EDUCATION 206

Principles and
Theories
of Educational
Management
(MIDTERM EXAM)
4:00 – 7: 00
Submitted by:

MS. NORIZA B. BOCABO

MAED-Major in Educational Management (Section A)

Submitted to:

JOSE MA. P. SANTOS

 Instructor

1. From your own experiences as a teacher in your respective

school assignments, cite examples where the following principles
of management were violated. Cite as a correction to the violation,
what should have been done to avoid the problem.

ANSWER:
1.1 Principle of Unity of Command
This principle states that employees should receive orders from
and report directly to one boss only. This means that workers are
required to be accountable to one immediate boss or superior only.
When a subordinate receives order or commands from more than
one bosses, then there exists violation of the principle of unity of
command.
For example, the instruction from our School Head is to submit a
particular report monthly so that teachers can focus on some other
school related tasks. But there are Department Heads who insist
each of their members to submit it weekly. As a result, teachers are
confused to whom are they going to follow and are complaining
since they were asking every now and then by their Department
heads with regards to that report which is supposedly can be
submitted at the end of the month. In order to avoid this problem,
as Department Heads, they should know how to follow instructions
from our immediate supervisor, the School Head to avoid confusion
to the minds of the teachers or subordinates. They should set as
good examples to other teachers since they are the leaders of each
department.

1.2 Division of Labor

Henry Fayol’s first principle for management states that staff
perform better at work when they are assigned jobs according to
their specialties. Hence, the division of work into smaller elements
then becomes paramount. The violation of this principle leads to
the dearth of specialization among the employees.
For example, we are about to conduct an SMEA in our School,
and each department were going to present through PowerPoint
presentations. In our department, every one of us has given a
specific task to be prepared for the said activity. One of our
members was assigned to PowerPoint presentations but she is not
really good or knowledgeable in computer. As a result, she finds it
difficult to finalize and finish her work and led her to hire somebody
 to do the presentation. For me, in order to avoid this, our
Department Head should know the skills of each of her members
so that she can assign task to everyone according to our
specialties. And to the teacher, she should inform early our
Department Head that she has difficulty in computer-related works
so that she can be assigned to other work where she finds it
comfortable to do and can finish it easy.

1.3 Subordination of Individual Interest

The interests of the organisation supersede every other interest
of staff, individuals, or groups. Imperatively, employees must
sacrifice all their personal interests for the good of the organisation.
The violation of this principle affects the achieving organizational
objectives.
For example, someone was given a task or coordinatorship
which was not in line with her specialization but our School Head is
confident that she can deliver the work and able to perform the
duties and responsibilities as the coordinator since she is doing this
for how many years, the teacher is kept on complaining about it
and she always says that it she cannot even used it for promotion.
To avoid this problem, one should consider the interest of the
organization above everything. As a teacher or employee, we
should not think of personal interest but for the good of our school
or organizations. We should not think of the things that will be good
for ourselves only.

1.4 Esprit de Corps

This is a French phrase which means enthusiasm and devotion
among a group of people. Fayol is of the view that organisations
should enforce and also maintain high morale and unity among
their staff. One of the consequences of violation of this principle is
the non-achievement of the organizational goals.
For example, during our school evaluation for SBM Level 3, our
supervisor is kept on saying that we cannot attained the Level 3
rating for our school, instead of giving us morale support and
encouragement. Because of these some of our teachers were
discouraged. To avoid this problem everyone should work as a
team. As a supervisor or school head, they should be the one to
encourage the teachers to work hard and develop team spirit in
order to achieve the goals and objectives of the school or
organization. They should know how to boost the morale of their
teachers or employees.

2. An organization like a school should be viewed as a system,

which means that managers like school administrators together
with the teachers must always remember that an organization’s
 different parts, departments, or subsystems are interrelated and
that all must contribute to its overall purpose. Explain and give a
situational example.

ANSWER:
School is like a system or organization in which the School
Head, as a manager or administrator and the teachers as workers and
employees should cooperate and work together for the achievement of
its goals. In each school, though its subdivided into different
department, it can be by major or subject specialization by each
teacher, or it can be divided as Elementary or Junior High or Senior
High Department, everyone should know that their functions and duties
are interrelated with one another. Everybody must cooperate,
coordinate and contribute in order to attain or achieve its common
and/or overall purpose, objectives or mission.

