Module in

Education 303
Theory and Practice in Educational Management

I. IMPORTANT MANAGEMENT CONCEPTS

Objectives of the Chapter

1. Explain the functions of management and its application to managing the education
system.
2. Differentiated management and leadership
Education is one of substantial factors of efficiency and speed of economical
development. It presents social value for itself, because operations improvement and changing of
social relations depend at the most of people’s knowledge and education. Schooling qualifies a
person to be an active agent of economical changes. The management of the organizations of
economical type is similar as the management in school system.

In spite of some critics' opinion that management can not be applied in the field of school
system, there are very certain opportunities for it if general observing of government
participation in school managing changes. Pedagogical – educational institutions have to become
more independent in the process of decision making connected to management of their systems,
because they know it at the best.

Activity 1. Concept Mapping.

Group the students into four. Let them create a concept map of “management”.
Request somebody from the group to discuss the output in the class

Educational management is a field of study and practice concerned with the operation of
educational organizations. There is no single generally accepted definition of the subject because
its development has drawn heavily on several more firmly established disciplines, including
sociology, political science, economics and general management.

Bolam (1999: p. 194) defines educational management as ‘an executive function for
carrying out agreed policy’. He differentiates management from educational leadership which
has ‘at its core the responsibility for policy formulation and, where appropriate, organizational
transformation’

Nature and Scope of Management

Management is goal-oriented: Management is not an end in itself. It is a means to

achieve certain goals.
Management is universal: Management is an essential element of every organised
activity irrespective of the size or type of activity.

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 Management is an Interactive Force: The essence of management lies in the
coordination of individual efforts in to a team.
Management is a Social Process: Management is done by people, through people and
for people.
Management is Intangible: management is an unseen or invisible force. It cannot be
seen but its presence can be felt everywhere in the form of results.
Management is an art as well as Science: It contains a systematic body of theoretical
knowledge and it also involves the practical application of such knowledge.

Management/Administration/Leadership as used in big Countries

Levels of Management

Activity 2. Differentiating Management and Leadership.

Group the class into a desired number. Ask the students of the their ideas on the
difference between management and leadership. Provide a Manila Paper to be
divided into two columns. Column 1 – Management, Column 2 – Leadership. The
reporter will discuss the output in the class.

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Managerial Leadership

The type of leadership most closely associated with formal models is "managerial."

Managerial leadership assumes that the focus of leaders ought to be on functions, tasks
and behaviours and that if these functions are carried
out competently the work of others in the
organisation will be facilitated. Most approaches to
managerial leadership also assume that the behaviour
of organisational members is largely rational.
Authority and influence are allocated to formal
positions in proportion to the status of those positions
in the organisational hierarchy. (Leithwood et al,
1999, p. 14)

Dressler's (2001) review of leadership in Charter

schools in the United States shows the significance of
managerial leadership: “Traditionally, the principal”s role has been clearly focused on
management responsibilities” (p. 175). Managerial leadership is focused on managing existing
activities successfully rather than visioning a better future for the school.

Activity 3. Name It.

Group the students into four. Distribute the white board and pen. Show to the
class the different activities. Let them identify whether it is Management or
Leadership by writing it on the white board to be raised after a given time.
Check the answers and give prize to the highest scorer. (Use power point)

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Distinguishing Educational Leadership and Management

Leadership

Management

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 The concept of management overlaps with two similar terms, leadership and
administration. “Management” is widely used in Britain, Europe, and Africa, for example, while
“administration” is preferred in the United States, Canada, and Australia. “Leadership” is of
great contemporary interest in most
countries in the developed World.
Dimmock (1999) differentiates these
concepts whilst also acknowledging that
there are competing definitions:

School leaders [experience]

tensions between competing elements of
leadership, management and
administration. Irrespective of how these
terms are defined, school leaders
experience difficulty in deciding the
balance between higher order tasks
designed to improve staff, student and
school performance (leadership), routine
maintenance of present operations
(management) and lower order duties (administration).

