Course: Elementary School Management (622)

Semester: Spring, 2022

ASSIGNMENT No. 1
Q.1 Differentiate between school management and school administration. Explain elements of school
management.
Very common words that come across often when we are dealing with educational education are educational
management and educational administration. They may seem synonymous but they are not - there is a striking
difference between the two. Management refers to as working with people and through people to meet the
organizational goals. On the other hand administration is more concerned with directing and controlling the
functions that are required to run the educational institute. Administration establishes policies that guide
decision making, laws and regulations. Institutional objectives can be different from one institution to another.
Therefore, educational management policies should also be aligned with the objectives accordingly.
Simultaneously, particular objectives should be achieved through practical applications of management
principles. Moreover, there can be unplanned changes that are created by sudden cultural and technological
advances. Thus, educational management should be open to those changes. In fact, one of the significant
characteristics of educational management is that it should address the planned programs as well as unplanned
changes. Educational management is the overall maintenance of a school or an educational institution to have
effective learning. The process of educational management consists of planning, organizing, and directing the
activities in an educational institute. At the same time, the process of educational management is keen on the
use of human and material resources more effectively so as to achieve the objectives of the particular
educational institution fruitfully. Educational administration is applicable for organizations with institutional
objectives and goals. When achieving the objectives and goals of the organization, the heads of the organization
may plan different programs and activities. With the collaboration of teachers, students, and parents, the head of
the institute coordinates the activities and the programs to achieve the goals. Educational management does not
refer to a single process. It consists of a series of processes and activities like planning, organizing, directing,
coordinating, and evaluating. Although educational administration is quite similar to general administration,
there are slight differences among these two administrative procedures. The key difference between educational
management and educational administration is that educational management involves working with human
resources to meet the goals, whereas educational administration involves managing and directing people to
achieve objectives and goals. While educational management focuses on planning, staffing, recruiting, and
leading the organization to achieve the goals, educational administration basically focuses on decision making,
policymaking, and laws and regulations of the institute. Moreover, another important difference between
educational management and educational administration is that educational management carries out the
responsibility of the proper functioning of the institution, whereas educational administration prepares policies
to guide decision-making002E
Educational administration very simply means the operational process through which an educational institute is
maintained in good working conditions. It is a process of utilization of resources in a way that promotes
effective development of human qualities and organizational functioning. It encompasses all those techniques
and procedures that lead to operating and making the organization function to the optimum capacity.
Educational administration includes functions like planning, financing, organizing, directing, supervising,
inspecting and evaluating. Educational administration gets into the role of setting up of goals of education,
review, feedback and evaluation.
Education management on the other hand is the function that coordinates and directs the human resources to
meet the goals and objectives of the institution by using the available resources effectively. Management looks
into planning, staffing, recruiting, leading and the controlling the organization to accomplish the goal.
Deployment of human resources, financial resources, technological resources and natural resources form the
core function of educational management.
Educational management entails carrying the responsibility for the proper functioning of a system in an
educational institution in which others participate. In contrast, educational administration establishes policies
that guide decision making, laws and regulations. It is more concerned with the formulation of broad objectives,
plans and policies.
The two main pillars of any educational institute are education administration and education management.
Without the proper functioning of these two functions, an institute would collapse. Hence it is important that
both work in close tandem with each other. Successful operation of a school depends entirely on its
management and administration system.
There are few areas that both overlap. Let’s have a quick look at those areas. Practically, functions of managers
and administrators overlap. Administrators not only set goals, standard and rules but direct and control
functions of the educational institutes. Every manager is concerned with both administrative management
function and operative management function. Management is a subset of administration. Both are concerned
with achievement of goals. Both Managers and administrators perform at different level of management
functioning – planning, organizing, directing controlling and staffing.
Educational Administration and Educational Management are applied fields. They both originate from theories
of Organizational and Business Management and Administration.
Q.2 What is importance of school and community relations? As an elementary school teacher, what role
you can play to improve school and community relations in your area?
Importance of school community relationship and school Community coordination is very important topic. You
people must read my previous article about school community. We will describe it in details.
Linking School with  life
Learning is related to the community’s life. Students come  to know about the utility and application of facts in
life; Therefore, the school learning becomes meaningful.
Awareness of school experience

