LIPA CITY COLLEGES

GRADUATE SCHOOL
PRINCIPLES AND THEORIES OF
SCHOOL MANAGEMENT

FOUR APPROACHES TO SCHOOL MANAGEMENT

DEFINITION OF TERMS
School - any institution in which individuals are taught particular or various skills
Management – the art of getting things done through and with the people in
formally organized groups
- is a distinct process consisting of planning, organizing,
controlling, determining and accomplishing stated objectives by
the use of people and other resources
School Management – an act of managing or administration of the school
- the use of people and other resources to
accomplish the
objectives of the school
Approaches - methods of doing something or dealing with a problem

INTRODUCTION
School management is a cooperative human endeavor. Although the head of the
school is the manager of this human enterprise, yet the cooperation of teachers, parents,
students and the community members is essential for effectively managing the school.
Even if computers are now increasingly used in the management process,
it is still the human element that lies behind all effective management.
Moreso, with the continuous desire to achieve the vision, mission and goal of the
school, problems and difficulties still do exist.
With these, different school management approaches are being introduced and
used to achieve the best for the benefit of the school.
FOUR APPROACHES TO SCHOOL MANAGEMENT
 Manpower
 Cost Benefit
 Social Demand
 Social Justice

1. Manpower Approach
Man-power is the power available from or supplied by the physical effort of
human beings. It also refers to the total supply of persons available and fitted for service.
The emphasis of this approach is on establishing linkage between education and
man-power requirements in various sectors.
We know that for each sector of production in the economy there is a need of
labor inputs. These labor inputs are expressed as man-power units. These man-power
units are assigned with a specific task.
To perform this specific task, they require a particular level of education and
special skills. In other words, economy requires various skills. Education provides skills
to the economy.
Educational planning must be made very carefully keeping in view the man-
power requirements of the country or a specific state.

2. Cost-Benefit Approach
Cost-Benefit is a method of assessing a project that takes into account
its costs and its benefits to society as well as the revenue it generates.
Cost-benefit approach states that the planners have to visualize the benefits as
against costs on education. This approach is also known as Rate of Return Approach.
No longer is education considered as a consumptive activity. Now education is
treated as an investment (long-term) which increases prospects of earning. It contributes
to production. Hence, there is a return to education.
Economists have also observed that the rate of return in education is
comparatively more than the rate of return in other sectors of the economy.
 Education has been rightly considered as an investment for human resource
development. The investment must be made in a planned way so that human resources
can be properly developed as per need and there will be a high return to education.

The reality…
Education is an industry requiring certain inputs of teachers, administrators,
students, equipment and so on. Preparation of students for various jobs, occupations and
tasks is the output. But resources are limited and have alternative uses.

3. Social Demand Approach

Social demand refers to what people really need for themselves, for their
dependents, and for the society in which they live, for them to live in the society with
freedom and dignity.
Social demand approach puts emphasis on planning and stream-lining educational
expansion on the basis of demands of the society.
Usually demands for education comes from the privileged sections of the society.
But demands for education can also be created among the underprivileged sections of the
society through mass media such as radio, television and newspapers.

The reality…
Since it is not feasible to contact each and every member of the community to
ascertain their demands, community leaders who represent the community or the elected
bodies can put forth the demands for educational expansion and the authorities should
examine their demands and make plans accordingly.

4. Social-Justice Approach
Social Justice is a concept of fair and just relations between the individual and
society. It even assigns rights and duties in the institutions of society, which enables
people to receive the basic benefits and burdens of cooperation.
The reality…
It is very often observed that educational facilities are provided in certain
communities on political grounds and not on the basis of social demands. This creates
imbalance.
Certain communities enjoy ample facilities whereas other communities do not get
the minimum facilities. This is an indication of injustice done to these communities.
The thrust of social justice approach to management is:
Justice to ALL and injustice to NONE.
Thus, we have to give justice to the deprived/disadvantaged/backward/minority
communities by planning educational facilities for them on priority basis.

Additional Approaches
1. Classical Approach
2. Behavioral Approach
3. Quantitative Approach
4. Sociotechnical Approach

1. Classical Approach
2. Behavioral Approach

3. Quantitative Approach
4. Socio-technical Approach

CONCLUSION

Education is a basic right of every child. We have to plan in such a way that every
child has access to quality education irrespective of his sex, caste, religion, community,
and ethics background or disability.

Prepared and reported by:

CHORELYN M. MANALO
M.A.Ed Student