UNIT 4

SCHOOL ADMINISTRATION

4.1. INTRODUCTION
In the field of education, the thing to be done is nothing but
educating the children, youth and other illiterate people. Here the
purpose of education is to bring all components of an educational
programme into harmonious and fruitful relationships. School
administration is concerned with both human and material
resources. The human resources include children, parents,
teachers, other employees connected with the school. Material
resources on the other hand include money, building, playground,
equipment’s and instruction supplies. The child is considered as
the pivot of educational enterprise. On him rests the entire structure
of education. Hence the responsibility of school administration is
to frame rules for admission, promotion, discipline etc. and to
implement them properly in accordance with the needs, interests,
capacities and the needs, and the demands of the society. The
department of education should prescribe their qualification and
standards. All employees should be provided with an attractive
scale of pay, security of service and retirement benefits. An ideal
scheme should be prepared for supervision and guidance. Under
the supervision of the administrative set-up teachers should be
provided opportunities for in-service training and reorientation.
They should also be guided in the right direction to perform
their work efficiently. In this line, this unit explores about school
administration and its essential components which are the basic
knowledge every student teacher must know to shine in their
profession.
2.  UNIT 2
4.1. SCHOOL ADMINISTRATION: MEANING, NATURE,
AIMS, OBJECTIVES AND PRINCIPLES
4.1.1. Meaning of School Administration
School administration involves the management of all
school operations, from creating a safe learning environment
to managing the school budget. It is regarded as the process of
integrating the appropriate human and material resources that are
made available and made effective for achieving the purposes of
a programme of an educational institution.
The term “Administration” doesn’t refer to any single process
or act. It is like a broad umbrella encompassing a number of
processes such as: planning, organizing, directing, coordinating,
controlling and evaluating the performance. The same situation
occurs in the field of educational administration. The concept of
educational administration is applicable in case of an educational
organisation which has certain purposes or goals to fulfill. School
administration differs for different levels of schools like primary,
secondary and higher secondary.
School administration at the postsecondary level becomes a
little more intricate as colleges and universities are typically much
larger and are organized differently than primary and secondary
schools. Each of these areas has its own set of administrative
duties that are needed to serve students and keep the school
running. There is no doubt that students’ academic excellence and
success depends upon the effective school administration.
4.1.2. Definitions of School Administration
1. Jaswant Singh says, “School administration is the hub/ heart
of educational process. All the plans, policies are bound to
fail  unless and until there is sound administration in the
school”.
2. According to  Ryburn  says, “School administration is not
primarily concerned with arrangements, time-table, scheme
 School Administration  .3

of study, type of building, records etc. but it is concerned

with attitudes of work and with the children with whom we
work”.
4.1.3. Nature of School Administration
The Nature of School for the tasks of Administration involves
1. Planning: before the academic, beginning of the academic
during the academic and end of academic
2. Organizing; organizing the academic in terms of curricular,
co-curricular and extra-curricular activities in co-ordination
with the administrative activities
3. Directing: directions to the administrator, teachers, students
and non-teaching staff.
4. Coordinating: co-ordinating all the academic activities of
the school with the administration.
5. Evaluation: conducting, recording and reporting the
evaluation process time to time with proper planning for
summative and formative assessments.
4.1.4. Aims and Objectives of School Administration
Aims and objectives are the heart of any school administration.
The school administration should focus on the aims of objectives
in all the academic endeavours for successful completion of the
academic year and also for the consecutive years.
The following are the aims of school administration,
1. To provide efficient social life to the students and thus to
prepare them in the art of living together.
2. To bring school and community closer to each other.
3. To prepare the students for some vocation which is according
to their interests and abilities.
4. To help the pupils in the unfolding and blossoming of their
4.  UNIT 2
personality.
5. To provide healthy atmosphere for experimentation and
research.
6. To help in the realization of objectives of education as laid
down by educational experts.
Objectives of School Administration
The rapid expansion of knowledge both in content of subject
matter and teaching methodology has important implications for
school administration. Even though teachers are assumed to be
professionally competent, it is not appropriate to assume that they
do not need a highly specialized support system through school
administration. School administration, being a specialised support
system has the following objectives.
i) Organizing the School for Democratic Living
Democracy is the government by the many. If the many
are to rule themselves and no more to be ruled by the tyrant and
dictator,they must be educated first. Thus school in the modern
society becomes a place for teaching students about democratic
living. Therefore the school should be organized in such a manner
that it will enable the students to be inspired with the spirit of
fellow-feeling, brotherhood and social service.
(ii) All round Development of Students
All round development of the students continuing their studies
in a school is the chief aim of school organization. It provides
opportunities to the students for the balanced development of their
personality. Therefore, it is desirable to organise the school in a
manner so as to develop the physical, mental, moral and social
qualities of the students. Thus the school keeps an eye on the
developmental needs of the children. The community establishes
schools with a view to serve its own purpose by providing right
 School Administration  .5

training for citizenship.