Administration is not associated with “lower order duties” in the U.S. but may be seen as
the overarching term, which embraces both leadership and management. Cuban (1988) provides
one of the clearest distinctions between leadership and management.

By leadership, means influencing others actions in achieving desirable ends . . . .

Managing is maintaining efficiently and effectively current organisational arrangements . . . . I
prize both managing and leading and attach no special value to either since different settings and
times call for varied responses.

Leadership and management need to be given equal prominence if schools are to operate
effectively and achieve their objectives. “Leading and managing are distinct, but both are
important . . . . The challenge of modern organisations requires the objective perspective of the
manager as well as the flashes of vision and commitment wise leadership provides” (Bolman &
Deal, 1997, p. xiii-xiv).

The English National College for School Leadership.

The contemporary emphasis on leadership rather than management is illustrated starkly

by the opening of the English National College for School Leadership (NCSL) in November
2000. NCSL’’s stress on leadership has led to a neglect of management. Visionary and
inspirational leadership are advocated but much less attention is given to the structures and
processes required to implement these ideas successfully. A fuller discussion of the NCSL may
be found in Bush (2006).

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 Activity 4. Indentify Me!.
Group the students into four. Distribute the white board and pen. Show to the
class the different activities listed below. Let them identify whether it is
Planning, Organizing, Leading, Controlling by writing it on the white board to
be raised after a given time. Check the answers and give prize to the highest
scorer. (Use power point)
1. Assessment of Learning
2. Giving Instructions
3. Preparing Lesson Plan
4. Conducting Classroom Observation
5. Assigning Load to Teachers
6. Giving Rewards to Teachers
7. Thinking which training needs to address first
8. Assigning Teacher as Coordinators
9. Gathering data
10. 10. Adjusting activities in the SIP
11.

The Four Functions of Management

II. THEORIES OF EDUCATIONAL MANAGEMENT

https://www.slideshare.net/imee5/theories-of-educational-management

Objectives of the Chapter

1. Identify the different models of educational management
2. Analyze how each model is applied in managing the educational system

Activity 5. Modelling.
Let the students create a figure through an art work/drawing of how they
imagine models of management. Ask representative to discuss in the class

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 There is no single theory of educational management because of the range of perspectives
in the field. The various perspectives can be represented by six distinct theories of educational
management: Bureaucracy, the preferred model in many countries, which focuses on
hierarchical authority, goal orientation, and division of labor; Collegiality, which provides for
the participation of teachers; Micropolitics, which addresses the political activity that takes
place inside schools or colleges; Subjective Theories, which focus on individuals within
organizations; Ambiguity Theories, which stress uncertainty and unpredictability in
organizations; and Organizational Culture, which emphasizes the informal aspects of
organizations rather than their official elements. The ultimate goal for any theory is to improve
practice. Since all practice arises from some type of theory, theory can provide managers a
framework to help them understand the meaning of events.

FORMAL MODELS. Formal model is an umbrella term used to embrace a number of similar
but not identical approaches. The title “formal” is used because these theories emphasize the
official and structural elements of organizations.

Common Features
1. They tend to treat organization as systems. A system comprises elements that have clear
organizational links with each others.
2. Formal models give prominence to the official structure of the organization.
3. In formal models the official structures of the organization tend to be hierarchical.
4. All formal approaches typify schools and colleges as goal-seeking organizations.
5. Formal models assume that managerial decisions are made through a rational process.
6. Formal approaches present the authority of leaders as essentially a product of their
official positions within the organization
7. There is an emphasis on the accountability of the organization to its sponsoring body.