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The students become aware of the various social They come to know about various facts and in the surrounding
community.
Enrichment of school experience
The surrounding community possesses both material and human. If the children of the school to explore these
resources, their nd outlook will be widened. They will also cultural heritage and understand their own Also, the
members of the community can knowledge to the students.
Love for Social ideals
The school community relationship helps in calculating desirable social ideals in the students.
Co-operation of the community
The members of the community start taking int in the working of the school. They co-operate and  in the
smooth functioning of the school. The community can help the school with its material and h resources.
Importance of School Community Relationship, Every Teacher Must Know The True Concept Behind It
Education of the community
The school-community link can be used for edu of the community members. The students can org adult
education programmes. Various films, exhibit cultural programmes can be shown to the members community.
Social welfare
The students, can organize certain social programmes. They may launch cleanliness, anti anti-disease
campaigns in the community. They operate with the community to execute certain p initiated by the community.
Strengthening School-Community Interdependence
For developing healthy school co coordination and their mutual interdependence affecting school work,
following suggestions helpful:
Parent-teacher Association
The school should organize parent-teacher association some educated parents and senior teachers. This citation
should organize some meetings in that school regular intervals, according to the convenience of school. The
meetings should be held after school hours. Trent’s Day can be celebrated occasionally, inviting all the parents
of school children to school. They should be told out the school’s programmes, needs and problems.
Inviting Community Members on School Functions
The members of the community should be invited to Ate school on occasions like Sports Day, Prize
Distribution function, celebration of the Independence Day celebration social and religious functions, the UNO
Day etc.
 Talks by Community Members
The community consists of many people belonging to different walks of life and having varied experiences.
Some it persons may be invited to address the students, example, a doctor can address the students on some
health topics. The Chairman of a municipal committee can the working of municipal committee.
Correlating Teaching with social life

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The teachers should correlate their teaching with the day to day life of pupils. They should stress the use and
application of knowledge of life. They may be asked to tap various community resources for supplementing a
work. For example, they may make certain collections from the surrounding environment for the school e.g.,
collections of coins, pictures, weeds, specimens of etc.
Field Trips and Excursions
The school should occasionally organise certain trips and excursions for educational purposes. They may be
done during holidays. When the students visit their social surroundings, they come in contact with various
members of the community and their ways of Living. become aware of their cultural heritage and wider  social
environment.
Social Service Campaigns
The school should organise social service campaign on various occasions. The students may do social under
guidance of the teachers at various public festivals etc. Opportunity of social service should give to the
community people. Let them do social service in collaboration with the school.
Adult Education Programmes
The school can organise adult education programmes During the holidays, the teachers and the students teach
adults. Also, firms and other community people are invited to the school.
Thus, we see that the relationship between the and the community should be strengthened. This will the interest
of both the school and the community, school should function as a community centre, cooperation of the
community in the functioning of school should also be sought.
Q.3 Discuss resource management and its types. What are the key requirements for resource
management?
According to Remade (1984), a resource is a form of energy and or matter which is essential for the functioning
of living organisms (population and ecosystem). In other words any part of the environment such as land, water,
air, minerals, forest, wild life etc. that the man can utilise to promote his welfare may be regarded as resources.
The increasing human population, rapid industrialization, unplanned urbanization, steady technological growth
etc. exert tremendous pressure on the existing natural resources. If these over exploitations continue unchecked,
with in a very short span of time, many of the non-renewable resources will be exhausted.
So, it is the need of the hour to evolve suitable methods for efficient management of these resources so that the
human beings can get continuous supply of required materials without the fear of their complete exhaustion.
Resource management involves sustainable socioeconomic development of human society through purposive
and judicious utilization of natural resources and to maintain environmental quality. In terms of conservation,
resource management is a set of practices pertaining to maintaining a balance in the natural environment.
Let us discuss the various segments of resource management.