3. Planning, Organizing, Leading, and Controlling are the four

fundamental functions of management.
3.1 From a school management context, discuss a school activity
where you and your colleagues performed the above
functions.

a. Planning
We conducted a staff meeting with regards to the plan for the
School-Based Brigada Pagbasa. As the Reading Coordinator, I
have given the task to present the objectives of the activity,
where and when to conduct the activity, and who are involve.

b. Organizing
Our School Head distribute the resources and delegate tasks to
the teachers to achieve the goals established in the planning
stage. She explained and ensured that each one of us
understand our individual duties and responsibilities for the said
activity.

c. Leading
As the Coordinator, with the guidance of our School Head,
always motivates, encourage and inspire other teachers
especially my co-department teachers to do their duties and
perform to the best of their abilities.

d. Controlling
As the Coordinator, I always monitor teachers work or duties for
the activity, if they are working. When someone is not
functioning or not doing well, I give feedback and suggestions
for improvement, and make necessary adjustment to ensure
that the objective/s will be achieved.
3.2 What obstacles did you encounter in performing the
functions?
The obstacles I encounter in performing the functions are lack of
participation and cooperation from other teachers especially those
who are not Filipino or English major since they believe that they
are not the one responsible for the said activity. Others have not
done their duties well. We also lack of resources and budget.

3.3 What remedies did you implement to overcome the problems

you cited above?
The remedies that I implement to overcome the problems I have
cited above are to make necessary adjustments in terms of budget
and staff. Although others have not functioning well or did not do
their task, I still encourage them to attend and participate for the
said activity. For the budget and resources, we just used what is
available in our school. Instead of complaining, we just need to be
open-minded and be resourceful.

KEY ISSUES /QUESTION

1. YES, It is common for a teachers in a school to have differing role

expectations for a principal .The evidence that I have tro support
about my response are it was nearly one fourth of the expectations
were were centered on the subcategories of the comprehension
and support. Subsequently , satisfaction with the current
administration, leadership, ,justice and equality, communication,
physical equipment, school development. Consequently , value
based informal behaviors such as appreciation, cooperation,
consulting, respecting , fairness and motivation were emphasized
most often by the teacher.

2. In the case, a charge is made that Dr. Werner spends an inordinate

amount of her time trying to assist students and teachers
experiencing problems. Assuming this is an accurate observation,
are you troubled by that fact?

Answer : For me its not a troubled by that fact because Dr. Werner
perform her responsibilities that she need to guide , a leader needs to
focus on helping their employees or teacher and the student
experiencing the problem .

3. Compare and contrast legitimate, expert, and referent power.

Based on the conversation held by the four teachers, can you make
any judgments about the forms of power used by the past and
present principals?
 Answer :
 Legitimate power - is the power someone holds as the result of a
hierarchy in an organization. They can influence employees because
their position dictates it. This is similar to military rankings. All lower-
ranking members must abide by the direction of their commanding
officer and other high-ranking officials. This structure helps to organize
large businesses and ensure everyone is following the same goals.
You gain legitimate power in an organization by showing you have
what it takes to be a supervisor, executive or partner. Working as a
supervisor lets potential employers know you can handle the
responsibility. Use legitimate power together with other types of power
to be a successful leader.

 Expert power - exists in an organization when one member

possesses a set of skills others don't have. This leads others to defer to
the expert. Employees typically assume managers or executives
possess some skill or knowledge the others don't. Anyone in the
organization can hold expertise power. To use expert power in your
career, pursue expertise in your field. When you demonstrate a high
level of competence, people may begin to defer to you or follow your
advice because of your experience.

 Referent power - is the power that role models hold. It occurs when a
leader has strong interpersonal skills and others follow them because
of a deep admiration. For example, an employee tries to solve a
conflict and refers to what his mentor would do and follows that model
to resolve the issue. This power is not one leader can bestow on
themselves. The admiring party gives the leader the designation of role
model.

