Objectives: After The Successful Completion Of This Course The Students Would Be Able To: Understand And Differentiate The Terms Administration, Supervision, Organization And Management. Apply Different Tools And Techniques Of Administering And Supervising Understand And Perform Various Functions Of Management Review And Evaluate The Specific Organizational Conditions Characterize And Exercise Effective Leadership Traits And Behaviors Perform Effectively And Efficiently As A Head Teacher Or Headmaster/ Headmistress Understand And Analyze The Behavior Of Employees In The Light Of Various Theoretical Perspectives Of Education Administration Manage The Human And Material Resources Of An Organization Efficiently & Effectively Unit1: introduction to educational management Definition and Concept of management Educational management Scope of educational management Unit 2: Process of Educational Management Planning Organizing Leading Communicating Controlling Budgeting Unit 3: Educational Administration Nature and definition Principles of educational administration Features of an effective administration Unit 4: Educational Supervision Concept and definition of educational supervision Need, importance and aims of supervision Types of supervision Techniques of supervision Factors affecting educational supervision Unit 5: Decision Making Meaning& importance The decision making process Types of decisions and decision-making problems Programmed and non-programmed decisions; group and individual decisions Unit 6: School Discipline Definition, purpose and types of school discipline Three stages of discipline Factors affecting school discipline Unit 7: Rules and Regulations Rules regarding appointment, leaves, pay and allowances. Efficiency & Discipline rules Terms of reference of various personals in the school Code of ethics Unit 8: Key Issues in Educational Management Pre-service and in-service training Punishment and reward system Management of school library  Efficiency and effectiveness Productivity vs human relations Training vs development Unit 9: Records in Educational Institutions Attendance register Leave register Stock register Cash register (fee, different kind of funds) Personal files of teachers and other staff Other academic record (students result, staff meetings etc.) Recommended Books: Bell, L. and Bush, T. (2002). The principals and practices of educational management. London: Paul Chapman Publishing. Griffin, R..W. (1997). Management. New Delhi: AITBS Publishers. Hoy, W. K., & Miskel, C.G. (1998). Educational administration: Theory, research and practice. New York: McGraw-HILL. Robbins, S. P. (1997). The administrative process. Sandiego: SanDiego State University. Sidhu, S.K. (2001). School organization and administration. New Delhi: Sterling Publishers

1.  Definition and Concept of management.
Management is required in all kinds of organisations whether they are manufacturing
computers or handlooms, trading in consumer goods or providing saloon services and even
in non-business organisations. No matter what the organisation is or what its goals might
be, they all have something in common – management and managers. Successful
organisations achieve their goals by following a deliberate process called ‘management.
Management consists of a series of interrelated functions that are performed by all
managers. In simple words Management is the art of getting things done through
people. Let’s understand the concept of management.
Table of Contents
 Concept of Management
 Characteristics of Management
Concept of Management
Some of the common definition of management given by famous writers and thinkers are:
 According to Harold Koontz and Heinz Weihrich, Management is the process of
designing and maintaining an environment in which individuals, working together in
groups, efficiently accomplish selected aims.
 According to Robert L. Trewelly and M. Gene Newport, Management is defined as
the process of planning, organising, actuating and controlling an organisation’s
operations in order to achieve coordination of the human and material resources
essential in the effective and efficient attainment of objectives.
 According to Kreitner, “Management is the process of working with and through
others to effectively achieve organisational objectives by efficiently using limited
resources in the changing environment.
 According to George R Terry, Management consists of planning, organising, actuating
and controlling, performed to determine and accomplish the objectives by the use of
people and resources.
So Management can be defined as a process of getting things done with the aim of
achieving goals effectively and efficiently. Some important terms in this definition are:
Course Code: EDU:B1286 Educational Management and Supervision 3 Credit Hours
B.Ed (1.5 years) (2nd
Semester)