Goal
1. develop and implement a cyclical process involving managerial functions.
Leadership
1. Focus of leaders ought to be on functions, tasks and behaviours and if these functions are
not carried out competently the work of others in the organization will be facilitated.
2. According to Dressler “Traditionally the principal’s role has been clearly focused on
management responsibilities”.
3. Managerial functions for a school principal (Myers and Murphy)

Structural Models This model refers to the formal pattern of relationships between people
organization. It expresses the ways in which individuals relate to each other in order to achieve
organizational objectives.(Bush,1997) Becher and Kogan(1992) structural models Central Level
including the various national and local authorities who are between them charged with overall
planning, resource allocation and monitoring of standards. Institutional as defined in law and
convention. This includes all schools and colleges Basic unit which corresponds with
departments or faculties in colleges and departments and pastoral units in school Individual level
comprises teachers, students or pupils and support staff, focus mainly on teachers because “it is
they who normally play the main role in shaping academic and curricular policy”

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System Models. Systems theories emphasize the unity and integrity of the organization and focus
on the interaction between its component parts, and with the external environment. These models
stress the unity and coherence of the organization. Systems theories are usually categorized as
either Closed or open in terms of the organization’s relationship with its environment
Bureaucratic Models. The most important of the formal models. The “pure” version of the
bureaucratic model is associated strongly with the work of Weber who argued that formal
organizations, bureaucracy is the most Efficient form of management. Main Features are: 1.It
stresses the importance of the hierarchical authority structure with formal chains of command
between the different positions in the hierarchy. 2.It emphasizes the goal orientation of the
organization. 3.It suggest a division of labour with staff specializing in particular tasks as basis
of expertise. 4.Its decision making is govern by rules and regulations rather than personal
initiative . 5.Emphasize impersonal relationship between staff and with clients. 6.The recruitment
and career progress of staff are determined on merit.
Rational Models. Rational approaches differ from other formal models in that they emphasize
managerial processes rather than organizational structure or goals. Process of decsion-making:
Hierarchical Models. Stress vertical relationship within organization and accountability of
leaders to external sponsors. It emphasized with particular reference to the authority and
responsibility of the managers at the apex of the structure. It emphasize vertical communication
patterns. Horizontal communication also plays a part in the hierarchy for co-ordination rather
than management. Central to the hierarchical models is the concept of accountability.

COLLEGIAL MODELS. Includes all those theories which emphasize that power and decision-
making should be shared among some or all members of the organization who are thought to
have a shared understanding about the aims of the institution. Assume that members of an
organization agree on its goals.

Major Features:
1. They are strongly normative in orientation.
2. Collegial seems to be particularly appropriate for schools and colleges that Have
significant numbers of professional staff. Teachers possess authority arising directly from
their knowledge and skill .they have the authority of expertise.
3. Assume a common set of values held by the members of the organization.
4. The size of decision-making is an important element in collegial management.
5. Collegial models assume that decisions are reached by consensus rather than
Goals
1. To provide a general guide to activity.
2. Goals serve as source of legitimacy.
3. They are means of measuring success.

Leadership
The leader is at a “first among equals” in an academic organization supposedly run by
professional experts. The basic idea is less command than to listen, less to lead than to gather
expert judgments, less to manage than to facilitate, less to order than to persuade. Meaning leader
is not so much as a star. Transformational and leadership styles are more important to this model

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POLITICAL MODELS. This mode embraces those theories which characterized decision-
making as a bargaining process. Political models in schools and other institution are often
described as “micropolitics”.

Major Features:
1. They tend to focus on group activity rather than the institution as a whole.
2. Political models are concerned with the interests and interest groups. 3.They stress the
prevalence of conflict in organization.
3. Assume that goals of organization are unstable, ambiguous and contested.
4. Decision within the political areas emerge after a complex process of bargaining and
negotiations.
5. The concept of power is central to all political theories. the outcomes of decision-making
process are likely to be determined according to the relative power of individuals and
interest groups
Leadership
1. More on transactional leadership style

Four Types of Management Theories

https://bizfluent.com/info-8375509-four-types-management-theory.html

Management theories are the set of general rules that guide the managers to manage an
organization. Theories are an explanation to assist employees to effectively relate to the business
goals and implement effective means to achieve the same.