Forms of power used by the new principal Dr. Werner is the Referent
power because she become a role model and have a strong
interpersonal skills and others follow them and admired her leadership
like teacher peter even Dr. Wender is new only of their school as a
school head or principal she show of her ability and perform of her
responsibilities. She focus to the teaching staff who are weak or have a
failure of their work. Even in extending an amount of time to help or to
know the problem of her teacher and students. While the past principal
he used a power of . Reward power can give someone a strong
influence on the behavior of others. Reward power exists when a
manager has the power to offer incentives to employees who perform
well. For example, offering a raise to employees with the highest sales
numbers signifies reward power. As a workplace leader, reward power
works best when the reward is something relevant to the employees.
 Having something they desire can encourage boosts in productivity.
The incentives must also be attainable to keep morale high.

4. Succession in the principalship is a topic receiving added attention

in the literature. Why is there growing interest in this topic?

Answer : There is growing interest in this topic because Principal

succession itself is not a negative process; however, if a principal’s
transitions are rapid and repeated, detrimental effects can be observed
on the organizational culture, the teacher– principal relationship, staff
commitment, goal setting and fundamentally on the school’s capacity to
sustain long-term improvements. These potential consequences
increase when principal succession is unplanned and neglected
Therefore, how systems ensure the conditions for an effective and
planned principal succession might diminish the threats for leadership
sustainability. The main contribution of this topic was to highlight that
leadership succession and socialization are two sides of the same
process involving the same people the one side focusing on the
group’s influences on the newcomer, the other interested in the
newcomer’s influence on the group. In schools in which principal
succession is frequent, the development of trust between principals
and teachers can be described as a four-phase continuum that begins
at the time of a principal’s entry. Perceived ability (knowledge, skills,
competence and consistency), the degree to which interpersonal
relations develop, and the rate of principal turnover influence whether
trust between principals and teachers progresses along the continuum
or becomes stalled.

5. The factors are associated with a new principal's ability to bring

about significant change in a school are the following:

 1) Educator First / Administrator Second

It’s easy to focus on career goals, day to day responsibilities, school
budgets, and much, much more. As a principal, you are responsible for
many things but don’t forget, you are an educator first. Successful
principals keep their focus on their student success. Students depend
on you, their parents depend on you, and the community (both inside
and outside the school) depend on you. You cannot grow into a strong
principal if you do not keep your focus on your students. When you
develop these skills on a daily basis, you will not only become an
effective end-user of School principal skills but more than likely, a
successful one as well.

 Promote Your Vision

School Principal skills are unique. Make your vision clear, not only to
your staff, parents, and students but also to yourself. Create and
 promote a clear and defined vision for where you want your school to
go and have it presented to your team daily. When this is achieved, not
only is everyone more motivated, but also more effective since their
responsibilities stay connected with your strategic goals and vision

 Communicate Clearly
Nothing makes performance suffer more than unclear communication.
It doesn’t matter if it’s a staff member, faculty, parent, or student, they
will not be able to do what you need them to do if they don’t know what
you are trying to communicate. Strong communication is one of the top
foundational elements to being a successful principal.
) Managing Risk
Principals must make split-second decisions while weighing the costs
and benefits. They have to calculate differing possibilities and
prospective outcomes. Successful Principals are always looking ahead
for both risks and opportunities that affect their schools.

 Active Listening
This means being able to hear/see things beyond your point of view
and checking your own understanding of things. Successful Principals
intentionally focus on listening and understanding things from another
person’s perspective. Active listening is one of the best skills that a
principal can cultivate and use.

 Priority Management
It is easy to spend significant amounts of time and energy on tasks that
are unimportant if you do not have clear priorities. The better a
principal can prioritize the things that have to be done, the better they
can focus their efforts on the things that matter to their students and
faculty most.
Empower Others
Successful principals see the greatness in others and do what they can
to bring that greatness out of them. Faculty and staff grow as leaders
when they get ownership of their decisions, hold themselves
accountable for the decisions they make and outcomes that result, and
have firsthand experience on the consequences of their actions. Ask a
strong principal and s/he will tell you that it is part of their job as a
leader to help their people develop into top performers.

