Question No.

1
Critically examine the role of educational administration and management for improving the
quality of education. Also highlight the principles of educational administration.

Answer:
Educational administration is a process that includes the combined operation through which a
country is maintained in good working conditions. It is a process of that use appropriate material
in such a way as to promote effectively the development of All human qualities. It includes all
those techniques and processes employed in operating the educational organization in
accordance with total lgible policess. It is the the ability of resources which are made available
and made effective for completing the purpose of an prosess.Educational administration
includes functions like planning, organizing, and directing, supervising, inspecting and total
evaluation. It is also concerned with things like setting up of goals of education, review,
feedback of proples and innovation."Management implies an full orderly way of thinking. It
describes in operating terms what is to be done, how is to be done and how we knowabout it
and when have done. Management is not very bad . It is a method of operation. Go
management should give us result in an orderly integration of education and society as a body
of educational comprises a number of principles and it. precepts relating primarily to all
technique of classroom procedure and derives widely from the practice of successful teachers.
The writers in the area of field have checjed these principles and precepts in various ways,
usually with reference to longer and more fundamental principles of psychology, sociology and
ethics.Educational management is both a field of academic study and a collective group of
professionals that includes principals, teachers and other education and all the main
professionals. Learn about education, job and pay information below. Schools offer College
Administration & Leadership degrees can also be found in these main choicees. The main
reason of educational management is to bring teachers under such conditions as they will more
successfully promote at the end of education. Superior educational management, in fact, is
basic to the satisfactory functioning of democrTuc value. Sir Graham writes the purpose of
educational management is to labile the right peoples to receive the right education from the
right teachers, at a costs within the means of the state, which will enable peoples to profit by
their learning. Some suitable, stable things which are properly motivate and organized in the
machiner become necessary to withstand and survive the changes and upheavals caused
because of changes of governments. Error of judgement can be retrieved in a farm or factory
but these can be fatal when concerned with the moulding of ideas and values of society. An
efficient and sound system of educational management is, in fact, the basis of a good
democracy. As education is a major area of governmental and public management involving
millions of schools, teachers and pupils, it is imperative that it should have an excellent
infrastructure in line with socio-political aspirations of a people. Will it, therefore, not be
expedient to draw on the gains of management science, with some adjustment here and there,
towards the vast potential of this stupendous human activity? The answer to this and similar
questions may be found in the succeeding pages where an attempt has been earnestly made by
the compilers and editors of this book to synthesize management with teaching- learning.
Management, however, is a single activity, a unity, one continuous process that runs through its
elements. The classification of functions is merely to facilitate identification of areas and steps
which are mutually inclusive, as well as to promote better organization of resources. As there is
ample identity between the functions, aim and objectives of management and those of an
educational process, the application of the law of the former to the body of the latter, for mutual
Benefit of both, may be justified. The management movement must encompass teaching-
learning process, as a scientifically designed classroom situation will certainly add to the
performance of an educational activity.

Question No.2
Explain the role of supervision for improving the quality of school education. Also highlight the
approaches to education planning. In your opinion which approach is better & Why? Discuss.

Answer:
The History of supervision/inspections roles of Supervisors for improving educational program
which helps teachers to achieve both qualitative and quantitative instructional delivery from the
foregoing, it could easily be deduced that supervision is an indispensable variable in the
teaching-learning process as well as the overall school and educational objectives. However,
problems of parents and inadequate funding of schools constitute alots of bad thungs in the
system. Van Deventer and Kruger (2003) stated that the elements of supervision roles of
principals are defining the school main missiins managing the curriculum and instruction,
supervising teaching, monitoring learner progress, and promoting. According to Boissiere the.
Main concern of quality has been at the core of the motivation in education. Achieving quality in
education has increasingly become. In current stage crucial in strategic improvement plans of
developingin all countries According to Kochhar View that supervision related to those activities
which are small and directly relates with studying and improving the conditions which covers the
learning and growth of things. According to McLoughlin and Visser educational quality
assurance is a matter of an accountability and all national interest. According to Fisher, the
school's of supervision includes all of efforts school officials directed to the provide on
leadership to the teachers and. the other educational workers in the improvement of instruction.
The improvement of teaching andto learning in schools is the general purpose of supervision
array. A basic premise of.The supervision is that a teacher’s instructional behavior. Durectly
affects student learning. An examination of the instructional behaviors can lead to the
improvement in the teaching and learning. Effective school research points schooling practice
and characteristics associated with the measurable improvements in the student achievement
and excellence among all student achievement. These “effective school practices” include
elements of schooling associated with a clearly curriculum; focused classroom instruction and
management, firm consistent close monitoring of student performance; strong instructional
leadership as School supervision exists nearly . Its origins date back to the birth of public
education, when young nations used education to forge a common language culture.
Supervision was the key tool to ensure that all education staff respected the rules and
regulations and followed a similar programme Anton. A function is when a teacher sees all of
his/herself as developmental in nature and not merely to knowledge parrot fashion. The tasks
that the teacher has to face include And rendering direct assistance to individual by helping the
students to better understand the lessons. The teacher has to develop the class through group
assignments and and discussions the final of all this efforts is an improvement in the students’
achievement. Good supervisors to have many of the same qualities good teachers and good
counsellors. They are empathic, genuine, open, and flexible. As they respect their main persons
as persons and as developing of all the professionals, and are they sensitive to all individual
differences of supervisees. They are comfortable with the authority and evaluative functions in
the supervisor role, giving clear and frequent indications of their of the counsellor’s
performance. Even good supervisors really enjoythe supervision, are committed to helping the
grow and evidence to commitment to the supervision enterprise by their preparation for and
involvement in supervision sessions. These supervisors’ evidence high levels of conceptual
functioning, have a clear sense of their own strengths and limitations as a supervisor, and can
identify how their personal traits and interpersonal style may affect the conduct of supervision.
This paper examined the outputs from the secondary school system in Nigeria and concluded
that they were of poor quality. The poor quality, however, had been linked with the numerous
problems bedevilling the system, such as inadequate funding, inadequate facilities, low morale
of staff, poor supervision of schools and frequent changes in policies. So there is a great need
for the entire system to team up for the acknowledgement for dynamism of education and
adaptation of some related changes in schools system.

