The Functions of Management Levels, Types and the Effective Roles of

Managers in the Management of Educational Institutions

Enamul Hoque 1
1
Research Scholar, Faculty of Education, Dr. A.P.J. Abdul Kalam University,
Indore, (M.P.), India, E-Mail ID: enamul77786@gmail.com

Abstract
Running an educational institution is just like a treaty. There is a lot of wailing in today's
education about what should and should not be done. It becomes so sensitive that it creates
conflict in the inter-management of the educational institution. In recent years there has been
controversy and debate regarding the management of the organizations to enhance their
efficiency. And it has attracted the attention of academics and researchers in the field of
education. No one can use a single parameter to identify the best way to run an institution of
higher learning effectively and efficiently. An organization is an artificially created system that
seeks to maximize efficiency in achieving and managing goals. An organization is attacked by
values and it comes as a symbol of the aspirations of the community. If we review this definition
of an institution, there would be a unanimous sentence that any institution of education, be it a
school, college or a university, would have to observe a broad spectrum of social roles.
Keywords: Education, Educational, Institution, Management, Organization etc.

Introduction
Education management cannot go away from the principles that lies within the historical
development of Management as whole. The job of those heading and managing educational
institutions in this dynamic sector is not an easy one and as such will be faced with more
challenges of increasing students, changes in learning methods as well as managing resources.
All these requires effective management so that the planned activities and objectives are
achieved, and achievements are the only those with positive results of the organization. This
paper aims to highlight key areas necessary for effective management in Educational
Institutions. It will include Essential managerial Skills, Levels of management in education
context, Functions of Managerial Levels, application of managerial skills in educational settings
and expected indicators as a result of effective management of schools or educational
Institutions, this will capture all managerial levels. Management efficiency assessment in the
field of educational management is carried out using a system approach, which involves analysis
of sociopedagogical conditions of the management system improvement and basic parameters
characterizing each condition (Danilenko, 2007). Management efficiency in an educational
institution can be evaluated using axiological approach, which involves identifying matching
values-goals, valuesobjectives, values-means, and values-needs of all members of educational
process (Marmaza, 2010). However, the generalized object of assessment should be the results of
management activities of managers as for achieving goals and objectives (Nazarenko, 2016). The
development of modern educational institutions cannot be successful without taking into account
the needs of the educational services market (Garifullin, 2011). Management ensures continuous
improvement of education quality, achievement of qualitatively new results by creating special
organizational and pedagogical conditions and introducing modern management functions
(Gorobets, 2014; Kashina et al., 2016; Masalimova et al., 2014).

Meaning of Management
Management is also defined as the process of planning, organizing, leadership and controlling
endeavors of all members in organization, using all organization resources in order to achieve
designated aims.

Educational Management
The educational management is an important innovation in the educational system. When school
had only one classroom, it was (being) led by a teacher. Meanwhile in schools with many
classrooms in industrial developed towns and consolidated.

Educational Institution
An organization founded for a educational purposes, that is associated with teaching and learning
activities.

Manager
A person who manages an organization or group of staff. Managers are appointed and they have
legitimate power that allows them to reward and punish. Their ability to influence is founded
upon the formal authority inherent in.

Levels of Managers in Educational Institutions

People in all of the organization operate and work in a dynamic environment. But they do not
operate at the same level. They operate at different level. The hierarchy of the operation in the
organization is known as the levels of Management.

There are three levels of management:

 Top level of management (Strategic Level)

 Middle level of management (Tactical Level)
 Lower level of management (Operational Level)

The above-mentioned levels can be summarized using a simple pyramid figure below:

Functions of Managerial Levels

Top Levels of Management of Ministry Levels (Strategic Level)
Top level of management consists of all the people who are the highest position in the
organization and contribute to process of planning and staffing. This level of management
consists of the Ministers, Commissioners and Executive Secretaries who are the top managers
the prepares strategic plans of the entire organization.

