Principles of School Management

Objectives: At the end of this workshop session, the participants will be able to: 1. Express Management 2. Differentiate between Administration and Management 3. redict f!nctions of management and how the" are !sef!l in school management

#. $mpro%e effecti%eness and efficienc" of their schools &. $ll!strate different t"pes of skill '. $mplement principles of management in their schools (. Explain the need of school management

resented and prepared b" Mr. )aleem *ari+ ,ha""!r: tari+gha""!r-gmail.com .ect!rer Department of Ed!cation, /ni%ersit" of )argodha, )argodha, akistan

Introduction to Administration & Management *he word administration is composed of two words 0ad1 means to and 0ministaire1 means to ser%e, so as one word it gi%es meaning to ser%e. $n 2rench, 3minister4 is the one who takes the responsibilit". $n /rd!, ersian and Arabic administration means a se+!ence, order, concentration and attention for the !tili5ation of reso!rces. 6obbins is of the opinion that administration is getting the things from others. Management is the process of designing and maintaining an en%ironment in which indi%id!als, working together in gro!p efficientl" accomplish selected aims. ). 6obbins defines management is the process of planning, organi5ing, leading and controlling all the acti%ities within an

organi5ation in p!rs!it of pre7defined ob8ecti%es. Management is a broader term as compare to administration. The Definition of Management eeds To !e "#panded: As managers people carr" o!t the managerial f!nctions of planning, organi5ing, staffing, moti%ating 9leading: and controlling. Management applies to an" kind of organi5ation. $t applies to managers at all organi5ational le%els. *he aim of managers is the same to create s!rpl!s. Managing is concerned with prod!cti%it", which implies effecti%eness and efficienc".

The $unctions of Management %& Planning

)electing missions and ob8ecti%es as well as the actions to achie%e them,, which re+!ires decision making.

'& Organi(ing Establishing and intentional str!ct!re of roles for people to fill in an organi5ation..

)& Motivating *+eading, $nfl!ence people, so that the" will contrib!te to organi5ational and gro!p goals.

-& .ontrolling Meas!ring and correcting indi%id!al and organi5ational performance to ens!re that e%ents conform to plans.

Managerial $unctions at Different Organi(ational +evels: Top +evel: are planning, organi5ing and controlling. Middle +evel: the" are e+!all" sharing all f!nctions. $irst +ine Supervisors: are onl" leading. Managerial S/ills and the Organi(ational 0ierarch1 o *echnical )kill 9*o know one4s 8ob: o ;!man )kill 9$nteraction, <omm!nication, =eha%ior, *eam =!ilding: o <oncept!al )kill 9/nderstanding the organi5ation as a whole: o Design )kills 9Anal"sis and problem sol%ing abilit": 2eneral Principles of Management >oting that principles of management are flexible, not absol!te, and m!st be !sable regardless of changing and special conditions, 2a"ol listed fo!rteen, based on his experience. *he" are s!mmari5ed in the perspecti%e.

1. Division of 3or/& *his is the speciali5ation that economists consider necessar" for efficienc" in the !se of labor. 2a"ol applies the principle to all kinds of work, managerial as well as technical.

2. Authorit1 & responsibilit1. ;ere 2a"ol finds a!thorit" and responsibilit" to be related, with the latter arising from the former. ;e sees a!thorit" as a combination of official factors, deri%ing from the manager4 position and personal factors.

3. Discipline. )eeing discipline as 0respect for agreements which are directed at achie%ing obedience, application, energ", and the o!tward marks of respect. 2a"ol declares that discipline re+!ires good s!periors at all le%els.

#. 4nit1 of command& *his means that emplo"ees sho!ld recei%e orders from one s!perior onl".

&. 4nit1 of direction. According to this principle, each gro!p of acti%es with the same ob8ecti%e m!st ha%e one head and one plan.

'. Subordination of individual to general interest. *his is self explanator" when the two are fo!nd to differ, management m!st reconcile them.

(. 5emuneration& 5emuneration and methods of pa"ment sho!ld be fair and afford the maxim!m possible satisfaction to emplo"ees and emplo"er.

?. .entrali(ation& @itho!t !sing the term 0<entrali5ation of a!thorit".1 2a"ol refers to the extent to which a!thorit" is concentrated or dispersed. $ndi%id!al circ!mstances will determine the degree that will gi%e the best o%erall "ield.

A. Scalar chain. 2a"ol thinks of this as a chain of s!periors from the highest to the lowest ranks, which, while not to be departed from needlessl", sho!ld be short circ!ited when to follow it scr!p!lo!sl" wo!ld be detrimental.