 Delegate More Tasks

By nature, strong leaders tend to lead by example, with a tendency of
wanting to do things by themselves, but it is important to learn how to
delegate. The benefits of delegating include better controlling your
workload, develop your staff’s core skills, and enables your team to
meet their goals faster, produce the best results, and help you
accomplish more tasks than you would on your own.
 Act Decisively
Effective principals take time to ensure that they have a complete
understanding of the problems that they face and respond by taking
strong decisive action without over questioning themselves. This skill
can be achieved by balancing a) impulses that come from being
impatient (reacting without thinking) and b) overthinking and delaying
action.
Motivate Change
The fastest way to create a school where faculty and staff are stagnant
and stuck is by fostering an environment that believes in the mantra “If
it ain’t broke, don’t fix it”. A key role in the life of a principal is to be
persistent in constantly motivating change. This means change for the
school, faculty, students, parents, and neighboring communities.

6. Identify several theories that focus on transformational or

charismatic leadership. Discuss the primary facets of these
theories.

Answer : The Charismatic Leader and the Transformational Leader can

have many similarities, in that the Transformational Leader may well be
charismatic. Their main difference is in their basic focus. Whereas the
Transformational Leader has a basic focus of transforming the
organization and, quite possibly, their followers, the Charismatic
Leader may not want to change anything. Despite their charm and
apparent concern, the Charismatic Leader may well be somewhat
more concerned with themselves than anyone else. A typical
experience with them is that whilst you are talking with them, it is like
being bathed in a warm and pleasant glow, in which they are very
convincing. Yet afterwards, ask the sunbeam of their attention is
moved elsewhere, you may begin to question what they said (or even
whether they said anything of significance at all).
The values of the Charismatic Leader are highly significant.
If they are well-intentioned towards others, they can elevate and
transform an entire company. If they are selfish and Machiavellian, they
can create cults and effectively rape the minds (and potentially the
bodies) of the followers. Their self-belief is so high, they can easily
believe that they are infallible, and hence lead their followers into an
abyss, even when they have received adequate warning from others.
The self-belief can also lead them into psychotic narcissism, where
their self-absorption or need for admiration and worship can lead to
their followers questioning their leadership.
 “A transformational leader inspires people and leads by example. He
or she believes the team members can transform and evolve to
become better as individuals and reach higher levels of performance
and productivity.” The leader and the team work together to find the
need for change and create a vision for the future which they then
start working towards together. Empowering and giving authority to
individuals in the organization is one segment of transformational
leadership and this often leads to positive attitudes and higher
productivity.” “The wanted outcome of transformational leadership is
to reach really high engagement and use that to reach increased
levels of motivation and productivity. The leadership style also seeks
to improve and increase the ethical aspects of team behavior. The
ultimate goal of the transformational leader is to inspire and develop
the team members to achieve fantastic levels of success and
achievement.”
 “Charismatic leadership style is when a leader with charismatic
qualities inspires others towards a greater purpose. It can be very
inspirational and motivational for the followers which can accelerate
unity, productivity, and engagement in the organization.” “Charismatic
leadership focuses on influencing and inspiring others. Charismatic
leadership is tightly connected with the persona and charisma of the
leader, it is more personality bound than any of the other leadership
styles. The charismatic leader often connects to his or her personal
view on morals and passion. The charismatic leader also plays on the
emotions of his or her followers, who in turn recognize and appreciate
the moral and passion of their leader.”
 The difference between charismatic leadership and transformational
leadership is:
Charismatic leadership gravitates around the leader and the persona
of the leader. Transformational centers around a common vision and
focuses on improving and evolving all team members to reach another
level.
Transformational leadership builds on transparency and empowerment,
whereas Charismatic Leadership is built on listening to what the
charismatic leader tells you.
Transformation leadership has development of the individuals as a
prioritized area, in charismatic leadership, the followers are more of
tools to reach the target.

7. To what extent do the personal values and beliefs of teachers

influence their judgments about school administrators .?

Answer : They easily criticize without knowing the personality and

ability of their new school administrator, we all know that we have a
different of personal values and belief that determine behavior,
responses to the behavior of others, decision making, and attempts to
 influence others. For me being a teacher we need to observe and to
know the new school administration, we should not easily to judge and
compare because we all know that no one’s perfect.

8. One argument frequently made in collective bargaining is that

teachers should not be expected to do "extra" work without
additional compensation. In part, this position is predicated on the
belief that teachers are not adequately compensated in the first
place. What is your personal position on this matter?