Question No.3
Critically examine the role of educational planning and school discipline. Which type of factors
affect the school discipline and education planning? Also give suggestions for improving
planning process and school discipline.

Answer:
Phenomenological interviews were conducted with educators in order to establish how discipline
was maintained in school and in the classroom without the use ofcorporal punishment. The
focus of phenomenological research is on describing and understanding the meaning given by
participants to their daily lives. Simelane maintains that phenomenological research focuses on
describing experiences as lived by participants. Educators revealed truths about how they
maintained without the use of corporal punishment. The research endeavoured to present
methods and that educators use in disciplining learners. The principal ofthe sampled school
was interviewed in order to discuss how is managed at school. No interview schedule was
prepared, but a single question. was posed in order to kickstart the discussion. Probing
questions followed, emanating from the answers given by the principal. The interview process
was audio taped and thereafter transcribcd. Educators who were observed were informally
interviewed depending on the results obtained from the observations. Where this were taken in
the field journal kept for the purpose of note taking or brief notes were made directly after the
interviews. Formal interviews with educators were also conducted and tape-recorded.Two focus
group interviews nine to twelve selected educators were conducted. Purposeful selection was
used to select these educators. These educators who seemed to be most successful in
maintaining discipline without corporal punishment as guided by observations that were
conducted or by means of identification by their peers and the principal. Hoberg mentions that a
focus group interview can be seen as a group discussion whereby a small number of
participants engage in discussion about a topic which is relevant to a study. The discussion is
under the guidance ofa moderator. Due to the fact that the discussion is an informal group
situation where the school principal or other outside authorities not present, participants are
encouraged to disclose behaviour and attitudes that they might have been unlikely to in seniors'
presence. This is as a result of participants feeling more comfortable and secure in the company
of people sharing the same opinions, views, as well as behaviour as to those of authorities. In
this study, the researcher conducted the focus discussion as an open conversation whereby
participants had equal chance to ask questions of fellow participants, or to respond to their
comments as well as to the interviewer. The focus group preceded by the answers and
comments during the discussion enabled the researcher to pose probing qucstions that
stimulated the discussion until the answers and comments added no more value to what the
researcher had learnt. The proceedings of the focus group were audiotaped and transcribed
thereafter. It is important that discipline be maintained in the absence of corporal punishment,
Effective teaching and learning cannot take place where there is no discipline. It is possible that
discipline be maintained without the use of corporal punishment as long as alternative
mechanisms are established. Effective discipline is not automatically achieved without any effort
to try and curb misbehaviour. In fact, corporal punishment was a mechanism used to curb
misbehaviour. However, it has become unlawful in South Africa just as in many countries of the
world. This is because the Constitution of the country needs to be upheld as well as other laws
related to the abolishment of corporal punishment. Research has also shown that corporal
punishment has never been successful in maintaining discipline. The results of the
investigations have been discussed in the previous chapter. It has been found that the school
system, educators, learners and parents all play a vital role in maintaining discipline in the
absence of corporal punishment. The cooperation, commitment and dedication of all role
players are key aspects that ensure that discipline is maintained without using corporal
punishment.