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1. Forest Resource Management:
Besides providing wood, timber, food, leaves etc., forest provide a number of invisible environmental benefits.
These include release of oxygen, preparation of leaf protein, control of soil erosion, operation of hydrologic
cycle, and carbon dioxide, cycle control of humidity, control of wind flow, providing shelter to birds, squirrels
and insets, control of air pollution, mitigation of green house effect etc. Forests also safeguard the economy
from flood, drought and natural calamities.
In view of the vital importance of forests in maintaining ecological stability and preserving biophysical system
of the environment. The Government has revised the old forest policy of 1952 in 1988.
The main objectives of new national forest policy are:
(i) To maintain ecological stability by maintaining appropriate measures of environment protection,
conservation and restoration.
(ii) To preserve the natural traditions by conserving the remaining natural forests as well as to conserve their
vast original sources for benefiting the future generation.
2. Water Resources Management:
Water is indispensable for the sustenance of life on earth. It is highly essential for drinking, cooking, washing,
irrigation, industrial uses, generation of power, navigation, recreation etc. In order to meet the increasing
demand of population growth, water is over utilized and polluted.
The pollution of water is due to dumping of sewage, fertilizers, pesticides etc. So, to provide safe water to all
the living organisms, water resource management is highly essential. The management of water means making
the best use of water resources available for human benefit. The processes not only prevent its depletion and
degradation but also take appropriate steps for its development in view of the present and future need.
The following conservation methods should adopted for proper water management.
1. Awareness should be created among the people regarding the importance of water and its unnecessary
wastage.
2. Steps should be taken for the harvesting and storage of roof top rain water.
3. The village ponds should be revived or rehabilitated.
4. There should be controlling measures to check flood and improper use of river water.
5. The leakage of water through pipes and taps should be checked.
6. Qualitative degradation should be avoided.
7. For the conservation of water resources, there should be reclamation of waste water, storage of ground water
transfer of surplus water:
8. Steps should be taken to check pollution of water resources.
9. The waste water or effluents from different industries should be recycled after suitable treatments for the
benefits of humanity.

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10. There should be adequate afforestation programmes. Through afforestation, the plants bind the soil and the
soil binds water.
11. There should be long-range forecasting of rain.
12. There should be national and state level water harvesting perspective plants.
There are some central and state organisations with specific aspects of water resources management.
Some important organisations are:
(1) Central Water Commission for surface water,
(2) Central ground water board,
(3) Central and state pollution control boards,
(4) Central Public Health and Environment etc.
3. Mineral Resource Management:
Minerals are non-renewal resources obtained from earth crust by the process of mining. Coupled with
population explosion rapid industrialization and technological growth, have put tremendous pressure on mineral
resources.
So it is highly essential to take necessary steps for the conservation and management of mineral resources. The
conservation of mineral does not mean preservation of minerals underground to be used by future generation
but it suggests efforts to utilise minerals in best possible way to satisfy the needs of industries and human
begins.
Some important measures to conserve the mineral resources are as follows:
1 .Suitable methodology of mining should be selected for the extraction of maximum possible amount of
minerals.
2. The methodology selected should be ecofriendly.
There should be optimum and economical use of the mineral.
4. All the associated element with the mineral should be recovered as by-products.
5. The scraps should be used and reused after suitable treatments.
6. The rare and costly mineral should be replaced by others which are easily available and cheaper.
4. Land Resource Management:
Soil is a very important natural resource for all living organisms. All the nutrient requirements of plants are
obtained from the top layer of the soil. Due to over exploitation of top soil by the processes like deforestation,
overgrazing, unplanned urbanization etc., the fertile soil is lost either by water or by air.
Since soil is precious for the existence of living organisms, it is highly essential to check the loss of soil by
adopting suitable conservation mechanisms.
Some important soil conservation mechanisms are as follows:
1. The soil should be protected from the impact of rain drops by giving a vegetation cover throughout the year.
2. Steps should be taken to prevent water from concentrating and passing through the slopes.