Answer : My personal position on this matter as a public teacher, do

not have the constitutional right to collectively bargain. I know that we
have an exigency of service “refers to” a situation where service is
urgently needed, and where any delay in its execution and delivery will
adversely affect the outcome of the service to clients and its effective
and efficient delivery. In my own experience I’m always attending an
activity even if it Saturday and render overtime because my presence
and help is needed but without additional compensation.

9. What is your image of an ideal principal? What characteristics,

skills, knowledge , and so forth, would this person possess?

Answer : The image of an ideal principal should have a clear vision and
good leader. He should be a continuous learner and also adapt to new
trends. By doing that, a good principal will stand out among his peers.
The principal jobs to see the teachers gets comfortable and also feel
motivated to improve continuously.

The characteristics of a good principal:

 Leadership
The principal is the instructional leader of the building. A good leader
has to take responsibility for the successes and failures of her school.
A good leader puts the needs of others in front of her own. A good
leader is always looking to improve her school and then figures out
how to make those improvements regardless of how difficult it might
be. Leadership defines how successful any school is. A school without
a strong leader will likely fail, and a principal who is not a leader will
find herself without a job quickly.

 Adopt at Building Relationships With People

If you don't like people you shouldn't be a principal. You have to be
able to connect with each person you deal with on a daily basis. You
have to find common ground and earn their trust. There are many
groups of people that principals deal with daily including their
superintendent, teachers, support staff, parents, students, and
 community members. Every group requires a different approach, and
individuals within a group are unique in their own right. You never know
who is going to walk into your office next. People come in with a variety
of emotions including happiness, sadness, and anger. You have to be
able to deal with each of those situations effectively by connecting with
the person and showing him that you care about his unique situation.
He has to believe that you will do whatever you can to make his
situation better.

 Balance Tough Love With Earned Praise

This is especially true with your students and your teachers. You can't
be a pushover, meaning that you let people get away with mediocrity. You
have to set expectations high and hold those you are in charge of to those
same standards. This means that there will be times when you have to
reprimand people and likely hurt their feelings. It is a part of the job that
isn't pleasant, but it is necessary if you want to run an effective school.

At the same time, you must offer praise when it is appropriate. Don't
forget to tell those teachers who are doing an extraordinary job that you
appreciate them. Remember to recognize students who excel in the areas
of academics, leadership and/or citizenship. An outstanding principal can
motivate using a combination of both of these approaches.

 Fair and Consistent

Nothing can take away your credibility more quickly than being
inconsistent in how you handle similar situations. While no two cases are
exactly the same, you have to think about how you have handled other
similar situations and continue on that same track. Students, in particular,
know how you handle student discipline, and they make comparisons from
one case to the next. If you are not fair and consistent, they will call you
out on it.

However, it is understandable that history will influence a

principal's decision. For example, if you have a student who has been
in multiple fights and compare her to a student who has only had one
fight, then you are justified in giving the student with multiple fights a
longer suspension. Think all your decisions through, document your
reasoning and be prepared when someone questions or disagrees with
them.

 Organized and Prepared

Each day presents a unique set of challenges and being organized and
prepared is essential to meeting those challenges. You deal with so
many variables as a principal that lack of organization will lead to
 ineffectiveness. No day is predictable. This makes being organized and
prepared an essential quality. Each day you still have to come in with a
plan or a to-do list with the understanding that you will probably only
get about one-third of those things done.

You also have to be prepared for just about anything. When you are
dealing with that many people, there are so many unplanned things
that can occur. Having policies and procedures in place to deal with
situations is part of the necessary planning and preparation to be
effective. Organization and preparation will help reduce stress when
you are dealing with difficult or unique situations.

 Excellent Listener
You never know when an angry student, a disgruntled parent or an
upset teacher is going to walk into your office. You have to be prepared
to deal with those situations, and that starts with being an exceptional
listener. You can disarm most difficult situations simply by showing
them that you care enough to listen to what they want to say. When
someone wants to meet with you because they feel wronged in some
way, you need to hear them out.

This doesn't mean that you let them bash another person
continuously. You can be firm on not letting them belittle a teacher or
student, but allow them to vent without being disrespectful to another
person. Be willing to go the next step in helping them resolve their
issue. Sometimes that might be mediating between two students who
have had a disagreement. Sometimes it might be having a discussion
with a teacher to get his side of a story and then relaying that to the
parent. It all begins with listening.