Scientific Management Theory

At the turn of the 20th century when the potential of science to improve productivity was
becoming abundantly clear, Frederick Taylor developed the scientific, or classical, management
theory. This approach uses data and measurements to make organizations more effective. By
observing and evaluating processes in numerical terms, managers are able to distill information

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that helps them run their businesses more efficiently and profitably. The process of gathering
data led to standardization and a management strategy based on punishment and reward. This
approach worked for mechanized operations, but it did not do justice to the human element, the
role that personnel play in innovation, and the importance of keeping staff satisfied and engaged
so they do good work.

Scientific management or classical management is a theory of management that

analyzes and synthesizes workflows. Its main objective is improving economic efficiency,
especially labor productivity. Scientific management is sometimes known as Taylorism after
its founder, Frederick Winslow Taylor.

Features of Scientific Management

 It is a systematic approach to handle management problems.

 It implies scientific techniques in method of work, recruitment, selection and training of
workers.
 It rejects the age old method of rule of thumb' or 'hit or miss' approach.

Taylor – Scientific Management. Frederick Winslow Taylor (1856-1915) is called the

father of Scientific Management. His experience from the bottom-most level in the organization
gave him an opportunity to know at first the problems of the workers.

Taylor’s principal concern was that of increasing efficiency in production, not only to
lower costs and raise profits but also to make possible increased pay for workers through their
higher productivity

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Bureaucratic Management Theory

The seminal sociologist Max Weber built on Frederick Taylor's scientific management
theory with his theory of bureaucratic management, which takes the scientific principles that
Taylor applied to production systems and applies them to human resources management as well.
Bureaucratic management theory stresses clearly designated roles for employees and
management based on hierarchies that streamline authority and make it clear who is in charge
and who is not. However, Weber's theory cannot be reduced simply to a mechanical,
systematized approach to managing human beings. He also wrote about the dangers inherent in
unchecked hierarchical bureaucracy and stressed the role of emotion in a business landscape
dominated by technology.

According to the bureaucratic theory of Max Weber, bureaucracy is the basis for the
systematic formation of any organisation and is designed to ensure efficiency and economic
effectiveness. It is an ideal model for management and its administration to bring an
organisation's power structure into focus.

Max Weber's theory of bureaucratic management also has two essential elements.
First, it entails structuring an organization into a hierarchy. Secondly, the organization and its
members are governed by clearly defined rational-legal decision-making rules.

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Human Relations Theories

Over the course of the 20th century, management systems became more human-centered,
emphasizing the capacities of individuals to act autonomously and creatively and gearing
management toward bringing with the needs of the company and adopting policies aimed at their
mutual benefit. Human Relations Theory is a type of management that is more concerned in
knowing the workers individual and group needs and seek for efficiency and productivity
through leadership, motivation and communication. On the other hand, it's also from the Human
Relations Theory that emerges the informal organization concept.

Professor Elton Mayo began his experiments (the Hawthorne Studies), to prove the
importance of people for productivity - not machines. The human relations management theory
is a researched belief that people desire to be part of a supportive team that facilitates
development and growth. Elton Mayo's contribution to management theory helped pave the
way for modern human relations management methods. Based on his well-known Hawthorne
experiments, Mayo's management theories grew from his observations of employee
productivity levels under varying environmental conditions.

The Hawthorne studies were conducted on workers at the Hawthorne plant of the
Western Electric Company by Elton Mayo and Fritz Roethlisberger in the 1920s. The study
concluded that well-lighting increased productivity, as did a few other variables, such as having
a clean workstation, allowing employees to build and work in teams, and having regular breaks.

Systems Theory

Systems theory looks for holistic patterns in scientific and metaphysical contexts, and the
management approach to systems theory aims for achieving an integrated and balanced whole in
business as well. Features include identifying the overall goal of the organization, working so
that its various elements function cohesively to achieve this goal, and understanding the cycles
regulating a system's inputs and outcomes. This management theory is especially effective for
recognizing and leveraging the particular patterns that a company's operations follow.

Management of an organization as a system involves monitoring inputs, throughputs,

outputs, and feedback loops and making changes necessary to increase organizational
effectiveness or goal achievement. The goal of systems theory is systematically discovering a
system's dynamics, constraints, conditions and elucidating principles (purpose, measure,
methods, tools, etc.) that can be discerned and applied to systems at every level of nesting, and
in every field for achieving optimized equifinality.

