The nature, scope and function of school administration 2

The nature, scope and function of school administration 2

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  DEM 325 THE NATURE, SCOPE, AND FUNCTION OF SCHOOL ADMINISTRATION RAMIL P. POLINTAN Student, Ph.D. EM
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  Landmark in thehistory of the Philippine Educational System EDUCATION ACT OF 1982 Human Uplift Social Progress The act restates the policy of the state to establish and maintain a complete, adequate, and integrated system of education relevant to the goals of national development, and it delineates specific provisions relevant to various concerns of the educational enterprise.
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals, and objectives of the school;
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 2. be accountable for the efficient and effective administration and management of the school;
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 3. develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning and to harmonious and progressive school- personnel relationship;
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 4. assume and maintain professional behaviour in his work and in his dealings with students, teachers, academic non-teaching personnel, administrative staff, and parents or guardians;
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 5. render adequate reports to teachers, academic non-teaching personnel, and non-academic staff on their actual performance and counsel them on ways to improve the same;
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 6. observe due process, fairness, promptness, privacy, constructiveness, and consistency in disciplining his teachers and other personnel;
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  A Challenge toSchool Administrator The Education Act of 1982 provides that every school administrator shall: 7. maintain adequate records and submit required reports to the Department of Education.
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  Educational Community Educationalcommunity refers to “those persons or group of persons as such or associated in institutional involved in organized teaching and learning system.”
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  Parents Stakeholders Students School Non-teaching Teaching Staff Staff Administrator
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  The Nature ofSchool Administration AMINISTRATOR PEOPLE for the tasks of organization that 1. they know what they are to do, 2. they know how to go at the task together, 3. they get it done, and 4. they are rewarded for doing it.
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  Educational Administration Directly People Indirectly Social Process, in terms of: Objective, because it desired end as a whole is human and social development.
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  Educational Administration Directly People Indirectly Social Process, in terms of: Content, because the substance or subject matter of its decision-making function involves or affects people directly or indirectly.
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  Educational Administration Directly People Indirectly Social Process, in terms of: Method, utilizes procedures, and techniques which involve or affect human beings directly or indirectly.
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  The Nature ofEducational Administration Two complementary Views foundational view functional view “why” one behaves as he “what” one does or should does, and it utilizes do as a school administrator, established and emerging and it focusses on the tasks theoretical frameworks for and activities in which one analysing the antecedents, must be competent if he is predictors, correlates, or to be an effective school outcomes of administrative administrator. behaviour.
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  Scope and Functionof School Administration Scope function Five Major Functions in Educational Administration 1. To help community translate the overall, and somewhat nebulous, goals (education for all, for example) into concrete and achievable goal and plans (for a given school for instance).
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  Five major Functionsin Educational Administration 2. To direct and supervise the amazingly complex task of bringing together the necessary teachers, students, and support personnel, along with the required physical plant and educational equipment and materials, into an operating unit known as a school.
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  Five major Functionsin Educational Administration 3. To establish and maintain effective “feedback” circuits so that an adequate evaluation of “how are we doing” is always available. This will include research operations of two kinds: (1) research to gather data and present an accurate picture of the operation “as is”; (2) experimental research to utilize new facts from the physical and human sciences along with new theories of learning in an effort to produce improved teaching and learning situations.
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  Five major Functionsin Educational Administration 4. To initiate new structures, processes, or procedures that become necessary for goal achievement or for changing existing goals and purposes. The necessity for such initiatory activities and the indication of the kind needed will be derived from the aforementioned evaluation.
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  Five major Functionsin Educational Administration 5. To communicate with the body politic regarding all phases of the educational institution. This involves two-way communication, not a simple one-group telling another process but a true and continuous conversation-a dialectic concerning education.
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  Broad Functional Areasof Administration Policy Resources Execution is defined as a people, money, integration statement of authority, and and a those objectives materials. synthesis of that guide the Decision- resources and actions of making is also policies that substantial used by the are portion of the administrator interrelated total in dealing to achieve a organization. with resource- purposeful allocation . organization
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  Task of SchoolAdministrator Tasks referring to “what is expected to be done” by the school administrator in providing leadership for the improvement of the school. 1. Instructional program; 2. Staff personnel; 3. Student-personnel; 4. Financial and physical resources; 5. School-community relationships.