(iii) The Study of the Students
The students constitute an important aspect of school
organisation. Students’ needs, hopes, aspirations, interests,
achievement levels and attitudes are important sources of data
for developing educational goals and need to be studied on a
comprehensive, intensive and continuous basis. Such study is an
important aim of school organization. Since students are a part of
society, the study of students contribute to the understanding of
students needs
iv) To Follow Definite Procedure
In reaching a decision, school organisation should spend much
time on the what, the how, the when and the who. The procedure
to be followed will be definite, even though the results may be
in doubt. All the members of the staff should be encouraged to
watch the results and participate in an evaluation of its worth. By
action, the group will develop more faith in group work.
(v) Intended Engagement Opportunities
Intended engagement opportunities are the conditions which
are developed in anticipation of the instructional process. The
assumption is that the student can achieve certain behavioural
objectives through a particular engagement. Examples of
engagement opportunities could include packaged materials,
films, and activities. Such materials could be developed within
or outside the school system. The planning and implementation
for development of such materials is an important aim of school
organization, which should involve students, teachers and
administrators.
(vi) Curriculum Change
The School is a society in miniature. To bring the School
and the community closer to each other, attempts must be made
6.  UNIT 2
for curriculum change. Curriculum change should be initiated
by school organisation system to enable schools to undertake
innovations in certain areas. Community dissatisfaction with the
existing programme may lead to curriculum change. If a large
segment of the community believes that reading can be taught
more effectively, it can exert pressure o the Board of Education
that results in efforts to change the programme of teaching.
(vii) To Develop a Permissive Atmosphere
Permissiveness, as used by psychologists, means personal
freedom to express a point of view or an idea without fear of
recrimination because it is in opposition to one held by someone
with power or authority. If the atmosphere is really permissive,
the members of the staff value the person who is different rather
than attempt to force him to conform. The person who is different
is encouraged to challenge, because out of that challenge comes
more insight for all. Achieving this attitude is not easy. In some
staff, the person who is different threatens other people, and they
hunt for ways of silencing him. School aims at developing a
permissive atmosphere in the school.
(viii) To Develop among the Teachers a Sense of Belonging
Teachers should feel that they belong to the group with which
they work. Desire to be accepted or to remain a part of the group
is more powerful in conditioning. School organisation should aim
at developing a sense of belonging among the teachers and try to
provide an atmosphere of free interaction to innovate ideas for the
progress of students learning.
(ix) Help with Personal Problems
People will grow intellectually and professionally through
the interaction involved in solving educational problems, if they
are deeply troubled with personal problems, their potential for
growth is not released. Actions by school organization to reduce
 School Administration  .7

tension contributes to the progress of education.

4.1.5. Elements of School Administration
A number of essential elements are included in efficient
school administration. These elements are,
1. Democratic Philosophy
2. Sharing Responsibility
3. Equality
4. Freedom
The above points are briefly described in the following paragraphs.
1. Democratic Philosophy: A successful administration is
based on successful philosophy. India is a democracy. So the
principles of its educational structure are also democratic. The
school practices should be based on democratic philosophy.
The Headmaster should have democratic attitude towards
all concerned–teachers pupils etc. He should take decisions
after consulting concerned persons.
2. Sharing Responsibility:  According to John Dewey,
democracy is sharing of experiences. In a school run on
democratic lines, the Headmaster of the school does not
consider himself as dictator. He delegates his powers among
teachers and pupils. The students shoulder responsibility in
the conduct of some aspect of school programme, but they
are guided by some teacher.
3. Equality:  In a democratic administration, all are treated
alike and get equal opportunities of work. The Headmaster
of the school considers himself as co-worker or a member
of the team.
4. Freedom: In a democratic administration, every individual
should enjoy maximum freedom of work, speech, initiative
etc. Balanced development of pupils is possible only in an
atmosphere of freedom.
8.  UNIT 2
4.1.6. Scopes of school administration
“Scope” refers to the breath, range, extent, comprehensiveness
and variety of an organization. According to the dictionary,
scope means the extent or range of view, outlook, application,
effectiveness and operation. From this point of view, educational
administration is concerned with different kinds of activities to
achieve its purpose and to perform the functions enjoined upon
it. Its scope extends to a vast area and a large variety of activities.
Let us now try to define the scope of educational administration
in the following way.
The scope of educational administration may refer to five
levels- the central level, the state level, the level of local bodies,
the level of private enterprise, and the school level. At each of
these levels, educational administration deals with a series of
problems.
The scope of educational administration is very wide and
extends over different fields. Any problem of administration is
concerned with its scope. These problems are solved on the basis
of a broad social perspective and the way of life of the people
of a country. We can broadly classify the scope of educational
administration based on the manifold activities performed by it.
Hence, the scope of school administration can be summarized
as:
i. Development of Human Personality
ii. The Purpose of Administration
iii. Provision of Human and Material Resources
iv. Legal Structure
v. The Educand
vi. Manpower Needs of Educational Activities
vii. Decision-making in respect of Finance
viii. Educational Administration has to deal with the
Problem of Curriculum Construction
 School Administration  .9