Key Elements Processes of System Theory

1. Processes deal with how to perform the task.

2. Data refers to the information required to perform the process
3. Tools are mechanisms to gather data to be processed
4. Organization is identifying the appropriate staffing and skills requirements

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III. PRACTICES IN EDUCATIONAL MANAGEMENT

Objectives of the Chapter

1. Explain the relevance of theory to practices in educational management
2. Identify modern practices in educational management
Relevance of Theory to Good Practice
http://www.opentextbooks.org.hk/ditatopic/18135

If practitioners shun theory then they must rely on experience as a guide to action. In
deciding on their response to a problem they draw on a range of options suggested by previous
experience with that type of issue. However, “it is wishful thinking to assume that experience
alone will teach leaders everything they need to know” (Copland et al, 2002, p. 75).

Teachers sometimes explain their decisions as just “common sense.” However, such
apparently pragmatic decisions are often based on implicit theories. When a teacher or a manager
takes a decision it reflects in part that person's view of the organization. Such views or
preconceptions are coloured by experience and by the attitudes engendered by that experience.
These attitudes take on the character of frames of reference or theories, which inevitably
influence the decision-making process.

Theory serves to provide a rationale for decision-making. Managerial activity is enhanced

by an explicit awareness of the theoretical framework underpinning practice in educational
institutions. There are three main arguments to support the view that managers have much to
learn from an appreciation of theory, providing that it is grounded firmly (Glaser & Strauss,
1967) in the realities of practice:

1. Reliance on facts as the sole guide to action is unsatisfactory because all evidence requires
interpretation. Theory provides “mental models” (Leithwood et al, 1999, p. 75) to help in
understanding the nature and effects of practice.
2. Dependence on personal experience in interpreting facts and making decisions is narrow
because it discards the knowledge of others. Familiarity with the arguments and insights
of theorists enables the practitioner to deploy a wide range of experience and
understanding in resolving the problems of today. An understanding of theory also helps
reduces the likelihood of mistakes occurring while experience is being acquired.
3. Experience may be particularly unhelpful as the sole guide to action when the practitioner
begins to operate in a different context. Organizational variables may mean that practice in
one school or college has little relevance in the new environment. A broader awareness of
theory and practice may be valuable as the manager attempts to interpret behaviour in the
fresh situation.

Theory is useful only so long as it has relevance to practice in education. Hoyle (1986)
distinguishes between theory-for-understanding and theory-for-practice. While both are
potentially valuable, the latter is more significant for managers in education. The relevance of
theory should be judged by the extent to which it informs managerial action and contributes to
the resolution of practical problems in schools and colleges.

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 The 10 School Leadership Best Practices That Make a Difference: An
Article

(Source: https://www.wabisabilearning.com/blog/10-school-leadership-best-
practices)

If there's one thing that anyone in any position of authority must be willing
to provide in order to inspire action and achievement, it's leadership. So
what about our schools and the teachers and admin staff who guide their
policies? What could we consider to be the most crucial school leadership
best practices to follow for making any school successful?

Of course it would help to first define what a "successful" school looks like.
Likely it would mean different things to different educators, but here's one
vision for you to consider. To me, a successful school places a priority on
future-focused learning, and seeks to guide its staff and students toward
having a passion for learning, and for growing creatively and
collaboratively. Additionally, a successful school seeks to model and
encourage school leadership best practices as something that doesn't just fall
to administrators to handle. In other words, a successful school realizes that
true leadership is the business of everyone under its roof—teachers, admins,
and students alike working together to make their school exceptional.

Nevertheless, it is more often than not a school's administrators who lead the
way, and the truth is students and teachers perform better when directed by
high-quality leaders. Part of being a good leader is being visible. Principals
and other leaders shouldn’t be visible only to students or teachers who have
done something wrong. They must inspire as many students and teachers as
they can. Leaders should also demonstrate their concern for student and
teacher achievement in many ways. They can’t expect students and teachers
to care about their performance if they don’t show that they care.