2. 1. Process: Process means the primary functions or activities that management
performs to get things done. These functions are planning, organising, staffing,
directing and controlling.
2. Effectiveness: Effectiveness is concerned with the end result. It basically means
finishing the given task. Thus Effectiveness in management is concerned with doing
the right task, completing activities and achieving goals
3. Efficient: Efficiency means doing the task correctly and with minimum cost.
Management is concerned with the efficient use of input resources which ultimately
reduce costs and lead to higher profits.
it is important for management to achieve goals (effectiveness) with minimum resources
i.e., as efficiently as possible while maintaining a balance between effectiveness and
efficiency.
 Educational management .
Educational management refers to the process of planning, organizing, coordinating, and
controlling various aspects of an educational institution or system. It involves the
administration and leadership of educational institutions such as schools, colleges,
universities, and other learning organizations.
 The primary goal of educational management is to provide effective and efficient
education by utilizing available resources, setting goals, making decisions, and
implementing strategies to enhance teaching and learning outcomes. Educational
managers, including principals, superintendents, department heads, and administrators,
play a vital role in ensuring that educational institutions function smoothly and achieve
their objectives.
 Here are some key areas within educational management:
 Planning and goal-setting: Educational managers engage in long-term strategic planning,
setting objectives and goals for the institution, and creating plans to achieve them. This
involves considering factors such as curriculum development, student enrollment,
infrastructure needs, and staff requirements.
 Organizational structure: Establishing a clear organizational structure and defining roles
and responsibilities of staff members is crucial for effective educational management.
This includes designing administrative hierarchies, establishing departments, and
creating coordination mechanisms.
 Resource management: Educational managers are responsible for managing various
resources, including financial, human, and physical resources. They allocate budgets,
recruit and train staff, and ensure the availability of necessary facilities and equipment.
 Curriculum development: Educational managers oversee the development and
implementation of curricula that align with educational objectives and standards. They
ensure that curriculum content is relevant, up-to-date, and appropriate for the
students' age and needs.

3.  Instructional supervision: Educational managers provide instructional leadership by
supervising and supporting teachers. They observe classroom activities, provide
feedback, conduct evaluations, and promote professional development to improve
teaching practices.
 Student support services: Educational managers coordinate support services to address
the diverse needs of students. This may include guidance counseling, special education
programs, extracurricular activities, and student welfare initiatives.
 Policy development and implementation: Educational managers collaborate with
policymakers to develop and implement policies that govern educational institutions.
They stay updated with educational laws and regulations and ensure compliance within
their organizations.
 Community engagement: Educational managers foster partnerships and maintain
effective communication with parents, guardians, community organizations, and other
stakeholders. They promote community involvement in educational activities and
encourage collaboration to enhance student success
 Quality assurance and assessment: Educational managers establish systems for quality
assurance and assessment to monitor and evaluate the performance of the institution.
They collect data, analyze results, and use the findings to improve educational practices
and outcomes.
 Educational management requires a combination of leadership, organizational,
interpersonal, and problem-solving skills. Effective managers create a conducive
environment for teaching and learning, promote innovation, and strive for continuous
improvement in educational institutions.
Scope of Educational Management
By scope, we mean the area within which functioning of educational management takes
place. The scope of educational management today is as vast as that of education itself.
Any activity conducive to the, achievement of educational goal, is a part of educational
management. Such activities could be at the school level, at the college level, at the
university level or at the control level. Anything done to improve the quality of education at
any stage may be ranging from the supply of material, human and financial resources to the
highest cultural or academic needs-comes under the scope of educational management.
Hence we shall consider the scope of educational management under the following heads.
(1) Goal Development : The educational system is a sub-system of a society, and therefore
the society not only provides human and non-human resources but also certain
expectations that the system of education will achieve certain goal. Since society is in a
constant process of change, needs of the society change an so do the goal specifications. It
is necessary for the educative process to be responsive to these changing expectations and
it is through the educational management system that persons involved in the process of
management can continuously examine, evaluate and change (if appropriate) the goals of
education.
(2) Programme Planning and Actualization : According to the Oxford English Dictionary,
Planning is “to design some actions to be done before hand”. Philips regards it is “the
process of setting in advance a pattern of action to bring about overall national policies by