ix. (ix) Physical Facilities

x. (x) Cooperation with the Society
4.1.5. Principles of school administration
1) Structural Democracy:
Being the first principle of educational administration in the
modern era it puts stress on democracy in structural perspective.
It implies “the exercise of control” in democracy. The meaning
of exercise of control in this light should be such that, it helps
the students as future citizens in fulfilling their needs and
requirements tending to their self-realization, safeguard the
democratic government and welfare of people at local, state and
national levels.
This exercise of control refers to the meaning of democracy
by treating each human being as, “a living, growing and potentially
flowering organism.” Hence in this principle of educational
administration the educational administration has to practise the
principles of democracy both in structural and functional form.
In this regard and educational administrator will be a fittest
one who can manage autocracy as and when necessary to achieve
the goals of an educational programme. For actualizing it he has
to perform his duty as democratically as possible.
2) Operational Democracy:
This principle of educational administration gives priority
on the practical aspect of democracy as a way of life and form
of governance. To this, the essence of democracy is to give
importance on the dignity of every individual and assisting him
to understand his self in this context this principle considers
democracy as a matter of spirit, way of life and a mode of
behaviour. Keeping this in view it is the task and responsibility of
an educational administrator to focus on day to day happenings in
relation to democratic society in educational perspective that are
10.  UNIT 2
relevant in wider extent. Because this sort of democracy seeks to
make democracy more practical rather than formal. For example
a school or an educational institution is regarded as the society
in miniature or a small society. It means the entire picture of the
society has been reflected in the school. The same situation lies
in case of a democratic society like ours where people expect the
school or an educational institution will do a lot for actualizing
democracy as a matter of spirit, way of life and a mode of
behaviour practically. In this light, it should be the function of the
educational administrator to achieve it for which he may take the
view of the students, consult with the staffs, specialists, expects
and community members before taking any decision. This result
in the emergence of a good and effective social order by the school
or educational institution as an agency of education. Overall
speaking this type of democracy as a principle of educational
administration gives importance on practicability and relevance
of day to day happenings of democracy in relation to educational
perspective so far its administrative aspect is concerned.
3) Justice:
Generally speaking justice refers to provide every individual
his due in the society by honoring his individuality. This meaning
of justice is the essence of democracy. As justice is one of the
basic hallmarks of democratic administration, it is regarded
as an essential principle of educational administrating which
is democratic in form and practice. For practicing justice in
educational administration there is the need and essentiality of
giving due reward and share to every individual to his efforts and
achievements. Besides, every individual is to be given task or
assignment in accordance with his needs, requirements, abilities,
aptitudes etc. Hence the educational administrators for practicing
justice as one of the principles of educational administration
must be judicious while dealing with employees, students and
public. But in Practice it is not happening as the educational
 School Administration  .11

administrators very often arbitrarily exercise discretionary

powers and too narrowly apply uniform rules in one point. And
uniformity of rules in educational administration does not provide
equality which is necessary to safeguard the individuals in another
point. This nature of the educational administrator goes against
the very essence of justice as it is to be free from such bias nature
of them. Hence the educational administrators have to reduce
this tendency to minimum for making justice beneficial, healthy
and impartial in nature and approach as a principle of modern
educational administration.
4) Equality of Opportunity:
One of the important social objective of education is to
equalize opportunity or facility for enabling the backward or
under privileged classes and individuals to use education as
a means for improvement of their condition. In order to keep
equality of opportunity in concrete shape in the field of education,
educational administration plays a vital role. For this greater
emphasis should be given on equality of educational opportunity
for the shake of accelerating the process for building up of on
egalitarian human society in which the age old social exploitation
will be reduced to minimum.The principle of uniformity is
not to be practiced and maintained in the field of educational
administration as equality does not refer to uniformity. The cause
is that opportunity means to provide adequate facility or scope to
every individual for his development. In this context, the reasons
for existence of inequalities of educational opportunities cited by
the Education Commission (1964-66) can be highlighted which
must be stressed in the field of educational administration.
These are:
i. In equal distribution of educational institutions through
out the country.
ii. Poverty of a large Section of the population and relative
affluence of a small minority.
12.  UNIT 2
iii. Disparity between the education of boys and girls at all
stages and in all sectors of education.
iv. Disparity of educational development between the
advanced classes and the backward classes.
Every society that values social justice and anxious to
improve a lot of common man and cultivate all available talents,
must ensure progressive equality of educational opportunity to all
sections of the population. In this context it should be the task of
educational administration to make special efforts for equalizing
educational opportunities by reducing the above cited problems
of it. As a result, equality of opportunity in educational process
will be practiced by educational administration as one of its
principles.
5) Prudence:
Overall speaking prudence refers to thinking or planning
or showing thought for future. Being contextual in approach
it can be said that the futuristic outlook, vision and forward
looking must be incorporated it the field of administration.
Like general administration educational administration has to
practice the exercise of foresight skill and vision with respect to
matters concerning practical living and utility of the system of
administration in future by the educational administrator. This
principle “Prudence” is closely related to intelligent economy
which implies quality control. In order to ensure quality control
in the field of education, educational administration has to make
expenditure on education by accepting it as an investment on
human resource. It is evident from several studies that now in
educational administration there lies a lot of wasteful expenditure
for which the system of check and balance is essential. The system
of check and balance is prudential in nature which seeks to protect
an educational institution or organisation, an enterprise from mis-
behaviours and mis-appropriation by an official or authority as
misuse of power and funds that creates mischief.
 School Administration  .13

