From the notes of Elmer A.

Gumban, PhD
EM 501

Educational Management: Meaning, Nature and Scope

 At the end of this unit you will be able to:

 Explain the meaning/concept of Management
 Describe the nature of Management
 Enumerate the functions of Management
 Explain the meaning of Educational Management
 Discuss the nature and scope of Educational Management
 Enumerate the objectives of Educational Management
 Illustrate the functions of Educational Management
 Understand the evolution of management concepts in education
 Explain the meaning of Educational Administration
 Describe the functions of Educational Administration
 Describe the nature and scope of Educational Administration

What is Management?

Etymology:

The verb 'manage' comes from the Italian maneggiare (to handle, especially tools), which
derives from the Latin word manus (hand).
The French word mesnagement (later ménagement) influenced the development in meaning of
the English word management in the 17th and 18th centuries.

Management in business and organizations is the function that coordinates the efforts of people
to accomplish goals and objectives using available resources efficiently and effectively.
Management comprises planning, organizing, staffing, leading or directing,
and controlling an organization or initiative to accomplish a goal.
Resourcing encompasses the deployment and manipulation of
human, financial resources, technological resources, and natural resources.

Management is also an academic discipline, a social science whose object of study is the social
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organization.

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Another way people talk of management is to describe it as an art, a science, an organisation, a
person, a discipline, or a process.

Let us consider each of these in turn.

Management as an art
As an art, management is about carrying out organisational functions and tasks through people.
This art involves the application of techniques in:
• human and public relations
• the delegation of an authority: assigning and sharing responsibilities and duties
• communication: including decision-making and problem-solving.
• managing change.

Management as a science
Management here is concerned with establishing a philosophy, laws, theories, principles,
processes and practices which can be applied in various situations, including schools.

Management as an organization
As an organization, management is about creating formal structures and an establishment based
on a mission (or goals), objectives, targets, functions and tasks. For example, social and welfare
organizations in government management can refer to education and health services, whilst public
security management services could refer to the police and military.

Management as a person
Managements may be seen as a person or a group of people. For example, a teacher could say 'The
school management has changed the timetable in the middle of the term'. This could be referring
to the head alone, or to all the senior staff, or it could refer to the members of the board of
governors or school committee. In schools with several promoted staff a 'senior management team'
might be formed in much the same way as a government has a cabinet of ministers.

Management as a discipline
In this sense, management is a field of study with various subjects and topics. Knowledge, skills
and attitudes in management can be acquired through learning, from experience and from certified
courses.

Management is a collection of processes, including such things as decision-making, problem-

solving and action-planning. These processes involve the management of resources including
human, material, financial and time. These processes are also known as the functions of
managers.

Management may be briefly described according to its,

Basic functions [
Management operates through five basic functions: planning, organizing, coordinating,
commanding, and controlling.
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  Planning: Deciding what needs to happen in the future and generating plans for action.
 Organizing: Making sure the human and nonhuman resources are put into place
 Coordinating: Creating a structure through which an organization's goals can
be accomplished.
 Commanding: Determining what must be done in a situation and getting people to do it.
 Controlling: Checking progress against plans.

Basic roles

 Interpersonal: roles that involve coordination and interaction with employees

 Informational: roles that involve handling, sharing, and analyzing information
 Decisional: roles that require decision-making
Skills Developed

 Political: used to build a power base and establish connections

 Conceptual: used to analyze complex situations.
 Interpersonal: used to communicate, motivate, mentor and delegate
 Diagnostic: ability to visualize most appropriate response to a situation
 Leadership: ability to lead and provide guidance to a specific group
 Technical: Expertise in one's particular functional area.

What is Educational Management?

Meaning:

While Education is the provision of a series of learning experiences to students in order to impart
knowledge, values, attitudes and skills with the ultimate aim of making them productive members
of society, Educational Management is the process of planning, organising, directing and
controlling the activities of an institution by utilising human and material resources so as to
effectively and efficiently accomplish functions of teaching, extension work and research.

Nature and Scope:

The National Policies on Education seek to bring about a social, economic and cultural
development in society by focusing on human resource development through education.
Education, therefore, must have more relevant curricula, be dynamic, and empower students to
bring about desirable social changes while preserving the desirable aspects of our existing
culture.

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The national developmental goals require the professional management of education to bring
about the effective and efficient functioning of educational institutions.

The scope of Educational Management is wide and includes the history and theories of
management science, roles and responsibilities of an educational manager along with the
requisite managerial skills.

Educational Management focuses on:

the study of theories of management science which define and describe the roles and
responsibilities of the educational manager and the development of managerial skills.

the study of educational planning at macro levels, its goals, principles, approaches and
processes and on institutional planning and educational administration at the micro level.

decision making, problem solving, communication, information management and effective team
building.

Planning of curricular and co-curricular activities, curriculum and academic calendar

Maintenance of school records, evaluation of students‟ achievement

Effective allocation of financial resources and the planning of the budgets of institutions.