4. the closest possible means and end.” Thus we can say that planning is the process of
preparing a set of decisions Unit 1: Educational Management: Concept, Nature and Scope ...
LOVELY PROFESSIONAL UNIVERSITY 5 for action in the future and directed towards realising
some goals by the best possible means. Notes The essence of planning is the appraisal of as
many operational alternatives as possible ant then selecting the best for launching action.
“Planning selects among alternatives, explores routes before travel begins and identifies
possible or probable outcomes of actions before the executive and the organisation is
committed to any.” According to the Education Commission (1964-66) planning at the first
two stages, i.e., national level and state levels alone suffers from some deficiencies such as
(i) lack of emphasis on local issues in educational development, (ii) non-involvement of
educational workers, and (iii) overemphasis on expenditure-oriented programmes.
Planning at the local level, i.e. college level is only to offset these drawbacks. Planning at
the college level does not mean that the principal or a few of the members of the faculty
prepare the plan for various activities of the college. Instead it is a cooperative endeavour
of all those who are involved in the implementation of the plans-not only members of the
faculty, teaching and non-teaching, but even the students, the parents and the local
communities must be associated while planning of the programmes. The goals that are
developed by the management system become the rationale for programme planning and
actualization. Programmes represent the intended engagement opportunities for students
who are to be educated. The responsibility for the planning and actualization of
programmes rests with the management system. It is therefore essential that the
management system should provide technological support to the educative process in the
form of consultations and services. The management system should initiate, coordinate,
provide services and to be a part of these activities.
(3) Organization : Organization has been a problem in the field of education. The debate
over the control of education has over and again raised the salient issue of how educational
machinery should be best organised, politically, professionally and administratively. Here
too, as in several other vital areas, education is handicapped by tradition. If conventional
biases and prejudices can be replaced by decisions made logically and scientifically, with the
achievement of objectives as the only consideration modern principles and techniques of
organization will provide a basis for effective distribution and co-ordination of functions.
Unit 2: Process of Educational Management
The process of educational management involves several key components that help ensure
the effective and efficient operation of educational institutions. These components include
planning, organizing, leading, communicating, controlling, and budgeting. Here is a brief
explanation of each component:
Planning: This involves setting goals and objectives for the educational institution,
developing strategies to achieve them, and creating action plans. Planning encompasses
various aspects such as curriculum development, resource allocation, staffing, and setting
academic standards.
Organizing: Organizing involves arranging and structuring the resources and activities of the
educational institution to achieve the planned goals. This includes designing the
organizational structure, establishing departments or divisions, defining roles and
responsibilities, and coordinating different functions within the institution.

5. Leading: Leadership is crucial in educational management to guide and inspire the
members of the institution towards the attainment of its goals. Effective leadership
involves motivating and influencing teachers, staff, and students, providing guidance and
support, making decisions, and fostering a positive learning environment.
Communicating: Communication plays a vital role in educational management. It involves
exchanging information, ideas, and instructions among various stakeholders, including
administrators, teachers, staff, students, parents, and the community. Effective
communication ensures the smooth flow of information, promotes collaboration, resolves
conflicts, and builds relationships.
Controlling: Controlling involves monitoring and evaluating the progress and performance
of the educational institution against the established goals and plans. It includes collecting
data, analyzing results, identifying areas of improvement, and taking corrective actions as
necessary. Controlling helps in ensuring that the institution operates in alignment with its
objectives and standards.
Budgeting: Budgeting is the process of planning and allocating financial resources to
support the educational institution's activities and objectives. It involves estimating the
income and expenses, prioritizing expenditures, and making financial decisions to optimize
the use of available resources. Budgeting helps in financial planning, resource allocation,
and monitoring financial performance.
These components are interconnected and interdependent, forming a continuous cycle of
management activities. Successful educational management requires effective
implementation of each component, with a focus on collaboration, adaptability, and a
student-centered approach.
Educational Administration
Educational administration refers to the process of managing and overseeing educational
institutions such as schools, colleges, universities, and other educational organizations. It
involves planning, organizing, coordinating, and supervising various activities and resources
to ensure the smooth functioning and improvement of the educational system.
Principles of Educational Administration:
Unity of Purpose: Educational administration should have a clear and unified purpose that
aligns with the mission and goals of the educational institution. All activities and decisions
should be directed towards achieving this purpose.
Equity and Fairness: Administration should promote fairness and equal opportunities for all
students, teachers, and staff. It should ensure that policies and practices are just and do not
discriminate based on factors such as gender, race, or socioeconomic status.
Participation and Collaboration: Administration should encourage the participation and
involvement of all stakeholders, including students, parents, teachers, staff, and the
community. Collaborative decision-making and teamwork lead to better outcomes and a
sense of ownership in the educational process.