It is known to one and all that misuse of power and money

leads to the loss of public in general. Hence like general
administration in educational administration there is the necessity
of the system of “check and balance” to prevent such misuse.
This will be done if educational administration accepts it as its
principle in real situation.
Those who are good sociable, democratic competent and
welfare oriented educational administrators liberty is granted
for them. Liberty is granted to them with not making the system
of “check and balance” rigid. Because it is essential to give
freedom to the competent and delicate persons as educational
administrators who are in the interest of good administration.
They give a differential treatment to different students, staffs,
officials and community members as per their need remaining
within the jurisdiction of educational administration. Besides
an educational administrator in order to prudential in nature and
work must have simplicity, understanding capacity democratic
spirit and effective communication ability with him as attributes.
6) Adaptability, Flexibility and Stability:

An institution must be able to adjust with changing situations

by fulfilling the developing needs and by improving its day-to-day
dealings with persons or agencies involved. This characteristic of
an institution is called adaptability. In the process of achieving
its educational objectives, it has to deal differently with different
human beings like teachers, parents and the public at large, who
are affected in one way or other by the process or its products.
This tendency is called flexibility. The educational institution
however must be able to achieve adaptability without creating
any dislocation or disruption in its process and achievements.
This property is named as stability. An institution must have these
three characteristics in order to be able to achieve its objectives
adequately and to give due regard to all persons concerned in
14.  UNIT 2
some way or other. These three characteristics are dynamic,
adaptability and flexibility are especially so. Stability, however,
is called as prudential check on the change which retains good
in the old and gives up bad in the new. Hence, careful evaluation
of the old as well as the new is an essential feature of stability.
Adaptability is concerned with acts of change and flexibility to a
great extent to counteract with uniformity and stability is mainly
the counterweight to adaptability. Thus on the whole, adaptability
is the capacity of an enterprise to change, to develop and to
improve. Flexibility is the capacity of an institution to react in
variance with persons and situations affected and to warn against
the dangers of uniformity.
Stability on the other hand is the capacity of an organisation
to safeguard the merits of the old while it is in the process of
change. Hence, all these three qualities of adaptability, flexibility
and stability are complementary to each other.
4.1.6. The Difference between School Administration and
Educational Administration
In the previous unit educational administration was discussed
in detail. Student teachers should know the difference between
the School Administration and Educational Administration.
School administration and educational administration are
intimately related. In fact, school administration follows the same
principles as followed by educational administration, which is
concerned with the administration of education at various levels
i.e. central level, state level, local level etc., School administration
is concerned with the administration of education primarily at
the school level. But educational administration is concerned
with all the levels of education-school, college, university
etc. According to the Encyclopedia of Educational  Research,
“Education administration is the process of integrating the efforts
of personnel and of utilizing appropriate materials in such a way
 School Administration  .15

as to promote effectively the development of human qualities.