Educational Management aims at:

Achieving an institution’s objectives

Improving the processes of planning, organizing and implementing within the institution

Creating, enhancing and maintaining a positive public image of the institution.

Optimal utilization of human resources (administrators, non-teaching staff, teaching staff and
students)

Enhancing the efficiency and effectiveness of infrastructure

Enabling job satisfaction

Creating and maintaining a congenial and cohesive atmosphere

Managing interpersonal conflicts, stress

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Improving interpersonal communication.

Building a relationship with the community.

The functions of Educational Management are largely based on Henry Fayol‟s 14 Principles of
Management, namely,

Division of work

Authority

Discipline

Unity of command

Unity of direction

Subordination of individual interests

Remuneration

Centralisation

Scalar chain

Material and social order

Equity

Stability

Initiative Esprit

de corps

These functions can be encapsulated into the following 5 functions:

1. Planning: is the process of setting objectives and determining the actions in order to achieve
them. Planning is anticipatory in nature and sets priorities. It is proactive rather than passive.

Planning asks the following questions: What? When? Where? By whom? How? while following a
series of steps:

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Defining Objectives (setting objectives or goals)

Determining the current status with respect to the objectives (being aware of opportunities)

Determining planning premises (analysing the situation for external factors and forecasting
future trends; generation of future scenarios)

Identifying alternative (best alternative to accomplish the objectives)

Choosing an alternative (selecting the course of action to be pursued)

Formulating support plans (arranging for human and material resources)

Implementing the plan (action stage which also involves evaluation)

2. Organising: is the process of combining the work which individuals or groups have to
perform with facilities necessary for its execution such that the duties performed provide the
best channels for efficient, systematic, positive and co-ordinated application of available effort.

Organising is characterised by:

Division of work or specialisation: Activities are assigned to different people who are
specialists in that area, for specialisation improves efficiency.

Orientation towards goals: it harmonises the individual goals of employees with the overall
goals of the institution.

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Composition of individuals and groups: individuals are grouped into departments and their work is
coordinated and directed towards organisational goals.

Differentiated functions: the entire work is divided and assigned to individuals so that the
organisation‟s objectives are achieved. While each individual performs a different task, each
one also coordinates with the tasks of others.

Continuous process: groups of people with defined relationships with each other work together
to achieve the goals of the organisation. These relationships do not end once the task is
completed.

Delegation of authority: the levels of hierarchy are determined and the span of control is
determined via formal relationships.

Establishing a communication channel: for effective decision making, coordination, control,

supervision and feedback, motivation and redressing problems or grievances encountered.

3. Directing: is the art or process of influencing people such that they willingly strive to
achieve group goals. It focuses on the development of willingness to work with zeal and
confidence, provides adequate guidelines to complete the task, and motivates individuals to
achieve goals in a coordinated manner. It also focuses on exercising leadership while
determining responsibility and accountability.

4. Controlling: involves measuring and monitoring performance in accordance with plans and
taking corrective action when required. It establishes performance standards based on the
objectives, measures and reports actual performance compares the two and takes corrective or
preventive action as necessary.

Thus controlling indicates the quantum of goals achieved, the extent of deviation from actual
plans, generates accurate information and requisite feedback. Thus controlling focuses upon the
difference between planned and actual performance.

Controlling is especially concerned with the areas of Institutional Budget (finance in terms of
income and expenditure), Institutional Supplies (stationery and material equipment), Library
(maintenance and up gradation), Teaching-learning Process, Accounts and School Records and
Discipline (staff and students).

5. Evaluating: is the process of measuring and assessing the achievement of objectives while
providing an insight into strengths and weaknesses and planning for future endeavours.

Evaluation helps determine the effectiveness of plans for both administrators and other
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stakeholders like teachers, staff, students and parents, as also the extended community. It seeks

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to document the objectives that have been met and to provide information to all concerned
stakeholders regarding achievement, obstacles and corrective action or improvements.

Thus evaluation focuses upon Process (how is the plan being carried out), Outcome
(achievement of objectives), and Impact (effect of the plans initiated).

In an educational setting, evaluation of the following areas is carried out, namely,

Goals and Objectives

Content: Selection, Validity, Relevance, Appropriateness

Processes: teacher activities, pupil activities, instructional material, teaching methods

Outcome: Assessment and Feedback

Evolution of Concept of Management in Education

Educational management as a field of study and practice was derived from management
principles first applied to industry and commerce, mainly in the United States. Theory
development largely involved the application of industrial models to educational settings. As the
subject became established as an academic field in its own right, its theorists and practitioners
began to develop alternative models based on their observation of, and experience in, schools and
colleges. By the 21st century the main theories, had either been developed in the educational
context or had been adapted from industrial models to meet the specific requirements of schools
and colleges. Educational management has progressed from being a new field dependent upon
ideas developed in other settings to become an established field with its own theories and
research.