6. Accountability and Responsibility: Administrators should be accountable for their actions
and decisions. They should take responsibility for the effective management of resources,
the implementation of policies, and the overall performance of the institution.
Continuous Improvement: Educational administration should emphasize continuous
improvement and innovation. Administrators should be open to feedback, research-based
practices, and new approaches to enhance teaching and learning outcomes.
Features of an Effective Administratio
Vision and Direction: Effective administration provides a clear vision and direction for the
institution. It establishes goals and strategies to achieve them, ensuring that all members of
the organization are aligned and working towards a common purpose.
Effective Communication: An effective administration fosters open and transparent
communication among all stakeholders. It ensures that information flows smoothly,
feedback is valued, and decisions are effectively communicated to promote understanding
and collaboration.
Competent and Empowering Leadership: Effective administrators possess strong leadership
skills and the ability to empower others. They delegate authority, provide guidance and
support, and create an environment that encourages professional growth and autonomy.
Efficient Resource Management: Administrators efficiently allocate and manage resources
such as finances, infrastructure, and human capital. They prioritize needs, optimize
resource utilization, and ensure the availability of necessary tools and support for teaching
and learning.
Continuous Evaluation and Improvement: Effective administration regularly assesses the
performance of the institution and implements measures to improve it. This includes
monitoring academic progress, evaluating teaching methods, and identifying areas for
growth and development.
Adaptability and Flexibility: An effective administration is adaptive and responsive to
changing needs and circumstances. It embraces innovation, encourages experimentation,
and adjusts policies and practices to meet evolving educational challenges.
By embodying these principles and features, educational administration can create an
environment conducive to quality education, student success, and overall institutional
growth.
Unit 4: Educational Supervision
Concept and Definition of Educational Supervision:
Educational supervision is a process that involves the observation, guidance, and support
provided to educators to enhance teaching and learning practices. It aims to improve the
overall quality of education by ensuring that teachers are effectively implementing the
curriculum, utilizing appropriate instructional strategies, and meeting the needs of students.
Educational supervision encompasses activities such as classroom observation, feedback,
professional development, and collaboration.
Need, Importance, and Aims of Supervision:

7. 1. Need for Supervision: Supervision is essential in education to ensure that teaching
practices align with educational objectives, standards, and policies. It helps maintain
consistency, improve teaching quality, identify areas for improvement, and support
professional growth.
2. Importance of Supervision: Supervision plays a crucial role in promoting effective
teaching and learning. It provides teachers with constructive feedback, guidance, and
support, leading to enhanced instructional practices, student engagement, and
achievement. It also helps in maintaining accountability and fostering a culture of
continuous improvement.
3. Aims of Supervision: The main aims of educational supervision include: a. Improving
Teaching Practices: Supervision aims to enhance instructional methods, strategies, and
techniques employed by teachers to optimize student learning outcomes. b.
Professional Development: It aims to support teachers' professional growth by
providing opportunities for training, reflection, and collaboration. c. Quality Assurance:
Supervision ensures that educational standards and policies are being implemented
effectively to maintain quality education. d. Student Support: It aims to identify and
address individual student needs and challenges, ensuring their academic and personal
development.
Types of Supervision:
 Clinical Supervision: In this approach, a supervisor observes teachers in their actual
teaching environment, provides feedback, and offers guidance for improvement. It
focuses on the specific needs of teachers and their professional development.
 Formative Supervision: This type of supervision is ongoing and focuses on supporting
teachers' growth and development. It involves regular observation, feedback, and
collaborative discussions to improve teaching practices.
 Summative Supervision: Summative supervision occurs at specific intervals, such as the
end of a school year or term. It involves evaluating and assessing the overall
performance of teachers based on predetermined criteria and standards.
 Techniques of Supervision:
 Classroom Observation: Supervisors visit classrooms to observe teaching methods,
student engagement, and instructional strategies. They may use checklists, rubrics, or
other observation tools to gather data.

8.  Feedback and Coaching: Supervisors provide constructive feedback to teachers based
on their observations. They offer suggestions, guidance, and resources to enhance
teaching practices.
 Professional Development: Supervisors organize workshops, seminars, and training
sessions to address specific areas of improvement and provide teachers with
opportunities for skill enhancement.
 Collaborative Reflection: Supervisors engage in collaborative discussions with teachers
to reflect on their teaching practices, identify challenges, and develop action plans for
improvement.
 Factors Affecting Educational Supervision:
 Leadership and Support: Effective leadership and support from school administrators
and supervisors significantly influence the success of educational supervision.
 Trust and Collaboration: Trust and positive relationships between supervisors and
teachers foster a supportive and collaborative supervisory process.
 Professional Development Opportunities: Availability of professional development
programs and resources helps supervisors and teachers stay updated with current
educational practices and trends.
 Time and Resources: Sufficient time and resources allocated to the supervision process
enable supervisors to provide comprehensive support to teachers.
 Organizational Culture: The culture of the educational institution, including its values,
norms, and beliefs, impacts the effectiveness of supervision.
 External Factors: External factors such as government policies, educational standards,
and community expectations can influence the scope and focus of educational
supervision.
 Consideration of these factors is essential for designing and implementing effective
educational supervision processes that support the growth and development of
teachers and improve the quality of education provided.
Unit 5: Decision Making
Meaning and Importance of Decision Making:
Decision making is the process of selecting the best course of action among alternative
options to solve a problem, achieve a goal, or address a situation. It involves analyzing
available information, evaluating potential outcomes, and making a choice based on
rationality, intuition, or a combination of both.