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  Areas of Responsibility of Administrator 1. Purposing- 2. Maintaining- 3. Allocating- 4. Evaluating-
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  Function of the School EDUCATION ACT OF 1982 School Administrator all persons occupying policy- implementing position having to do with the “function”, “functional areas”, “tasks”, “areas of responsibility”, and “functional categories” are referred to educational administration.
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  System Approach to School Administration System Kaufman (1970) System Analysis Synthesis Steps in system analysis: 1.Identifying the problem; and 2.Determining solution requirements and alternatives Steps in system synthesis: 3.Choosing a solution strategy from alternatives; 4.Implementing the solution strategy; 5.Determining performance effectiveness.
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  “Efficiency,” and “Effectiveness” Gibson and Hunt (1965) described their concept of “efficiency” as “the ratio of realized outcomes to input of personnel identified with the school material” and they express it in the following formula: Ef = _____RO______ R (P, S) + M
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  “Efficiency,” and “Effectiveness” Other authors described their concept of effectiveness as “the ratio of realized outcomes to intended outcomes,” and express it, formula-wise, as follows: Ef = ____RO___ IO
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  ENDS sometimes referred toas purpose or objectives, give direction to the educational effort. The curriculum is the means utilized to attain the ends. It includes the concepts and factual data selected, the methodology employed, the experiences contrived, and the organizational stratagems used.
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  Efficiency of Meansand Effectiveness of Means as Applied to Evaluation of Curriculum Efficiency of Means Involves time and money “Will the curriculum means accomplish the attainment of the intended goal within the reasonable time and for reasonable amount of money?”
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  Efficiency of Means if a particular means is both appropriate and valid but requires too much time, then it does not meet criterion of efficiency. Or a given means may be very quick to accomplish the intended objectives, but if it’s extremely costly to employ, then it does not meet the efficiency criterion.
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  Effective of Means content,methodology, organizational arrangements, experience. “Are the curriculum ends actually attained?” “Do the students learn what is intended for them to learn?” “Are the desired objectives realized?” “Do the arrangement of time, space, and staff maximally contribute to the attainment of the intended objectives?”
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  School Administration Institutional Social System Individual Effectiveness Theory Efficiency Effectiveness Efficiency relates to the relates to the accomplishment of satisfaction of cooperative individual purpose, which is motives and is social and non- personal in personal in character. character.
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  School Administration McGregor Theory of Y Theory of X (1960) Theory X views Theory Y views behaviour in terms behaviour in terms of organization, of human growth, control and self-expression, direction. self-direction, and self- fulfilment.
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  Two Vital Aspectsof School Administration Organization Management is the restructuring refers to the of individuals and direction of functions into individuals and productive functions to achieve relationship. It is ends previously concerned mainly determined. It with the formal and involves the human rational aspects of and generalizing administration. factors.
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  Administration Distinction between Administrationand Management Management
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  Administration Management It is concerned about the determination It puts into action the policies and Nature of Work of objectives and major policies of an plans laid down by the organization. administration. Type of Function It is a determinative function It is an executive function It takes major decisions of an enterprise It takes decisions within the Scope as a whole. framework set by the administration. Level of Authority It is a top-level activity. It is a middle level activity. It consists of owners who invest capital in It is a group of managerial personnel Nature of status and receive profits from an enterprise. who use their specialized knowledge to fulfil the objectives of an enterprise. It is popular with government, military, It is used in business enterprises Nature of Usage educational, and religious organizations. Its decisions are influenced by public Its decisions are influenced by the Decision Making opinion, government policies, social, and values, opinions, and beliefs of the religious factors. managers. Planning and organizing functions are Motivating and controlling functions Main Function involved in it. are involved in it It needs administrative rather than It requires technical activities. Abilities technical abilities. Management handles the employees. Administration handles the business aspects such as finance.
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  Educational Administration Governance concerned with the process of administering, the execution of public affairs in educational organizations, the performance of executive functions, guiding, controlling, and directing of educational organizations, and the judicious use of means to accomplish educational ends.