It is concerned not only with the development of children and
youth but also with the growth of adults and particularly with
the growth of school personnel.” School administration may,
therefore, be defined, as the process of integrating the efforts of
the school personnel, i.e., the members of the staff, the students
and their parents and of utilizing appropriate materials, i.e. the
school plant, school property etc., in such a way as to promote
affectively the development of human qualities as envisaged by
educational philosophy based on the ideas of socialism, secularism
and democracy. It is concerned with the growth of the students
and the school personnel.
The term ‘Educational Administration’is very comprehensive.
It is concerned with the management of any organization
or institution having an organised purpose, concerned with
education of the group of individuals forming that organization.
This management must be done with maximum efficiency and
effectiveness. Administration facilitates teaching and learning. Its
basic unit is the school which also includes the playground, the
laboratory, the school hall, the seminar room and many different
types of activities in which the teachers. guide their students.
The process of administration is designed to promote the quality
of work being done in the school, so that all the objectives of
education are realized. Thus, every teacher becomes a part of
school administration. One should clearly understood about the
fact that administration is not confined to mere instructional work.
It includes all other activities concerned with the development
of students’ personality – physical fitness, mental alertness,
aesthetic tastes, moral excellence, social commitments, spiritual
consciousness academic achievements etc. It also includes the
national objectives to be attained through education. These include
the spirit of patriotism, a healthy attitude towards work, national
integration, social service etc. In short school administration
comes under the educational administration.
16.  UNIT 2
4.2. INSTITUTIONAL PLANNING
Meaning
Institutional planning is a programme for developing and
improving the activities of an educational institution and it is
prepared by the institution on the basis of the learners’ needs and
the resources available in its premises. This planning process
is undertaken by the principal and the faculty members of the
concerned institution. Through this planning, the manager of an
educational institution identifies its strength, weaknesses, as well
as the opportunities and the factors and take them account that
will be threatened for the proper running of the institution.
Thus, the institutional planning is a course of action, prepared
by the members of the institution,for promoting the institutional
set up. The planning may be either short term or long term
according to the design of the programmes or course of action of
the institution.
Institutional planning basically indicates two thingsi.e.
i. infrastructure planning and
ii. Instructional planning.
Infrastructure planning is directed towards organising or
managing the material resources of the institution.
Instructional planning is associated with the planning of
all the aspects of the behavioural part of the institution such as
human resources of the organisation, their utilisation for the
implementation of the programmes of the institution. Thus,
Instructional planning in education is a systematic process of
applying scientific principles to the planning, design, creation,
implementation and evaluation of an effective and efficient
instruction for achieving the purpose or goal of the institution.
 School Administration  .17

4.2.1. Definition of Institutional Planning

Institutional planning is “a programme prepared by an
educational institution on the basis of its felt needs and the
resources available or likely to be available with a view to
improving the school programme and school practices”. - Prof.
M.B. Buch
4.2.2. Objectives of Institutional Planning
Institutional planning focuses on
GG Optimum utilisation of existing resources in the school.
GG Imparting realism and concreteness to educational
planning.Improvement of instruction.
GG Improvement of equipments and facilities in school.
GG Utilise the resources and goodwill of the community to
improve and develop the school.
GG Provide an opportunity to the local community, school
staff and students to join hands in the development of the
school.
GG For effective organisation of co-curricular and
extracurricular programmes to make the school a
community centre.
Institutional planning in education gives freedom to the
teachers or the faculty members of an educational institution to
take action for improving and developing the institutional settings.
The Following are some of the objectives of institutional planning:
GG Institutional planning is an effort to utilise the resources
available in an institution.
GG The main objective of this planning is to enrich the
instruction in the school.
GG One of the objectives of this planning is to deliver the
opportunity and freedom to the teachers to take suitable
18.  UNIT 2
course of action in order to bring about effectiveness of
the institution.
GG Institutional planning is also helpful for the manager of
an educational institution is to make the teachers and the
other staff as effective as well as efficient.
GG Institutional Planning guarantees the scope to the teachers
to play the role in the formulation and implementation of
plans.
GG Institutional planning emphasises what activities can be
doneand what are the future prospect of such activities for
themobilisation of the resources and the effectiveness of
the institution.
4.2.3. Scope of Institutional Planning
GG Improvement of the school plant.
GG Improvement in the administration.
GG Improvement of the instruction.
GG Organisation of curricular & Extra- curricular activities
for pupils.
GG Organising community programmes in the school.
4.2.4. Areas of institutional planning
Planning of academic activities.
GG Planning of co-curricular activities.
GG Planning of school infrastructure.
GG Planning of administrative matters.
GG Planning of teaching-learning materials.
GG Planning of discipline.
GG Planning of professional growth of teachers.
GG Planning school and community relations.
Areas indicate the scope where the process of planning is
 School Administration  .19

implemented for effective functioning of an educational institution.