9. Decision making is vital in both personal and professional contexts. In educational
management, decision making plays a critical role in determining policies, resource
allocation, curriculum design, staffing, and other important aspects. Effective decision
making ensures that decisions are well-informed, logical, and aligned with the goals and
objectives of an educational institution.
The Decision-Making Process:
The decision-making process typically involves the following steps:
.
Identification of the Problem or Goal: The first step is to clearly define the problem or goal
that requires a decision. This involves recognizing the need for a decision and
understanding the context and implications of the situation.
.
.
Gathering Information: Relevant information is collected to gain a comprehensive
understanding of the problem. This includes collecting data, conducting research, seeking
input from stakeholders, and considering various perspectives.
.
.
Generating Alternatives: Multiple options or alternatives are generated to address the
problem or achieve the goal. Brainstorming, evaluating past experiences, and seeking
advice from others can help in generating a wide range of possibilities.
.
.
Evaluating Alternatives: The generated alternatives are assessed based on their feasibility,
potential outcomes, risks, and alignment with the desired goals. This may involve weighing
the pros and cons, conducting cost-benefit analysis, or using decision-making tools and
techniques.
.
.
Making a Decision: After evaluating the alternatives, a decision is made by selecting the
best option. The decision may be based on logical reasoning, intuition, or a combination of
both, depending on the complexity of the situation and the decision maker's preferences.
.
.
Implementation: The chosen decision is put into action by developing an action plan,
allocating resources, and executing the necessary steps.
.
.
Evaluation and Feedback: The decision and its outcomes are monitored and evaluated to
assess their effectiveness. Feedback is collected to identify areas of improvement and to
guide future decision making.
.

10. Types of Decisions and Decision-Making Problems:
.
Programmed Decisions: Programmed decisions are routine and repetitive decisions that
can be made using established rules, procedures, or guidelines. These decisions are
typically made in response to recurring situations or problems for which there are
predefined solutions.
.
.
Non-programmed Decisions: Non-programmed decisions are unique, complex, and
unstructured. They require a higher level of analysis, evaluation, and creativity as they
involve unfamiliar or uncertain situations. Non-programmed decisions are usually strategic
in nature and require careful consideration of multiple factors.
.
.
Individual Decisions: Individual decisions are made by a single person. The decision maker
relies on their own knowledge, experience, and judgment to arrive at a decision.
.
.
Group Decisions: Group decisions involve multiple individuals who collaborate, share
information, and participate in the decision-making process. Group decisions can benefit
from diverse perspectives, collective intelligence, and improved problem-solving.
.
Factors such as time constraints, limited information, conflicting objectives, resistance to
change, and decision maker biases can pose challenges in the decision-making process.
These decision-making problems may require additional analysis, stakeholder involvement,
or decision support tools to overcome.
Effective decision making requires a balance between analysis and intuition, considering
short-term and long-term implications, and involving relevant stakeholders in the decision-
making process. It is important to continually improve decision-making skills to make
informed and effective choices in educational management.
Unit 6: School Discipline
School discipline refers to the rules, policies, and practices that are put in place to maintain
order, promote a safe and conducive learning environment, and foster positive behavior
among students. It encompasses a range of strategies and interventions used to guide
students' behavior and address any misconduct or disruptive actions.
The purpose of school discipline is to create an environment that supports learning,
promotes respectful behavior, and ensures the well-being of students. It aims to teach
students self-discipline, responsibility, and respect for others, while also preventing and
addressing any behavior that hinders the learning process.