1B. Order. =reaking this into material and social order, 2a"ol follows the simple adage of a place for e%er"thing and e%er"thing in its place.

11. "6uit1& .o"alt" and de%otion sho!ld be elicited from personnel b" a combination of kindliness and 8!stice on the part of managers when dealing with s!bordinators.

12. Stabilit1 of tenure. 2inding !nnecessar" t!rno%er to be both the ca!se and the effect of bad management, 2a"ol points o!t its dangers and costs.

13. Initiative& $nitiati%e is concei%ed of as the thinking o!t and exec!tion of a plan. )ince it is one of the keenest satisfactions for an intelligent man to experience.

1#. "sprit de corps. *his is principle that 0in !nion there is strength1 as well as an extension of the principle of !nit" of command, emphasi5ing the need for teamwork and the importance of comm!nication in obtaining it. Principles of school Management *he following are the principals of effecti%e school management. 1. rinciple of ob8ecti%it": this principle demands that the acti%ities are foc!sed on the predetermined ob8ecti%es of the school programmes etc. 2. rinciple of <omprehensi%eness: this principle demands that a wide %ariet" of acti%ities are offered to the st!dents.

a: *hese acti%ities sho!ld f!lfill the indi%id!al as well as gro!p needs. b: Acti%ities sho!ld also pro%ide for the balanced de%elopment of the st!dents personalities. c: 6ight and d!ties sho!ld also be made known to the st!dens thro!gh the acti%ities. d: *raining and working in collaboration sho!ld be made a reg!lar feat!re for the st!dents. 3. rinciple of econom": the principle foc!ses on the facts that: a: *he work force be !tili5ed according to the capacit", potential and liking. b: *he material so!rces sho!ld also be !sed to the optim!m. c: *he responsibilities need be entr!sted according to the caliber and taste. #. rinciple of co7operation and co7ordination

a: )chool sho!ld be a place where the atmosphere of m!t!al cons!ltation sho!ld pre%ail. b: *he responsibilities sho!ld be discharged with 5eal %igor and dri%e for the betterment of the instit!tion. c: )t!dent sho!ld be pro%ided with a chance to share some of the responsibilities with their teachers. &. rinciple of simplicit"

a: *he administrati%e proced!re are made simple, practicable and !nderstandable. b: *he responsibilit" and a!thorit" sho!ld work together. c: *he teachers m!st be exposed to no%el sit!ations to polish their leadership +!alities. d: )chool sho!ld ha%e a close relation with the societ" and parents. '. rinciple of modification

a: *he d!ties and responsibilities of the staff m!st be changed after inter%als. b: *he latest inno%ations and trends be incorporated at the proper time.

re7test. %& 2etting 3or/ done b1 other people is called 7777777777777777& a: D!t" performance c: Administration '& According to 5obbins8 the b: Crgani5ing d: lanning numbers of functions of management are

7777777777777777779 a: # c: ' b: & d: (

)& Influence people8 so that the1 3ill contribute to organi(ational and group goals is related to 3hich one of the follo3ing management functions& a: lanning c: .eading b: Crgani5ing d: <ontrolling

-& Management applies to an1 /ind of organi(ation onl1 because a: All organi5ations seeks profit b: All organi5ation performs same f!nctions c: All organi5ations foc!s on achie%ing their ob8ecti%es d: All of the abo%e :& Planning8 organi(ing and controlling are mostl1 performed b1 3hich one of the follo3ing9 a: =ottom .e%el Management c: Middle .e%el Management b: *op .e%el Management d: All of the abo%e

ost7test %& A school principal 3ho distribute duties among different teaching depending upon caliber and academic 6ualification as 3ell as abilit1 of teachers and fills vacant posts through ne3 appointments is basicall1 serving 3hich one of the follo3ing management function& a: lanning c: .eading b: Crgani5ing d: <ontrolling

'& ;hich are the follo3ing functions of management9 a: <oordinating, <ontrolling, <orrecting, Directing b: lanning, Crgani5ing, Directing, <ontrolling c: lanning, <ontrolling, 6eporting, Deli%ering d: lanning, Crgani5ing, .eading, <ontrolling )& To /no3 one<s job is related to 3hich one of the follo3ing& a: *echnical )kill c: <oncept!al )kills b: ;!man )kills d: Design )kills

-& If school principal influence school teachers8 so that the1 3ill contribute to school goals then he serves 3hich one of the follo3ing management function& a: lanning c: .eading b: Crgani5ing d: <ontrolling

:& "nsuring in the school that all teacher obe1 order of the principal is related to 3hich one of the follo3ing principle of management& a: <entrali5ation c: E+!it" b: )calar <hain d: /nit" of <ommand