In every aspect of an institution, the process of planning is needed
for ensuring the proper functioning and achieving the objectives
that an institution targets.
The following are some of the areas that institutional
planning hinges on or influences in the functioning of an
institution:
GG For improving administration or the administrative set
up in an institution, planning is necessary. The planning
programmes should be conducted for increasing the
effectiveness of staff meetings, improving supervision,
improving principal-faculty relations, maintaining the
democratic organisation in a school etc.
GG Institutional planning influences in the arrangement
procedure of school-community relations. The planning
is made in order to utilise the community resources
for effecting better learning in different subjects in
an institution. Arranging talks by the members of the
community is an effective means to secure the involvement
of the community members in the affairs of a school. For
mobilising the community, cordial relationship between
the school and the community is essential.
GG Planning is needed for improving the reading habits among
the learners as well as for developing academic activities
in an institution. Improving the reading habits through a
planned use of library, improving internal examinations,
reducing wastage and stagnation, assistance to retarded
students, education of gifted, use of bulletin board or the
use of other technological devices, the process of planning
arrangement is required in an institution.
GG For organising co-curricular activities in a school, firstly
it is necessary to find out the different ways. In that sense,
planning is required for better use of leisure time by
20.  UNIT 2
teachers as well as the learners in the school, choosing the
new programmes in school assembly, promotinglearner
interests in school activities, developing the good habits
amongthe learners of the school and so on.
GG Planning is necessary in a school for removing various
bad habits like truancy, stealing etc.
GG For maintaining a democratic atmosphere in a school and
for developing the qualities like leadership and tolerance
as well as self-discipline and self-control among the
learners, planning process in the school is necessary.
Giving more responsibilities to pupils, organising mock
parliament in school etc are some of the strategies
connected with institutional planning.
4.2.5. Characteristics of Institutional Planning
GG Need based
GG Goal oriented
GG Specific plan for an institution
GG Co-operative affair of the community, management,
school staff and students
GG Democratic outlook
GG Optimum utilization of resources
GG Collaboration with the community
GG Motivating
GG Flexible
GG Future oriented
GG Eliminates wastage of resources.
GG Helps in school development and improvement.
GG It forms the basis of higher level plan.
 School Administration  .21

Characteristics of Institutional Planning

GG The plan should be organised or planned on the basis of
the felt needs of the school.
GG Each form of institution has its own design of planning
according to the ideological perspective.
GG Institutional planning is for the maximum utilisation of
resourceswhich are available in the school and in the local
community.
GG The plan must have well defined goals and objectives.
GG The planning is a cooperative task among the staff of the
school.
GG Democratic procedure should be followed at all the stages
of the plan. All the members of the institution should be
consulted on the matters relating to what they are willing
to implement.
GG Institutional planning encourages the teachers to do
creative and original things rather than the routine ones.
GG Institutional planning must be flexible in nature and be
continuously evaluated along with the changes taking
place in the environment.
GG Parents-Teacher Associations should be improved in
order to facilitate constant discussion on the importance
and needs of the plan and also for identifying the areas in
the plan for necessary improvement.
GG For implementing the plan some basic principles are
required to be followed such as objectives, present
position, areas of improvement, mobilisation of resources,
requirement of the time and the course of action
22.  UNIT 2
4.2.6. Need and Importance of Institutional Planning
GG The success and the failure of the activities are based on
proper and efficient planning programme of an institution.
Planning is the course of action to manage the whole
aspects of the educational institution in an effective and
efficient form.
GG Planning shows the proper direction to the educational
planning in order to implement the educational
programmes in realistic manner for running the institution.
GG Institutional planning encourages the teacher and the staff
ofthe institution to take the initiative freely and creatively
for effective functioning of a school.
GG For the optimum utilisation of resources and for increasing
theorganisational effectiveness, the institutional planning
isessential.
GG Institutional planning helps the functionaries to control
thesituation by monitoring the performance on a
continuous basisso that the immediate action can be taken
if there is somethingwrong in the planning process.
GG In order to build coordination among the members of
theinstitution, the institutional planning is required as its
base.
GG Institutional planning is necessary for developing
well definedprogrammes or contents and unifying
interdepartmental activitiesas a whole. Consequently it
restricts the area of freedom of aninstitution to develop
any single departmental plan with limitedutility.
GG Planning focuses on organisational objectives and
direction ofaction for achieving these objectives. Planning
in an organisationmakes the objectives as clear, specific,
more concrete andtangible.
 School Administration  .23

GG Planning process in an organisation is important for gearing

theorganisation towards taking suitable future course
of action forachieving the success in the organisational
objectives.
Thus, the institutional planning is required in view of its
importance asshown in the following diagram. CUT
4.2.7. Steps in institutional planning
1. Analysis of the existing condition
2. Planning for improvement of existing condition
3. Implementation of the plan
4. Evaluation and feedback.
Planning is a man made process. It is necessary for running
theprogrammes properly. Therefore, before planning programme,
some stepsare to be followed for the effective utilisation of the
progarmmes. The followingare some of the steps to be kept in
mind while making a plan in an institution.
EE Find out an area or the aspects or the contents, on the
basis of whichthe planning procedure will be developed.
EE After finding out an area or the contents in an educational
institution,the functionaries have to go through the phase
of survey. Throughsurvey, it becomes easier to find out
the felt needs and the availabilityof resources in the
institution.
EE Preparation is the next phase after the survey. In this
phase, the plansand projects are prepared considering the
needs and availability ofresources at local, district, state
and national level.
EE All the plans should be linked to fulfilling the long term
objectives of aparticular institution. A short term plan may
focus more on theimmediate objectives of an institution
but these objectives must bederived from the long term
objectives of the organisation. For example,
24.  UNIT 2
EE monthly units tests or half yearly examinations are held
in a school asshort term evaluation of the students. It is a
short term objective. Thelong term objective of holding
such tests is to ensure improvement ofthe students in the
summative evaluation at the end of the session.
EE This is considered an attempt to achieve long term
objective.
EE The direction of a plan must be specific and the course of
action shouldbe clear.
EE The plan must be consistent in terms of organisational
factors suchas human and physical resources,
organisational structure andvarious other organisational
plans.
EE Simplicity and flexibility are the another conditions
that should be takencare of while framing the plan in an
organisation.
EE Sharing the results and evaluating the feedback are an
essentialconsideration in order to improve and develop
the plan from time totime in an institution These help
in knowing about the felt needs andaspirations of the
functioning of the institution.
4.2.8. Merits of institutional planning
• Helps in achieving educational objectives
• Helps in achieving institutional objectives
• Reduces future uncertainties
• Best possible use of available resources
• Facilitates control
• Encourages creativity
• Effective co-ordination
• Facilitates decision making
• Improves the infrastructure
 School Administration  .25