11. Types of School Discipline:
Preventive Discipline: This type of discipline focuses on establishing a positive and
supportive school culture. It involves proactive measures such as setting clear expectations,
promoting positive behavior through incentives and rewards, and providing social-
emotional learning programs. The goal is to prevent disciplinary issues by creating a
respectful and nurturing environment.
Corrective Discipline: Corrective discipline is used when a student's behavior violates
established rules or disrupts the learning environment. It includes strategies such as verbal
warnings, time-outs, loss of privileges, detention, or other consequences to address and
rectify the misconduct. Corrective discipline aims to teach students about the
consequences of their actions and encourages them to reflect on their behavior.
Restorative Discipline: Restorative discipline focuses on repairing harm and restoring
relationships between individuals involved in a disciplinary incident. It emphasizes dialogue,
empathy, and accountability. Restorative practices may involve mediation, conflict
resolution, or community service to help students understand the impact of their behavior
and take steps towards resolution.
Three Stages of Discipline:
Preventive Stage: The preventive stage involves establishing a positive school climate and
implementing preventive discipline strategies. This stage emphasizes creating clear
expectations, promoting positive behavior, and providing a supportive learning
environment through the use of proactive measures.
Corrective Stage: The corrective stage comes into play when a disciplinary issue occurs. It
involves addressing the misconduct and implementing corrective discipline strategies. This
stage focuses on providing immediate consequences, guidance, and support to help
students understand the negative impact of their behavior and make amends.
Supportive Stage: The supportive stage involves ongoing support for students to ensure
behavior improvement and prevent future disciplinary issues. It includes monitoring and
providing additional interventions, such as counseling, mentoring, or behavior management
plans, to help students develop self-discipline, problem-solving skills, and positive behavior
patterns.
Factors Affecting School Discipline:
Several factors can influence school discipline, including:

12. School Climate: The overall climate and culture of the school greatly impact discipline. A
positive and inclusive climate that values respect, fairness, and student well-being fosters
better behavior and reduces disciplinary issues.
Consistent and Fair Policies: Clear, consistent, and fair disciplinary policies and procedures
help establish expectations and provide guidelines for both students and staff.
Effective Classroom Management: Teachers' ability to effectively manage their classrooms,
establish routines, and maintain student engagement contributes to a positive learning
environment and reduces disruptive behavior.
Parental Involvement: Parental support and involvement in a child's education can
positively influence their behavior and reinforce disciplinary efforts both at home and
school.
Social-Emotional Learning: The integration of social-emotional learning programs helps
students develop self-awareness, self-regulation, and interpersonal skills, leading to
improved behavior and decision-making.
Student Support Services: Access to appropriate support services, such as counseling,
mentoring, or interventions for students with special needs, can contribute to better
behavior management and intervention.
School discipline is a dynamic process that requires a holistic approach, focusing on
prevention, correction, and ongoing support. By addressing the factors that affect discipline
and implementing appropriate strategies, educational institutions can create a positive and
conducive environment for learning and personal growth.
Unit 7: Rules and Regulations
Rules and Regulations in a School:
Rules Regarding Appointment, Leaves, Pay, and Allowances: These rules outline the
procedures and criteria for the appointment of staff, including teachers and administrative
personnel. They specify the eligibility criteria, selection process, and terms and conditions
of employment. Additionally, these rules define the policies and procedures related to
leave entitlements, pay scales, and allowances for the staff members.
Efficiency and Discipline Rules: Efficiency and discipline rules establish the standards of
behavior, conduct, and performance expected from the staff members. These rules provide
guidelines on professional conduct, punctuality, attendance, dress code, use of school
resources, and adherence to teaching standards. They also outline the disciplinary
procedures and consequences for violations.
Terms of Reference of Various Personnel in the School: The terms of reference specify the
roles, responsibilities, and authority of various personnel in the school. This includes
positions such as the principal, vice-principal, head of departments, teachers,