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3. The momentum of water flow should be slow down by adopting various scientific techniques.
4. The wind velocity should be minimised by massive afforestation and social forestry.
5. In order to avoid direct contact in between soil and different eroding agents, the top soil should be covered by
soil biner like grasses.
6. The vegetation cover should be protected against reckless destruction by local people.
7. Since repeated cultivation of land is prone to soil erosion, some agricultural lands should be reclaimed for
forestry pasture or horticulture for a certain period of time.
5. Energy Resource Management:
Out of the two types of energy, nonrenewable sources are under high stress because of high energy demand of
increased population in their multifarious activities. The scarcity of fuel wood, coal petroleum, natural gases
etc., at the present rate of exploitation, has posed serious problem of total elimination in near future.
Some important causes of energy crisis are as follows:
(i) Anthropogenic activities requiring massive energy input.
(ii) Rapid depletion of fossil fuels.
(iii) Economic constraints to develop conventional energy source.
(iv) Lack of seriousness towards energy consumption.
(v) Unplanned exploitation of energy resulting in serious environmental damage.
In view of the above facts, the need of conservation of energy has assumed greater significance.
Some energy conservation methodologies are outlined below:
1. There should be use of biogas and solar energy instead of conventional energy sources like fire wood, coal
etc.
2. The use of alternative sources of energy like hydel energy, wind energy, tidal energy etc. should be
encouraged by adopting suitable technology.
3. The unplanned and improper exploitation of energy should be checked or controlled.
4. Methodologies should be developed for the harnessing higher and higher amount of renewable energy.
6. Wildlife Management:
According to ecologists, all the naturally occurring animals (fauna) and plants (flora) are considered as wildlife.
Several factors account for the extinction of wildlife.
Some important factors are:
(i) Loss of natural habitats due to unplanned urbanization, industrialization and expanding agriculture.
(ii) Rapid growth of population leading to demand for food milk, meat, skin etc.
(iii) Killing of animals due to hunting as a pleasure or recreation.
(iv) Over grazing of domestic animals.
(v) Export of important species.

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In order to maintain ecological balance and preservation of the living organisms on the earth, the wildlife
conservation is highly essential. The conservation of wildlife means sound preservation, management and
rational use of wild life.
Some important methods of conservation of wildlife may be outlined as follows:
1. The endangered species should be protected through the creation of wildlife sanctuaries, reserved forests,
national parks, biosphere reserves etc.
2. The extensive hunting, fishing, trapping etc. should be banned.
3. The rare species having small population should be allowed to live under protected environment.
4. There should be restriction on export of rare animal and plant species and their products.
5. The threatened species can be protected, through habitat management by ensuring food, water, shelter etc.
6. In order to protect the rare species from diseases, there should be proper sanitation measures.
7. There should be strict laws to check extensive hunting.

Q.4 Explain theories of leadership. Which theory you will prefer to adopt and why?
Leadership at a Glance
A leader is crucial to the success of every team. Take an orchestra, for instance, one that consists of all the best
musicians in the world but lacks a conductor. Even though every member of the orchestra can play perfectly by
themselves, they will only produce an incompatible melody in the absence of a conductor. The same concept
applies to communities, companies, and countries. Without a leader, nothing will ever run smoothly.
So, what makes leaders who they are? Why are some people elected as managers and presidents while the rest
remain followers? Leadership theories were developed to find answers to these questions.
Key Leadership Theories
1. Great Man Theory
According to the Great Man Theory (which should perhaps be called the Great Person Theory), leaders are born
with just the right traits and abilities for leading – charisma, intellect, confidence, communication skills,
and social skills.
The theory suggests that the ability to lead is inherent – that the best leaders are born, not made. It defines
leaders as valiant, mythic, and ordained to rise to leadership when the situation arises. The term “Great Man”
was adopted at the time because leadership was reserved for males, particularly in military leadership.
2. Trait Theory
The Trait Theory is very similar to the Great Man Theory. It is founded on the characteristics of different
leaders – both the successful and unsuccessful ones. The theory is used to predict effective leadership. Usually,
the identified characteristics are compared to those of potential leaders to determine their likelihood of leading
effectively.