There is no single all-embracing theory of educational management. In part this reflects the
astonishing diversity of educational institutions, ranging from small rural elementary schools to
very large universities and colleges. It relates also to the varied nature of the problems
encountered in schools and colleges, which require different approaches and solutions. Above all,
it reflects the multifaceted nature of theory in education and the social sciences: “Students of

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educational management who turn to organisational theory for guidance in their attempt to
understand and manage educational institutions will not find a single, universally applicable
theory but a multiplicity of theoretical approaches each jealously guarded by a particular
epistemic community” – P.Ribbins

Educational Administration:

Educational Management and Educational Administration are terms used interchangeably.

However, Educational Administration is a specialised activity which runs the entire educational
programme composed of human and material resources in an organised manner towards a fruitful
and constructive goal.

Educational institutions operate in a dynamic environment. They therefore must constantly

identify and implement improvements in their own setup. Doing so requires the administrators,
faculty, and staff to constantly access training and developmental opportunities.

The process of continuous improvement thrives when the mindset of the stakeholders is geared
towards constant monitoring, problem identification and research.

Educational Administration therefore performs a three-fold task to ensure efficient working,

namely,

 Stating the specific purpose and mission of education in general and of institutions in
particular.

 Ensuring that work is productive by nurturing human resources to be productive in their

endeavours.

 Designing and maintaining an environment in which individuals work together in

groups efficiently to accomplish set goals.

Thus, Educational Administration deals with the optimal functioning of the institution by
developing the human personality in a balanced manner.

Educational Administration is concerned with the efficiency and commitment that manpower
evinces in the pursuit of goals. It reiterates practical measures adopted to ensure that the system
of work assists the educational process and helps realise the set goals and objectives for the
benefit of all stakeholders.

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The main Functions of Educational Administration are:

Execution (plans)

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Direction (line of action)

Supervision (of work done in the field)

Advice (methods of work)

Stimulation (work efficiency)

Exploration (new vistas) Leading

(learners‟ programs)

Assistance (adopting feedback, diagnosing weaknesses)

Execution: In Execution lies the foundation of an institution. Execution not only points out what
resources are needed but also the sources of procurement. These resources may include material
resources like the building, furniture, library, laboratories, non-material resources like personnel,
and other stakeholders like students and parents and abstract resources like vision, mission
statement, ideology and values. The Administrative Executive Body systematically plans,
arranges for and uses these resources in order to achieve its goals.

Direction: The vision and mission statement of the institution serves to direct the institution in
its quest to achieve its goals. Educational Administration ensures that the directives are upheld
during curriculum construction and academic planning.

Supervision: Supervision ensures that the plans are being executed according to the directives. It
thus enhances the quality of work done and the ensuing accomplishments.

Advice/ Stimulate: Educational Administration analyses the work and manner in which work is
done. It weighs the pros and cons and then puts into action plans which help remove the
weaknesses and serve to accomplish the set goals.

Explore: Educational Administration initiates research, adopts and adapts to new methods and
techniques in order to enhance learning opportunities.

Lead / Assist: Educational Administration not only lays down the directives but also provides
the requisite support system to enable the efficient and effective fruition of the set objectives or
goals.

The Scope of Educational Administration:

Educational Administration involves the following aspects associated with an institution:

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Planning: Planning results in

1. Recognition of goals

2. Optimal use of resources

3. Prevention of wastage, duplication of effort and unhealthy practices

4. Orderly execution of plans

Educational planning in our country is carried out at the central level, the state level, the local level and at
the school level.

Budgeting: Budgeting is an essential facet of a successful organisation and administration. It calls for an
estimated account of revenues and expenditure with scope to embrace contingencies when required.

Organizing: Organization focuses on two main aspects: material equipment (infrastructure) and human
equipment (stakeholders) with the main aim of maintaining efficiency, productivity, effectiveness and utility
in the teaching-learning environment.

Educational Administration further influences:

 The preparation of curriculum for different classes according to their diverse abilities and
aptitudes.

 The time table and academic calendar

 The co-curricular programmes

 Organisation and distribution of work

 Establishment and working of infrastructure

 The organisation and conduct of examinations

 The organisation and functioning of guidance and counselling cells on the campus

 The organisation of community reach programmes

 The provision of auxiliary services like midday meals, school uniforms, books medical checkups
etc

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Conclusion:

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Educational Administration has a vast area of operation ranging from Planning to
Budgeting in an effort to make the educational process purposive and functional. An
important tool it is effective, systematic and has a definite purpose. It focuses upon the
attitude towards work and adopts practical measures to ensure that that the system of work
functions efficiently and assists in the achievement of the aims of education thus benefiting
the learners who are the main stakeholders in the educational system.

References:

Ribbins, P. (1985). Organisation theory and the study of educational institutions, in M.

Hughes,
P. Ribbins and H. Thomas (eds.). Managing Education: The System and the Institution,

Holt, http://datateca.unad.edu.co_Educational_management.pdfehart and Winston,

London.

http://library.unesco-ba.org/English/Better_Schools/module_1.htm

http://www.dise.in/Downloads/Reports&Studies.pdf

http://www.educationworld.com/a_admin/admin/admin299.shtml

http://www.scribd.com/doc/23267475/Principles-of-Management-and-Organisation-
Behaviour