• Improves standard of institution

• Helps to plan good curricular and co-curricular activities
• Improves relation with members of organization
4.3. SCHOOL COMPLEX
A school or educational complex is a proven institution
which can be entrusted with entire responsibility of management
of education and major programme like operation Blackboard
in the area as falling in its jurisdiction. Given the present stage
of higher education, it seems to be rather far­fetched to expect
colleges and universities everywhere to play a leading role in
educational complexes.”- Report of the CABE Committee on
NPE 1986.
The concept of school complex was originated from the
report of the Kothari Commission, 1964-66. It was mooted as an
innovation in the school education. The Commission realized that
modem education is a process of learning from real life and from
the pulsating, dynamic society around us. Learning should be at
the choice and pace of the learner.
It must stem from roots of society. Co-operative efforts will
help us to achieve these objectives. Education can make its own
contributions to the development of the individual, as well as the
well- being of society, only when we can establish a face to face
relationship between different schools within easily accessible
distances. This can be done only when we develop all schools as
a complex.
So a school complex is organized by taking a group of
elementary schools, high schools, a training school, a technical
school etc. together. These institutions functions cooperatively for
the improvement of their educational standards. It will facilitate
to provide equal educational facilities and experiences to all the
schools.
26.  UNIT 2
The Education Commission, 1964-66 which observed
that “such an organisation would have several advantages
in the helping to promote educational advances. Firstly, it
would break the benumbing isolation under which each school
functioned; it would enable a small group of schools working
in a neighbourhood to make a cooperative effort to improve
standards; and it would enable the state education department
to devolve authority to functional levels.” So the networking of
schools in a school complex is expected to facilitate sharing and
exchanging of resources and experiences. In this context, there is
much importance of school complex.
4.3.1. Need and Importance:
1. No isolation of schools:
The school complex brings the schools of an area together. It
will help to break the terrible isolation under which each school
functions at present and like with other schools in a particular
area for raising the quality of education and to organize similar
units throughout the country. It will enable a similar group of
schools working in a neighbourhood to make a cooperative effort
to improve standards.
2. Sharing Instructional Works:
The school complex provides scope for the sharing of
instructional work among the different constituent schools. The
expert teachers of the complex may visit other schools, teach and
plan new educational experiments. It will help to follow improved
methods of teaching.
3. Sharing material facilities:
The school complex can provide new teaching aids like
projector, a good library, a good laboratory in each secondary
school as a unit and make them functionally available to all the
schools in one area.
 School Administration  .27