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  Educational Administration Governance is concerned with the political function of policy-making in education; the organization and machinery through which political units such as agencies, states and local school exercise authority and perform functions; and the complex political institution, laws, and customs that comprise the setting for the performance of administrative functions and responsibilities.
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  “Management” is the highest order of administration. Management is the evidence of quality administration, but the trust of the management role is still action-oriented. Management is concerned with internal functions which enable the organization to realize its established aims and goals.
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  “Administration” exist toserve and facilitate the effective operation of the various phases of the school’s total program. In this context management refers to various ways through which human and material resources can be mobilized to work toward attaining the school goal.
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  “Administration” Sergiovanni definesadministration in its management sense as “the science and art of achieving organizational objectives in a fashion which is cost-effective and which obtains sufficient teacher and consumer satisfaction to ensure their continued participation and support.”
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  Educational Administration Bottom line Educational Leadership The educational leader is very much concerned with the issue of purpose and direction.
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  Administration Policy Resources Execution Decision-Making Policy-Making
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  Policies are notonly formulated Programmed Communicated Monitored Evaluated
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  pattern of actioninvolving a cycle of activities referred to as policy cycle, Figure 1. Policymaking Process Policy Evaluation Policy Agenda Policy Implementation Policy Formulation Policy Adoption The Policy Cycle
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  Video of K+12 EnhancedBasic Education Program
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  Policymaking Process • ProblemIdentification and Agenda Setting Problem Identification – What is the problem? What happens if, we do nothing? – Demand for government action to resolve a problem or take advantage of an opportunity – Getting the government to see the problem – Problems capture the attention of policymakers through indicators, focusing events (disasters), crises, feedback or problems just fade away – Budget (money makes the world go around) is a special problem
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  Policymaking Process Agenda Setting – Those items policymakers are discussing and seriously considering – Getting the government to begin to act on the problem – Output that transform the problem into an ISSUE • Issue – conflict between two or more identifiable groups over procedural or substantive matters relating to the distribution of positions and resources
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  Policymaking Process • PolicyFormulation –Development of a plan to solve the problem –Government’s proposed solution to the problem
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  Policymaking Process • PolicyAdoption/Legitimation – Decision – making state – Development of support for a specific proposal such that the policy is legitimized or authorized – Getting the government to accept a particular solution to the problem – Policy decisions rests on public officials or body to adopt, modify or reject a preferred policy alternative
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  Policymaking Process • PolicyImplementation – Application of the adopted policy by the government’s bureaucracy to the problem – Execution of a program that has been adopted by legislation or by executive or judicial order – Control (designed to cause people to do things, refrain from doing things, or continue doing things that they otherwise would not do) Ex. Coercive/non coercive, inspection, licensing, contracts, taxation, sanctions, etc. – Compliance (induce people to act in accordance with governmentally prescribed rules and regulations)
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  Policymaking Process • PolicyEvaluation – estimation, assessment, or appraisal of policy including its content, implementation and effects – Effectiveness: Has the valued outcome been achieved? – Efficiency: How much effort was required to achieve a valued result? – Adequacy: To what extent does the achievement of a valued outcome resolve the problem? – Equity: Are costs and benefits distributed equitably among different groups? – Responsiveness: Do policy outcomes satisfy the needs, preferences or values of particular groups? – Appropriateness: Are desired outcomes (objectives) actually worthy and valuable?
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  DepEd Order No.31 s. 201 Policy Guidelines on the Implementation of K to 12 Basic Education Curriculum
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  pattern of actioninvolving a cycle of activities referred to as policy cycle, Figure 1. Policymaking Process Policy Evaluation Policy Agenda Policy Implementation Policy Formulation Policy Adoption The Policy Cycle
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  Video of K+12 EnhancedBasic Education Program
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  Educational Administration Tangibles Intangibles school site, the humanization of laboratory facilities, administration, the library facilities, encouragement of faculty, medical- academic freedom, the exercise of democratic dental, and security leadership, the services, and co- strengthening of group curricular or special facilities such as dynamics, the audio-visual aids, maintenance of good public relations, and speech clinics, and guidance and the development of the counselling centers. child.
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  School Administration Tangibles Intangibles Administrative Accountability the administration should be aware not only of its responsibility but also of its accountability to its clientele, the students, and the society at large.