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Scholars researching the trait theory try to identify leadership characteristics from different perspectives. They
focus on the physiological attributes such as appearance, weight, and height; demographics such as age,
education, and familial background; and intelligence, which encompasses decisiveness, judgment, and
knowledge.
3. Contingency Theory
The Contingency Theory emphasizes different variables in a specific setting that determine the style of
leadership best suited for the said situation. It is founded on the principle that no one leadership style is
applicable to all situations.
Renowned leadership researchers Hodgson and White believe that the best form of leadership is one that finds
the perfect balance between behaviors, needs, and context. Good leaders not only possess the right qualities but
they’re also able to evaluate the needs of their followers and the situation at hand. In summary, the contingency
theory suggests that great leadership is a combination of many key variables.
4. Situational Theory
The Situational Theory is similar to the Contingency Theory as it also proposes that no one leadership style
supersedes others. As its name suggests, the theory implies that leadership depends on the situation at hand. Put
simply, leaders should always correspond their leadership to the respective situation by assessing certain
variables such as the type of task, nature of followers, and more.
As proposed by US professor Paul Hersey and leadership guru Ken Blanchard, the situational theory blends two
key elements: the leadership style and the followers’ maturity levels. Hersey and Blanchard classified maturity
into four different degrees:
 M1 – Team members do not possess the motivation or tactical skills to complete necessary jobs.
 M2 – Team members are willing and ambitious to achieve something, but they lack the necessary
ability.
 M3 – Team members possess the skills and capacity to accomplish tasks, but they’re not willing to take
accountability.
 M4 – Team members possess all the right talents and are motivated to complete projects.
According to situational theory, a leader exercises a particular form of leadership based on the maturity level of
his or her team.
5. Behavioral Theory
In Behavioral Theory, the focus is on the specific behaviors and actions of leaders rather than their traits or
characteristics. The theory suggests that effective leadership is the result of many learned skills.
Individuals need three primary skills to lead their followers – technical, human, and conceptual skills. Technical
skills refer to a leader’s knowledge of the process or technique; human skills means that one is able to interact
with other individuals; while conceptual skills enable the leader to come up with ideas for running the
organization or society smoothly.

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To a great extent, leadership theories have helped form and shape the kind of governance that exists today.
Many aspects of these theories can be applied to help one improve his or her leadership skills.
1. Maximize Your Strengths
As proposed by the Trait Theory, effective leadership depends on the traits that one possesses. Leaders should
strive to focus on their strengths rather than their weaknesses. The strengths vary from one leader to another and
may include:
 A strong will is crucial to staying resilient and seeing leaders through difficult times. No matter how
challenging the situation may be, a strong-willed leader is able to find inner strength and carry on until
he or she overcomes all challenges.
 A decisive nature is another strength that some leaders possess. Decisiveness means that when others
may be perplexed, a leader can calmly assess the situation and choose one action to unite everyone. But,
since they may not always make the right decisions, they must also be willing to learn from their
mistakes.
2. Be Inclusive Leaders
Some of the more complex situational theories emphasize focusing on people. It means that they acknowledge
individual people to be their greatest assets and not just mere numbers in their workforce. Being an inclusive
leader requires that one constantly involves other people in their leadership, whether it is by always welcoming
the feedback of others or delegating more responsibility to others than other forms of leadership.