Function of Top-Level Management (Strategic Level):

 Analyze, evaluate and deal with external environmental forces.
 The organization's overall long-term educational goal strategy and the organization's
educational policies are budgeted for resource allocation.
 Creating an organizational structure consisting of the responsibilities of the authorities.
 Appoint departmental and other chief executives.
 To provide overall leadership to the organization.
Middle Level of Management or Regional Levels and District Levels (Tactical Level)
The Middle Level Management consists of Head of the Department. Branch managers are the
head of a branch or local government unit. Junior executives are assistant finance managers and
assistant purchasing managers. Regional and District Education Officers in the education sector
may be posted at this place. The officers in this category are also known as policy implementers
in the level of quality assurers or monitors. They perform the following duties:

 To interpret, explain and Monitors the implementation of policies framed by top

management.

 To compile and issue detailed instructions regarding operations.

 To maintain close contacts with operating results so as to evaluate performance.

 To participate in operating decisions

To cooperate among themselves so as to integrate or coordinate various parts of a division or a

department this include integration of activities and providing links with operational support staff
and organizational support staff, and between the operational core and top management.

Lower Level Management School Levels or (Operational Levels)

The lower level management consists of the Foremen and the Supervisors. They are selected by
the middle level management. It is also called Operative / Supervisory level or First Line of
Management. In education context is the school Level where Teacher with their heads as
supervisor are operate all activities towards the set objectives. Among the tasks include:

 Day-to-day production planning is among the targets set by higher authorities

 Allocating jobs to arrange training and development of employees.
 Supervise and control personnel and maintain personal contact with charge hands.
 Maintaining materials and equipment and equipment.
 Explain work methods and solve problems to advise and assist employees.
Essential Managerial Skills for Educational Managers at Different Levels
Additional skills which are of paramount important so that the above skills can function well and
the manager should possess and apply in education are:

Conceptual Skills
At the top-level management positions in educational institutions, conceptual skills are required.
These skills utilize management’s ability to form concepts. Such skills include thinking
creatively, creating abstractions, analyzing complex situations, reasoning, judging and solving
problems. These skills are considered an integral part of high-level management positions. Can
be used to solve teachers and non-teaching staff’s problems wisely.

Interpersonal Skills: It is important to note that the way and manner in which we interact with
others can make or break our relationships with them. In some educational institution’s student-
lecturer relationship is poor. To increase this skill, heads of departments, lecturers and teachers
need to establish a culture that allows students to interact freely with them or among the working
colleagues. Successful organizations have managers with well-developed people management
skills.

Technical Skills
It focuses on specialized knowledge, including when and how to use skills. Teachers need some
skills to be effective. They must have the educational skills as required by law for the
qualification of teachers. Agriculture teacher should possess such skills to be effectively
performing his duties.

Diagnostic skills
Successful also should possess diagnostic skills that will enable him/her to visualize the most
appropriate response to any situation. He/ she should be able to diagnose and analyze problems
in organization by studying symptoms and therefore developing a solution. Manager in schools
should possess this skill whenever problems arise in schools
Digital technology skills (ICT)
Managers are required to have understanding of computers and telecommunications and how to
use these technologies efficiently and effectively. Use of this technology add value and reduce in
organizational productivity at managerial levels as the computers can perform quickly various
tasks such as Planning, Financial analysis, e-communication, Seminar, workshop and
conferences taken through internet (Webinar and Teleconference). In schools or educational
institution, school managers are supposed to be up-to-date by strengthening his managerial skills
by participating in training, seminars and possibly while continue working. This will also
improve the organization productivity.

How the Management Skills Can be Applied in an Educational Setting

Having the managerial skills by managers or a school manager, they will assist him or her to
effectively perform the managerial tasks or functions such as:

Planning
Involves a definition of goals and objectives. It is a process as well as a means of moving
towards the goals of the organization. Thus, in schools we have pre-determined a variety of
activities and activities that are supposed to achieve the goals. To determine what will be done,
we establish school policies that will help achieve the goals, regarding the clarity of school
objectives. We finally set out programmes and specific methods and procedures of implantation.
It is here where the policy planning exists, and the policy usually affects people.

