The document discusses the key responsibilities and functions of school administrators according to the Education Act of 1982 in the Philippines. It outlines 7 duties that every school administrator must perform, including discharging their responsibilities according to the school's philosophy and goals, ensuring efficient administration, promoting an effective learning environment, maintaining professional conduct, providing performance reports to staff, observing due process, and maintaining required records and reports. The act aims to define the role of administrators in establishing an integrated education system to meet national development goals.

1. DEM 325
THE NATURE, SCOPE,
AND FUNCTION OF
SCHOOL ADMINISTRATION
RAMIL P. POLINTAN
Student, Ph.D. EM

2. Landmark in the history 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.

3. A Challenge to School 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;

4. A Challenge to School 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;

5. A Challenge to School 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;

6. A Challenge to School 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;

7. A Challenge to School 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;

8. A Challenge to School 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;

9. A Challenge to School 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.

10. Educational Community
Educational community refers
to “those persons or group of
persons as such or associated
in institutional involved in
organized teaching and
learning system.”

11. Parents
Stakeholders Students
School
Non-teaching
Teaching Staff
Staff
Administrator

12. The Nature of School
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.

13. Educational Administration
Directly People Indirectly
Social Process, in terms of:
Objective,
because it desired end as a
whole is human and social
development.

14. 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.

15. Educational Administration
Directly People Indirectly
Social Process, in terms of:
Method,
utilizes procedures, and
techniques which involve or
affect human beings directly
or indirectly.

16. The Nature of Educational
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.

17. Scope and Function of
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).

18. Five major Functions in
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.

19. Five major Functions in
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.

20. Five major Functions in
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.

21. Five major Functions in
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.

22. Broad Functional Areas of
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

23. Task of School Administrator
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.

24. Areas of Responsibility
of Administrator
1. Purposing-
2. Maintaining-
3. Allocating-
4. Evaluating-

25. 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.

26. 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.

27. “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

28. “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

29. ENDS
sometimes referred to as 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.

30. Efficiency of Means and
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?”

31. 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.

32. 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?”

33. 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.

34. 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.

35. Two Vital Aspects of
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.

36. Administration
Distinction between
Administration and
Management
Management

37. 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.

38. 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.

39. 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.

40. “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.

41. “Administration”
exist to serve 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.

42. “Administration”
Sergiovanni defines administration
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.”

43. Educational Administration
Bottom line
Educational Leadership
The educational leader is
very much concerned with the
issue of purpose and
direction.

44. Administration
Policy Resources Execution
Decision-Making
Policy-Making

45. Policies are not only
formulated
Programmed
Communicated
Monitored
Evaluated

46. pattern of action involving 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

47. Video of
K+12 Enhanced Basic
Education Program

48. Policymaking Process
• Problem Identification 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

49. 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

50. Policymaking Process
• Policy Formulation
–Development of a plan to solve the
problem
–Government’s proposed solution to the
problem

51. Policymaking Process
• Policy Adoption/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

52. Policymaking Process
• Policy Implementation
– 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)

53. Policymaking Process
• Policy Evaluation – 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?

54. DepEd Order No. 31 s. 201
Policy Guidelines on
the Implementation of
K to 12 Basic
Education Curriculum

55. pattern of action involving 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

56. Video of
K+12 Enhanced Basic
Education Program

57. 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.

58. 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.