Q.5 Explain concept of educational planning. How do different approaches of educational planning differ
in application?
There are four major approaches to educational planning.
1. Social Demand Approach:
This approach was used in the Robbins Committee Report on Higher Education in Britain. In India too, this
approach is a popular one while opening new schools and colleges in particular.
In this method are involved the following steps:
(a)To estimate the proportion of students completing school education and are likely to enter into higher
education.
(b)To estimate how many of these successful school leaving students would actually apply for admission to
colleges.
(c)To determine how many of the applicants should be given admission to higher education.
(d)To determine the length and duration of the study.
Thus, the major issue involved in this approach is to forecast future demands for seats keeping in mind social
and educational trends as well as demographic changes. The underlying assumption in this approach is that

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expansion of education is beneficial to the economy and thus, additional expenditure on education would not
create a burden too heavy to bear.
This approach is more prevalent in those societies which favour traditional cultural values, where decisions are
taken on the basis of public opinions (in a fragile polity and sometimes in a democracy) and in societies where
the social environment is generally pessimistic in nature.
The approach is based on currently expressed preferences and does not take into account public expenditure on
education vis-a-vis the benefits as the demand for education may far exceed the resources available in a vast
country like India. Also, it sometimes leads to a mismatch between the output of higher education and the
demands of the economy.
2. Social Justice Approach:
This approach emphasizes justice to the disadvantaged sections of society and is based on Article 45 of the
Indian Constitution. This approach is aimed at making special provisions for the socially, economically and
educationally disadvantaged communities for a longer duration. This includes opening Ashram schools for
tribal areas, special concessions and scholarships, incentives and relaxation.
3. Rate of Returns Approach:
According to this approach, investment in education should take place in such a way that the returns from the
investment are equal to the returns from other kinds of investment of capital, e.g., investment in industry. This
principle is known as ‘equi-marginal returns’ in economic theory and could be extended to educational sector.
This approach treats education as an investment in human capital and uses rate of returns as a criterion in
allocation of financial resources. The approach implies that if the rate of return is low, expenditure on education
should be curtailed.
However, in reality, it is difficult to apply this approach to education due to problems associated with measuring
rate of returns in education.
An educated person’s earnings or rate of returns depend upon his/her innate intelligence, parental socio-
economic status, motivation and aspirations. Hence, it is not easy to attribute the rate of returns only to
education acquired. Hence, this approach is least frequently applied to education.
4. Manpower Planning Approach:
In this method, the general demand for and the capacity of supply of human resources in different streams of
and at different levels of the educational sector are estimated.
The approach asserts that the system of education produces the right quality of human resources with desirable
knowledge, attitudes and skills in the right numbers and thus, education is directly linked with economic
development.
The application of the manpower planning approach depends on these factors:
(a) An appraisal and analysis of the existing employment conditions and the system of education,
(b) Planning the system of education vis-a-vis the manpower needs of the economy, and

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(c) Using the financial resources (which are limited) in an optimum way so as to fulfill the demands of the
employment sector without incurring wastage on account of unemployment.
(d) Making an appraisal of the number of students enrolled, the number of existing teachers and their
qualifications, enrolment in teacher education institutions (availability of future teachers), as well as the existing
number of school buildings, equipments, infrastructure and other facilities.
(e) The requirements of the employers regarding occupational and/ or professional qualifications for employees,
their levels of training and abilities should also be assessed.
The manpower planning approach takes note of the fact that the teaching profession requires approximately
60% of the highly qualified human resources of a country which competes with the demand for manpower in
other economic sectors.
A detailed projection of the demand for human resources is difficult due to the uncertainty of productivity
trends. Some developed countries such as Norway, France and Sweden estimate their future manpower needs so
as to meet the demands of the economy whereas others such as Great Britain estimate the numbers to be
educated on the basis of students’ demands.

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