The document discusses human relations and people management in educational institutions from a Filipino cultural perspective. It emphasizes that a school administrator must be people-oriented to meet educational goals given Filipino values like harmony, cooperation, and good relations. The administrator should understand communication styles, address teachers' needs, and discipline in a way that balances trust and vigilance. Performance evaluations must also consider Filipino traits like needing motivation but having a limit, and firing only after warnings.

2. Management in Educational
Institutions
EdMa 505

3. Human Relations for
School Administrator

4. Objectives:
• To know what is effective human relations, discipline,
and performance appraisal.
• To be more familiar of Filipino values and how to cope
with them.
• To asses our own communication style.

5. Human Relations – systematic, developing body ok
knowledge devoted to explaining the behavior and
relationship of man as man, be the school president or
the janitor.
- views man as human being his total make, driven
and controlled by diverse elements in society, with fears and
frustrations, expectations and desires – all part of his total
make-up
- the integration of people into a work situation in a
way that motivates them to work together productively,
cooperatively and attain economic, psychological and social
satisfaction

6. (C) (M) = PP
(Competency) (Motivation)= Performance and Proficiency
Human Relations in School

7. Basic Needs that a School Administrator Must Respond
Crying Needs of Teachers Administrative Tasks
Information Communicate
Opportunity Challenge
Help, if deficient Care
Measurement, Criteria or Standards of
Performance
Control
Rewards Compensate

8. The School Administrator’s Skills
For the school administrator to fulfill his task as developer or motivator of his people, he
must possess the three kinds of skills:
• Technical Skills – the ability to use knowledge, methods,
techniques and equipment necessary for a performance of
specific tasks required form experience, education and training.
• Human Relations Skills – the ability to work with and through
people, including an understanding of motivation and
application of effective leadership.
• Conceptual Skills – the ability to understand the complexities
of the overall educational organization and where one’s own
operation fits into the organization and according to the
objectives of the school.

9. Barriers to Human Relations
1. Administrator’s indifference and arbitrariness in dealing with
teachers.
2. Ineffective supervision and malpractices of discrimination
and favoritism.
3. Abusive and defiant attitudes toward school administrators
by some teachers.
4. Inadequate wages or salaries, unfair company personnel
policy, poor working conditions and luck of job security and
stability of employment.
5. Lack of opportunity for advancement and self-improvement,
recognition of worker.

10. Principles of Human Relations
• Teachers and school administrators should share the
responsibility of establishing and maintaining harmonious
relationship.
• School administrators should practice empathy.
• Should cooperate to others, and in turn gets cooperation.
• Should share information, knowledge, credit, decisions and
problems.
• Sharing information is telling others why they need to do something in a
particular way.
• Sharing credits is giving praise to others who have done a good job in helping
meet educational goals.
• Sharing decisions is getting support of the decisions he makes.
• Sharing problems is getting solutions from others.

11. Summary
Human relations or school administrators is the
integration of people into work situation in a way that
motivates them to work together productively,
cooperatively and attain economic, psychological and
social satisfaction.

12. Filipinizing Teachers and School
Management Relations
Pamilya
High Tiwala, Low tutok
Low Tutok, Low Tiwala
High Tiwala, High Tutok
Average Tutok, Average
Tiwala
High Tutok, Low Tiwala
Bayanihan

13. Each set of coordinator represent a certain type of a school managerial leader. Each
type has certain styles of characteristics:
1. High Tiwala, Low Tutok. When the values of the teacher are
positive rather than negative, this style motivates, this style
motivates them to do their work well.
2. Low tutok, High Tiwala. When the values of the teachers are not
yet known to be neither negative nor positive, this style of go-along-
to-get-along, “don’t rock the boat” approach may be made but only
within the first few months.
3. High Tiwala, High Tutok. When demands of the job is to get high
quantity and high quality results and the teachers have positive
values, this style will maintain their enthusiasm for work.
4. High Tutok, Low Tiwala. When the values of the teacher are
negative than positive, this is the appropriate style.
5. Average Tutok, Average Tiwala. When the teachers have
positivized their values but still there is doubt about it, then this is
the appropriate approach.

14. A school manager utilizing the value grid should
consider the following:
1. The phrase “Marunong mag-asikaso sa kapwa”
2. Pakikisama
3. Bayanihan
4. Hiya and amor propio
5. Galang
6. Utang na Loob

15. Summary
The school manager has to be people-oriented to
meet the educational targets because of the values and
norms of our Filipino culture. He must always promote
harmony and goodwill continue to o well in the work
station. He must emphasize the importance of
communications and good relations, for if a teachers are
happy, feel contented, feel a sense of worth and warmth
and acceptance, then they will want to cooperate him in
the educational system.