How important are school leadership best practices to performance? Very,

according to many studies of leadership and education. “Leadership is
second only to classroom instruction among school-related factors that
affect student learning in school,” reports “The School Principal As Leader:
Guiding Schools To Better Teaching And Learning,” a 28-page report by
the Wallace Foundation, a philanthropic educational organization.

“Today, improving school leadership ranks high on the list of priorities for
school reform,” the report added. “In a detailed 2010 survey, school and
district administrators, policymakers and others declared principal
leadership among the most pressing matters on a list of issues in public
school education. Teacher quality stood above everything else, but principal

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 leadership came next, outstripping matters including dropout rates, STEM
education, student testing, and preparation for college and careers.”

10 School Leadership Best Practices

1. Attend Activities

Leaders should attend sports events, of course, but they must also attend
events with sparse attendance. They need to show members of academic
clubs like the debate and Mathletes teams, band members, theatre groups,
and even students in extracurricular activities that aren’t audience- or
competition-oriented that they’re interested in what all of the students do. If
leaders have school pride, the students and teachers might too. “You don’t
have to MC everything; just be there,” suggests the article “Principal
Helpline: What are the 7 Habits of Successful Principals?”

2. Be Accessible

Leaders, whether they’re principals or department chairs, should always be

willing and able to meet with teachers. People should be prioritized over
paperwork. That might mean delegating financial and other matters to
resident managers who aren’t responsible for teacher and student
achievement. Leaders should be so personable that teachers are comfortable
approaching them with their concerns. They should also introduce
themselves to students and remember their names so students regard them as
people, not just enforcers of discipline.

3. Be Poised

Angry parents make children angrier, just like angry coaches make their
players angrier. Leaders must do everything they can to make sure that
teachers and students don’t let negative emotions impair their performance.
That means they must be poised both in public and private even when there
is bad news to be heard or a difficult decision to be made. “In (difficult)
situations, always stay calm and confident to maintain morale and
confidence in the school community,” advises the article “Top 10
Characteristics Of Awesome 21st Century School Leaders.”

4. Be Positive

Constructive school leadership best practices include making people feel

like they’re making a positive contribution to the school while
simultaneously advising them how they can improve their performance.
Leaders meeting with teachers and/or students should first tell them what
they’re doing right. They should be able to say three positive things about
someone’s performance before getting into constructive criticism. The goal

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 is to get people to want to improve, and bad morale can cause adults to quit
jobs and students to quit studying.

5. Formulate a Vision

Everyone in school leadership wants to improve the learners’ academic

performance, but it takes a strong leader to formulate an achievable vision to
accomplish that. “Shaping a vision of academic success for all students, one
based on high standards,” is the first of the five practices listed in “The
Effective Principal: Five Pivotal Practices that Shape Instructional
Leadership.” In addition, the vision must be accompanied by a list of
actionable steps needed to achieve the vision. The steps might include
meetings with students and their parents to point toward the right courses,
using more tutors, and training teachers in new instructional methods.

6. Communicate Effectively

Formulating a vision is inadequate if it’s not communicated well. The vision

statement of a principal (or superintendent or school board) must be
communicated to everyone impacted by the vision, including teachers,
students, and parents. That means updating teachers, students, and parents
regularly on the progress of the vision statement and the steps needed to
achieve it. In addition, effective leaders prioritize returning emails, phone
calls, and texts as soon as possible over paperwork and other administrative
responsibilities that don’t have a pressing deadline.

7. Never Stop Learning

Leaders should attend conferences that are the most likely to improve their
skills and knowledge. That might mean forsaking the traditional conferences
and seeking out new ones. Leaders should apply the same logic to teachers.
The article “Motivate Teachers by Becoming a More Effective Leader”
stresses the importance of employee growth and being open to new ideas.
“You want your employees to continually learn and grow,” the article says.
“Show your employees that you’re also willing to learn, take input and
change directions, if necessary.”