 Visionary
Education is ever-evolving. There is always something bigger and
better available. If you are not attempting to improve your school, you
are not doing your job. This will always be an ongoing process. Even if
you have been at a school for 15 years, there are still things you can
do to improve the overall quality of your school.

Each individual component is a working part of the larger

framework of the school. Each of those components needs to be oiled
every once in a while. You may have to replace a part that is not
working. Occasionally you may even able to upgrade an existing part
that was doing its job because something better was developed. You
never want to be stale. Even your best teachers can get better. It is
your job to see that no one gets comfortable and that everyone is
working to improve continuously.
 Five Skills for Principals

1. Communication:
Developing communication skills is a life-long endeavor.
Successful principals know how to keep an open and
transparent dialogue with all members of their school. A
principal must listen to the concerns of teachers and parents,
and learn how to address those concerns with understanding
and empathy.

2. Critical thinking:
A principal reads test score reports, new procedures,
curriculum programs, and much more on an on-going basis. A
principal must learn to be objective in analyzing and applying
this abundance of information, and understand how results and
processes may impact their school.

3. Problem solving:
The principal is responsible for setting the operational plan at
the beginning of the school year. But, as is always the case,
there will be unexpected challenges such as budget constraints,
student incidents, and other issues. Using critical thinking and
communication, a principal must discover the underlying
problem that causes an operational issue, and set a plan to
correct it, bringing in support if needed.

4. Decision making:
Principals make decisions based on what is best for their
students and staff. Many factors need to be considered and
understood when deciding a course of action. It can be
challenging to make the right decision for everyone. It’s a
principal’s responsibility to involve the right people and apply the
proper information to make a well-supported decision.

5. Leadership:
A strong and vibrant teaching team is usually the result of
excellent leadership by the school principal. A principal is not
only responsible for overseeing teachers, but also for building a
group of leaders. One strategy is to ensure everyone has the
right qualifications, skills, and support to succeed.

10. Principals are involved in a wide range of duties. These include

such responsibilities as managerial tasks (e.g. , facility
 management, budgets), instructional leadership (e.g., / developing
new courses, working with teachers), student supervision (e.g.,
discipline), organizational tasks (e.g., scheduling), and public
relations (e.g. , being a representative of the school to the
community). In general, which of these duties most influences
teachers' perceptions of a principal?

Answer: The instructional leadership is the most influences teachers

perceptions of principal In today’s world school leadership, particularly
instructional leadership, has taken on a new look. The era of high-
stakes accountability has changed almost everything. The instructional
leader of the 80’s was presented as an efficient top-down, task oriented
manager who was focused on curriculum and instruction rather than
buildings and budgets . Gone are the days when principals spent most
of their time with busy schedules, fire drills, and general curriculum
Leaders must keep abreast of state and federal goals, the latest
technologies and teaching practices, as well as learn to use data to
identify learning gaps among all students. Principals should be
primarily instructional leaders and lead schools in a way that places
student and adult learning at the center

11. Assume that you are seeking a position as assistant principal.

Would you like to work for Dr. Werner? Why or why not?

Answer : If I will become a assistant principal , yes I would like to work

for Dr. Werner because its my opportunity to have a good leader and a
have a heart of her teacher .she has a different strategy and skill to
manage and fulfill responsibilities and duties as a new principal that
can help me to develop my skills and ability to be an effective assistant
principal.

12. Do you believe that Dr. Werner tries to lead by example? Why or
why not?

Answer : Yes I believed that Dr. werner tries to lead by example

because she have a good quality and characteristic of a leader. She
show their action that she can manage the school as a principal. She
exert time to join the activity of the school even without additional
compensation. She help one of her teacher doloris to enhance her
instructional strategy and planning and to be a better educator.
13. What is meant by the symbolic nature of the principalship?
Answer ; Symbolic nature of the principalship is walk the talk ,
concentrate in shared vision , culture and values to influence followers
and lead organization . outcome based value and standard based
perception. What school, teacher and student achieve.
14. Is it more feasible for a new principal to set a vision and bring
others to accept that
vision or to reach a new vision democratically by building consensus
over time?\\

Answer : Yes it more feasible for a new principal to set a vision others
to accept new vision democratically by building concensus over time is
important because we have an agreement organization that
acceptable enough that all members of school can support it, and no
member can opposing it.