16. How School Manager Influence Other
A good and effective school manager must be able to
influence others to attain objectives. He must be able to
diagnose the communication style by his people by their
letters, proposals, memoranda, telephone conversation, and
the environment and surrounding in which they work.

17. Communication Styles Of People

18. COMMUNICATION STYLES OF
PEOPLE
POSITIVE NEGATIVE
Intuitor
conceptual, original, imaginative,
creative, broad=gauged, idealistic,
intellectually tenacious and ideological
too theoretical, unrealistic, far-out,
fantasy-bound, irrelevant, out-of-
touch, dogmatic and impractical
Thinker
fact-oriented, deliberative, prudent,
weighs alternatives, stabilizing,
objective, rational, analytical, exact
and precise
non- emphatic, indecisive, over-
cautious, over-analyzing,
unemotional, non-dynamic,
controlled and controlling, over-
serious and rigid and nitpicking
Feeler
people-oriented, spontaneous,
persuasive, emphatic, grasps,
traditional values, introspective, draws
out feelings of other, loyal and informal
hard-nosed, over-reacts,
manipulative, sentimental, guilt
ridden, subjective and too casual,
over-personalizes and stirs up
conflicts
Senser
action-oriented, pragmatic, assertive,
directional, results-oriented, technically
skillful and objective
too here-and-now in thinking, status-
seeker, self-involved, poor planner,
impulsive, does not work with ideas,
overpower, lacks trust in others and
acts before thinking

21. ENVIRONMENT AND SURROUNDING
PERSON DESK OFFICE DRESS
Intuitor
has book piled on the desk
(survey/theoretical) evidence:
reference works and scholarly reports
often two piles as he compares two
sets of data
has painting of an abstract nature on
the wall, a book case with a large
number of theoretical or conceptual book
and a sound conference table resembles
many think-thank
cares little abbot his clothing and the
manner in which he presents himself,
not-fashion conscious and may look like
an absent-minded professor
Thinker
neat and orderly, display only things
currently being worked on
evidence: electronic calculator
neat and simple with charts and graphs
on the wall, tasteful and conventional
painting furnishings, often have
computer printouts
neatly dressed with careful attention
paid to details such as color
coordination and accessories, tends to
wear ties with geometrical designs and
dress in conservative, understand
manner
Feeler
In addition to business papers
photographs, meaningful
paperweights and picture of the family
and personal memorabilia
photographs of company, outings,
souvenirs, citations on the wall, his office
is likely to be the most personalized,
warm and colorful, books are
autobiographical and people-oriented
cares how much he and others appear
Senser
most clattered and disorderly , piles of
papers, correspondence and projects
in progress in no apparent
arrangements
cluttered with half-finished projects, with
piles of papers, with two or three
briefcases, wall paintings depict action
or motion, aerial photographs of plants
or picture of products
inclined toward simplicity in dress,
down-to-earth and action-oriented as
shown by his jacket off, sleeves rolled-
up and tie loosened, for males, light
loose and casual with few accessories if
female, too busy to be neat

22. PERSON WHAT HE/SHE SAYS PRIMARY STYLES OF THE PERSON HOW TO INFLUENCE
Intuitor
future-oriented (next year), deals
primarily with world of concepts and
ideas (“tie into our concepts”) and
interested into innovative and new
ideas (unique)
rejects facts and make judgment on his
own hunches,
thought pattern shift rapidly, able to see
how complex things fit together, will try
new things and even want to see how he
can make things differently
the school manager must show him the
unusual, the new and the creative, new
development will interest him
Thinker
like to think things through and
weighs alternatives (options), works
in an organized, systematic way (step
by step) and often uses words like
“exact” and “precise”
rational, logical and fact detail oriented
very organized and concerned with
whatever relevant fact products,
questions everything and continuously
requests for information
the school manager must have
organized presentation, use many
alternatives, be specific, provide data
and use plenty of examples, the school
manager must present himself as firm
and technically competent
Feeler
puts considerable stock in the
opinions of these whom he respects
(“who else”), very concerned about
impact on other in the organization
(“most of the people in that
department will not like”) and often
uses the word “feel”
tends to be aware of and be sensitive to
feelings both yours and his, hates to be
rushed, concerned with how friendly the
ongoing relationship will be
the school manager must be
personable, polite to the point and
maintain eye contact, the school
manager must be sincere
Senser
always in a hurry (“only got 5
minutes”), impatient to get through
into action (“get it on stream”) and
has an abhorrence for minutiae or
likes to get to the main point quickly
(“never mind all the details”)
tend to be blunt and to the point; the
Thinker factual, logical, chatty, the
Feeler, gossipy, the Intuitor , flighty
the school manager must bear in mind
that the Senser’s favorite things are
“winning” and “power”, the school
manager must get to the point limit
alternatives, emphasize action and give
concrete examples

23. Summary
A school manager must be able to know the
different communication styles of his teachers in
order to sustain flexibility on treating or dealing
with his teachers thus hinder the conflict and
discomfort of his administration.