8. Be Forthright

Forthright and candid are better words than honest because, of course, you
never want to be dishonest. We’re talking about always telling teachers,
parents, and school district residents the truth about the school. If you need
more money to achieve your vision, tell the community the options you
have. You might need to cut part of the budget substantially or raise taxes. If
student performance regressed, be candid about this and seek a solution. If a

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 previous decision was wrong, admit your mistake. Great leaders take
responsibility for mistakes and bad news.

9. Train Future Leaders

Great leaders will inspire people who work under them if they give those
who have grown professionally more responsibility and leadership roles.
The school is better off if it has two great leaders instead of one, 10 instead
of five. Great leaders also look for people who can fill future leadership
positions. Great principals, for example, look for talented faculty who have
the ability to head the department they’re in. Of course, leaders need to
communicate what they’re doing so, for example, an older department head
will buy in on training a younger future department head.

10. Listen

Innumerable studies have shown that listening is one of the most important
qualities of a great leader. The “Principal Helpline” article says this about
listening: “If a teacher comes to you with a problem, listen and then ask the
teacher what they think should be done.” The “Top 10 Characteristics”
article says this about listening: “Listen to your teachers and students. Learn
their talents, interests and passions and then delegate accordingly.”

Additional Reading

 The Most Important Qualities for Amazing School Leaders to Model

 4 Valuable Leadership Lessons to Give to Your Youngest Students
 Student Leaders: Letting Your Learners Light the Way to Success

Modern Practices in Educational Management

1. Division of Labor. In practice, employees are specialized in different areas and

they have different skills. Different levels of expertise can be distinguished within
the knowledge areas (from generalist to specialist). Personal and professional
developments support this. According to Henri Fayol specialization promotes
efficiency of the workforce and increases productivity. In addition, the
specialization of the workforce increases their accuracy and speed. This
management principle of the 14 principles of management is applicable to both
technical and managerial activities.

This practice is seen in schools when teachers/personnel are designated to

coordinatorship of certain programs and projects

2. Delegation. Division of authority and powers downwards to the subordinate.

Delegation is about entrusting someone else to do parts of your job. Delegation

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 of authority can be defined as subdivision and sub-allocation of powers to the
subordinates in order to achieve effective results.

In the current education system, delegation is practiced from top management

to lower level management. Its main goal is to accomplish the task by sharing it to
others while giving technical assistance and taking charge of the accountability.
Responsibility can be delegated but not accountability.

3. Team Building Activities. Team building activities boost the morale of the
employees. It is management practice commonly done to give employees time to
relax and enjoy while focusing on the harmonious relation. It is a principle that
having good relationship is having good partnership in any work environment

4. Management Meeting. Meeting of key staff to discuss achievements versus and

targets and making adjustments when necessary.

5. Staff Meeting. Conducting conference/short time meetings with technical staff to

dicsuss plans and activities for a given period. It is also an avenue to inform
employees of current trends in changes in targets or work situations

Activity 6. Matrix Preparation

Ask the students to prepare a matrix of educational practices. What model of
educational management is appropriate and what theory of management
applicable

Educational Practices Educational Theory of Management

Management

IV. PROBLEMS IN EDUCATIONAL MANAGEMENT

Objectives of the Chapter

1. Identified the problems encountered in managing the school system
2. Solved the identified problems

Activity 7. Solve me through a STAR!

Ask the students to identify one (1) educational problem. How was it solved?
Document the process and activities in solving the problem using the Situation
Task Actions Results (STAR) Approach

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Common problems in the school system concerning management.
1. Zero buildable space in some school.
2. Performance management among teachers with the use PPST.
3. Overlapping of activities
4. Bulk of non-teaching tasks among teachers.
5. Increasing enrollment
6. DepEd policies which are no longer applicable (not revised)
7. Scarce resources

Activity 8. Thinking and Writing.

Let the students identify current problems in the school system. What are your
proposal of solving the problems.

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/kenjie.garque