should be the same despite differences in management.

29. 3. Direction:
 It is essential that there must be an authority or an order or a
policy for providing direction to the management of every
educational programme and for taking decisions in solving the
problems.
 For this direction is necessary for giving leadership in order to
implement the programmes and carrying out the entire
management.
 Democratization of management seeks to encourage the pride,
enjoyment and growth among the individuals working in the
organisation.
 Each individual must work according to his needs, interests and
capabilities.

30. 4. Co-Ordination:
 For making smooth management of every educational
programme for resulting in adequate realization of its goals or
objectives, there is need of ensuring co-ordination and co-
operation among the multifarious resources.
 Through this coordination all facilities will be unified and all
services are harmonized.
 So through this aspect of educational management different kinds
of resources especially human resources have to be interrelated or
co-ordinated for utilizing the resources properly in an effective
manner.

31. 5. Supervision:
 Educational administration and supervision are now regarded as the
total process of making any educational programme a grand
success.
 For this, there is the need of ensuring and maintaining good inter-
personal relationships between the administrator and supervisor, the
supervisor and teachers, teachers and pupils, school and community
etc.

32. 6. Control:
 Controlling is exercised through proper technique that is the
evaluation.
 Controlling is not similar to evaluation but it is meant to fulfill
the purposes of evaluation.
 In order to fulfill the purposes of evaluation, the techniques of
control are the policies, the budget, auditing, time table,
curriculum, personal records etc.

33. 7. Educational Evaluation:
 Being the last but not the least aspect of educational
management, educational evaluation is an integral part of it as it
determines the degree of realization of educational objectives or
goals as well as the effectiveness of it; for this there must be
evaluation short-term or long-term, periodic or continuous and
formal or informal

34. References:
Mohanty, J. (2005). Educational administration, supervision and school management.
Deep and Deep Publications.
Thomson, P. (2001). How principals lose'face': A disciplinary tale of educational
administration and modern managerialism. Discourse: studies in the cultural politics of
education, 22(1), 5-22.
Larsen, J. N. (2001). Knowledge, human resources and social practice: the knowledge-
intensive business service firm as a distributed knowledge system. Service Industries
Journal, 21(1), 81-102.
Lyons, R. (1970). Administrative Aspects of Educational Planning.