Organizing
Organizing is the process of determining the activities to be performed in order to achieve the
objectives of an institution. It is through organizing that the task of an institution are subdivided
and then related and arranged to create an operating unit. Organizing entails the grouping of
activities inter-related manner, assigning these responsibilities and assembling the resources. E.g.
the sport master of a school could be charged with the responsibility of organizing an Inter-
dormitory football Competition.

Controlling
An efficient way of controlling performance of both students and lectures is by having system
that records their attendance. This system can be in the form of a bio-metric device that registers
the fingerprints of both staff and students, or a computerized system where they sit on duty and
clock out at the end of the day.

Leading
Head of schools become inspiring leaders by serving as role models and adapting their
management style to the demands of the situation. This entails being an administrator and
leading by examples, the idea of visionary leadership is popular today. In this the manager must
have human relation skills in order to lead people successfully.

Directing
We refer influencing, guiding or stimulating the actions of people towards the attainment of the
desired organizational objectives. In this sense, direction is a part of supervision. The act of
coordination is also important in our school systems. Coordination refers to the process of
bringing related activities together. The larger the school, the greater is the need for coordination;
Coordination is therefore necessary in all areas of the school if the head teacher is to provide
effective leadership. Reporting, that is when we keep the executive informed as to what is going
on.

Budgeting
This relates to all that goes with budgeting in the form of fiscal planning, accounting and control.

Evaluation
The role of the school administrator also involves evaluating staff and students. He reports on the
performance of teachers, support staff and students. To do this effectively, he needs to monitor
the activities of his subordinates and clients. Supervision is also inclusive in the duty of the
principal in evaluation.

Reporting
This is done when the head of Institution keep the executive and the subordinates what is going
on. He/ she reports on the performance of teachers, support staff and students.

Supervision: The Management System

Supervision as an enabling mechanism needs to perform the following functions:

 Sharing of experiences, innovations, approaches and problems among institutions.

 Feed-back on various dimensions of teaching and non-teaching activities.
 Generating ideas and suggestions to solve the main problems faced by the institutions.
 Providing the help needed by institutions for their effective working.
 Promoting collective responsibilities by a number of institutions for the major common tasks.
 Encouraging collaboration amongst institutions for mutual help.
 Developing resource centres for most institutions through collective and collaborative effort.
 Helping in evolving self-regulatory and self-renewal mechanisms in the institutions.
 Encouraging creative works, experimentation and innovations by institutions.

Conclusion
It is established that an integrated approach is needed to assess management skills in educational
institutions with an educational profile. We have defined the parameters of this kind of
management evaluation by considering the various concepts and approaches regarding the
assessment of management skills in educational institutions and the nature of management in
educational institutions. Considering the fact that it reflects all the activities and tools of the
presented management activities, the information in this article can be effective for the heads of
different levels of educational institutions and professional perspectives. This assessment
provides continuous monitoring of both quantitative and qualitative changes in the management
system of the educational institution. The assessment presented may be complementary to the
current requirements of the educational activities of the educational institution, which may lead
to new encounters with researchers.

References
Danilenko, L.I. (2007). Management of innovation in education. Kiev: School Peace.

Marmaza, A.I. (2010). Quality control: signs forming agent. School of Management, 19, 42-47.

Garifullin, N.Y. (2011). Financial support dyatel'nosti budgetary educational institution

providing
educational services. Economics of Education, 1, 5-17.

Gorobets, D.V. (2014). Theoretical bases of management of development of technology of

pedagogical college. Yalta: The problems of modern teacher education, 42, 24-31.

Nazarenko, L.N. (2016). Factors development management educational institution. Theory and
methods of educational management, 1(17), 1-14.

About the Author

Enamul Hoque is a Research Scholar, Faculty of Education from Dr.
A.P.J. Abdul Kalam University, Indore, (M.P.), India, E-Mail ID:
enamul77786@gmail.com