13. administrative staff, and support staff. The terms of reference outline the specific duties,
decision-making authority, and accountability of each role.
Code of Ethics: The code of ethics sets forth the ethical standards and professional conduct
expected from all members of the school community. It establishes principles of honesty,
integrity, respect, fairness, and confidentiality. The code of ethics guides interactions with
students, colleagues, parents, and the broader community and promotes a positive and
ethical school culture.
Adherence to these rules and regulations helps ensure transparency, fairness, and
efficiency in the functioning of the school. They provide a framework for the smooth
operation of the institution, effective management of staff, and the provision of quality
education to students. It is essential for all staff members to familiarize themselves with
and abide by these rules to maintain a professional and conducive learning environment.
Unit 8: Key Issues in Educational Management
Key Issues in Educational Management:
Pre-Service and In-Service Training: The continuous professional development of teachers
and administrators is crucial for enhancing their knowledge, skills, and pedagogical
practices. Pre-service training focuses on equipping individuals with the necessary
qualifications and competencies to become educators. In-service training addresses
ongoing professional development needs and ensures teachers stay updated with new
methodologies, technologies, and educational research.
Punishment and Reward System: The establishment of an effective discipline system that
balances punishment and rewards is essential. Discipline should be fair, consistent, and
based on the principles of restorative practices and positive behavior reinforcement. An
appropriate balance between consequences for misconduct and recognition for positive
behavior helps maintain a conducive learning environment.
Management of School Library: The management of a school library involves ensuring the
availability of a diverse range of resources, including books, journals, multimedia materials,
and digital resources. It includes efficient cataloging, organization, and circulation systems,
as well as providing librarian support and promoting a culture of reading and research.
Efficiency and Effectiveness: Educational management should strive for both efficiency and
effectiveness. Efficiency focuses on utilizing resources optimally and achieving desired
outcomes with minimal waste. Effectiveness emphasizes achieving the desired goals and
objectives of education, such as improving student learning outcomes, enhancing teaching
quality, and fostering holistic development.
Productivity vs Human Relations: Balancing productivity and human relations is a
significant challenge in educational management. While productivity aims for efficiency and
achievement of targets, human relations emphasize building positive relationships,
fostering a supportive work environment, and promoting staff well-being. Striking a balance

14. between these two aspects is essential for creating a harmonious and productive
educational institution.
Training vs Development: Training and development are two interconnected but distinct
processes. Training focuses on acquiring specific knowledge and skills for immediate job
requirements, whereas development involves a broader and long-term focus on personal
and professional growth. Balancing training and development ensures that educators and
administrators are equipped with both immediate job-related skills and the ability to adapt
and grow in a changing educational landscape.
Addressing these key issues requires effective leadership, strategic planning, and a
commitment to continuous improvement. By considering these challenges, educational
management can work towards creating an environment that supports quality education,
professional growth, and positive student outcomes.
Unit 9: Records in Educational Institutions
Records in Educational Institutions:
Attendance Register: An attendance register is used to record the attendance of students,
teachers, and staff members. It helps monitor and maintain accurate records of daily
attendance, which is crucial for tracking student and staff attendance patterns, ensuring
compliance with attendance regulations, and assessing overall attendance rates.
Leave Register: A leave register is used to record the leave taken by teachers and staff
members. It includes details such as the type of leave (e.g., sick leave, personal leave,
professional development leave), dates of leave, and any supporting documentation. The
leave register helps in managing leave entitlements, monitoring leave usage, and
maintaining proper records for administrative and payroll purposes.
Stock Register: A stock register is used to keep track of various materials, supplies, and
equipment held by the educational institution. It includes details such as the description of
items, quantity, date of acquisition, and any relevant identification or tracking numbers.
The stock register helps in managing inventory, tracking usage, and ensuring the availability
of necessary resources.
Cash Register (Fee, Different Funds): A cash register is used to record financial transactions
related to the collection and disbursement of funds in the educational institution. It
includes details such as the date, description of the transaction, amount, and the type of
funds involved (e.g., tuition fees, activity fees, fundraising funds). The cash register helps in
maintaining financial transparency, tracking revenue and expenses, and ensuring accurate
financial management.
Personal Files of Teachers and Other Staff: Personal files are maintained for each teacher
and staff member, containing their employment records, qualifications, performance
evaluations, training records, and other relevant information. These files assist in personnel

15. management, performance assessment, and ensuring compliance with employment
regulations.
Other Academic Records: Academic records encompass various documents related to
student progress and achievements. This includes student results, report cards, transcripts,
exam records, and any disciplinary or behavior-related documentation. Academic records
help monitor student performance, track academic progress, and provide evidence for
educational assessments and evaluations. Additionally, staff meetings and other
administrative meetings may also be recorded to document decisions, discussions, and
action plans.
Accurate and well-maintained records in educational institutions are crucial for
administrative purposes, regulatory compliance, decision-making, and ensuring the efficient
operation of the institution. They provide a reliable source of information for assessment,
evaluation, and planning, supporting effective educational management and student
development.