24. How to Take Care of Teachers and School Personnel
The school administrator should
encourage communication and
participation.
The school administrator and teachers
must work together in formulating plans.
Appropriate benefits should be given and
made known to the teachers and school
personnel.
The key words in taking good care of teachers and
school personnel is “ARAW’ (Achievement, Recognition,
advancement and Wealth)

25. How a School Administrator Should Enforce
Discipline in the Philippine Setting

26. Disciplining – is responsibility which rests squarely
on the shoulder of any school administrator.
Authority – the art of eliciting obedience;
obedience is not the end of authority but
an effect of it, grounded on moral values
An administrator is given an authority to discipline
When on in the authority is not morally good, refuge is sought
either in tyranny on the part of the person in authority, or license
on the part of the subordinates. The union of authority and
obedience is the goal of two values which make demands from
one another and should achieve equilibrium. If the value of
authority is lost, obedience loses its point of support and no
discipline is possible.

27. 11th. Thou shall not get caught.
12th. If caught, thou shall not admit.
13th. If forced to admit, thou shall implicate others.
A school administrator must know that there are 13
commandments followed by Filipinos aside from the
ten commandments of God:
• Popular Filipino belief, “Kapag nakikita bawal ,
kung hindi nakikita, hindi bawal”.
• Baka Makalusot mentality

28. Some Negative Attitudes that Affect
the Filipino Behavior:
• Ginagawa naman ng lahat. Bakit ako magpapahuli.
Ano ako tanga?
• The “If-you-can’t-beat-them” attitude
• Ipabubugbog kita kung itutuloy mo ang iyong tamang
hakbang.
• bantay salakay attitude

29. Summary
A teacher’s teaching efficiency or a school
personnel’s urge to work harder or improve his work
depends on how he feels; if he is tired or not, his present
state of health, or anything that that motivates him to work
or otherwise distract his attention at a certain time. Using
financial incentives like increasing salaries may have a
temporary effect and its effectiveness also depends on the
factors mentioned. It may serve as good means of
attracting teachers and school to do their best. However, an
individual’s capacity is only up to a certain level, depending
on the kind of work, no matter how much he is motivated to
do more.

30. How a School Administrator Should Enforce
Discipline in the Philippine Setting

31. Disciplining Filipino Style
Disciplining – demands firmness
and kindness on the part of the
school administrator. It requires
trust and vigilance.
Because of the bipolarity of Filipino Values,
a school administrator in the Philippine
setting must trust school teachers’
personnel, staff and students like angels but
watch them like devils.

32. How to discipline in Filipino way?
• He must speak softly but carry a big stick.
• Tutok tiwala way of managing
• Carino con cinturon or amor con latigo
Good Instruction – the foundation of good
discipline

33. How to Implement an Employee Performance Appraisal
and Maintenance System in School
Cecilia Apostol Fortuna, The Role of Filipino Values on HRM Functions)
“We try very hard to maintain a good
staff. A first we light fire in our
employees. If fails, we light fire
under them. And if all fails, we fire
them.”
• Lights fire – steps taken are in form of incentives or challenges or in
responsibilities given.
• Light a fire under – resorting to more drastic measures if the attitude of
teachers and employees does not improve, to wake up the teachers and
employees from “slumbering performance”.
• Firing - done after giving proper breaks and concomitant warnings.
This system may work in the Philippines provided that the basic
Filipino traits of the members of the groups or teams have previously been
appraised and studied

34. Conclusion
An effective and well-organized teacher and
employee performance appraisal and maintenance system
can help ensure that personnel decisions are based or
merit and not on some questionable criteria. The presence
of objective, in turn, can bring about a healthier atmosphere
and higher morale within the school.
The system of teacher and employee performance
appraisal and maintenance adopted by a school must be
suited to its specific purpose and needs to the Filipino
values of employees. Otherwise, the result will not be
meaningful for the school nor for the teachers or
employees.

36. The End…