4. Co-operative efforts for improvement:

The deferent schools work in close co-ordination for mutual
benefit. It will help for educational reforms and development of
the country. It will help for educational reforms and development
of the country. It will mobilize both human and material resources
for the progress of education. It helps the schools to function in
small, face-to-face Co-operative groups.
5. In-service Training:
The complex is able to facilitate to provide in- service
teaching to teachers and upgrading of the less qualified teachers.
The group of schools and teachers of one complex can get
maximum freedom to develop their own programmes. Under this
programme, the school will get much strength and will be able to
make the system more elastic and dynamic. The school complex
can coordinate its works with the local communities and can
derive as much help from this source as possible.
In school complex, we find every activity is confined
to schools alone. But net-working of the institutions should
be much-broad-based not confined to schools alone, rather;
they should be Education Complexes, as distinct from School
Complexes. So there is much need and importance of school and
educational complexes for strengthening of educational planning
and administration.
4.3.2. Recommendations of various Committees and
Commissions of NPE-1986 on Educational Complex:
National Policy on Education, 1986 says, “A very important
role must be assigned to the head of an educational institution.
Heads will be specially selected and trained. School complexes
will be promoted on a flexible pattern so as to serve as networks of
institutions and synergic alliances to encourage professionalism
among teachers, to ensure observance of norms of conduct and to
28.  UNIT 2
enable the sharing of experiences and facilities. It is expected that
a developed system of school complexes will take over much of
the inspection functions in due course.”
The Programme of Action, 1986 speaks of school complexes
as already brought earlier. But it is a limited concept of bringing
schools together for sharing and exchanging of resources including
personnel. While they have been envisaged as institutions with
wide-ranging functions relating to the running of schools, they
are not apparently conceived within an autonomous framework.
The inspection functions of the school complex, according to the
PO A, are also to be in addition to the normal inspection functions
of the district/ block level inspecting authorities.
In July 1991, a C ABE (Central Advisory Board of
Education) Committee on Policy which is popularly Known
as Janardhana Reddy Committee, under the chairmanship of
the Chief Minister of Andhra Pradesh and comprising six other
Education Ministers belonging to the major political parties and
eight educationists, was constituted to review the implementation
of various parameters of the NPE, 1986 taking into consideration
the report of the committee for review of the NPE (NPERC) and
other relevant development since the Policy was formulated.
The JRC, in its report submitted in January, 1992, came to
the conclusion that:
“School complexes will be promoted as a network of
institutions on a flexible pattern to provide synergic alliances to
encourage professionalism among teachers, to ensure observance
of norms and conduct and to enable the sharing of experiences
and facilities. The school complex will serve as the lowest
viable unit of area of planning and will form a cluster of 8-10
institutions in which different institutions can reinforce each other
by exchanging resources, personnel, materials, teaching aids etc.
and using them on a sharing basis.”
 School Administration  .29

“Although a number of states have experimented with the

scheme of school complexes, the programme is yet to emerge
as a comprehensive and systematically administered one. As
the institutional resource endowment varies from place to place,
there can be no single model for creation of school complexes.
Every state has to evolve its own operational model based on
experiences or by drawing upon experiences of other states.
The states may prescribe necessary guidelines for creation and
functioning of school complexes and define the nature, mode,
type of planning and inspection work to be performed by them.
It would be desirable that the recommendations regarding the
school complex programme are implemented on a state-wise basis
during the Eighth Plan period. At the same time it is desirable to
attempt large net-working of institutions in a district in the shape
of educational complexes on an experimental basis during the
Eighth Plan period. In the educational complex, the net-working
could be done from the primary to college and university level.
The Central Government may develop in with next two years
guidelines for organizing this, on an experimental basis in
situations where the atmosphere is congenial for launching such
complexes. While developing the educational complexes, support
form institutions like DIET, Teacher Education College, ITIs,
Polytechnics, particularly community polytechnics may also be
sought.”
The Central Government had, in may 1990, appointed
a Committee to review NPE, 1986, under the chairmanship of
Acharya Ramamurti. The Committee submitted its report on
26th, December, 1990. The Committee views the concept of
Educational complexes within the framework of local area
planning’ commend by the Approach Document for the Eighth
Five Year Plan approved by the National Development Council.
30.  UNIT 2
It recommended that:
“On a pilot basis, at least one Educational Complex may be
established in every district during the Eighth Five Year Plan,
So as to develop a functional model”. At the pilot stage full
administrative and financial support should be given to these
complexes.
The Features of these complexes arc described below:
1. The Management model may be that of local college, in
high school or group of high schools and the associated
middle and primary schools coming together in a cluster.
The complex may work in coordination with Panchayati Raj
institutions as well as local development and social welfare
agencies-voluntary or Government.
The University may help in the development of the complex
through its faculty, students and technical resources.
There could be a memorandum of understanding between
the complex and the university on the one hand, and the
complex and the local body; on the other. The complex will
follow its own self-monitoring system. The complex should
be provided with adequate intellectual resources as well.
2. The management of education in the complexes should
be the job of professionals, i.e. the teaching community,
various aspects like curriculum, syllabi, content and
process, evaluation, monitoring, teacher training and modes
of delivery of education to different segment of the society
will be the responsibility of the teaching- community itself.
3. In discharging this responsibility, teachers will closely
interact with the community, where they are serving. In this
arrangement, the quality of education will not be determined
by a body of Inspectors or functionaries external to the
educational system. Consequently, education being directly
in the hands of those for whom it is a matter of day-to-day
concern, its quality should significantly improve.
 School Administration  .31

4. The Educational Complexes should be autonomous

registered societies in structures.
The National Policy on Education Review Committee
(NPERC) assigned a very important role to the Educational
Complexes in planning and implementation. The idea
of school complexes was first mooted by the Kothari
Commission, 1964-66.
The networking of schools in a school complex was
expected to facilitate sharing and exchanging of resources
and experiences. National Policy on Education (NPE)
assigned a key role to school complex and Programme of
Action (POA) elaborated the NPE perception.
But the Central Advisory Board of Education (CABE) in its
meeting held on 8-9 March, 1991 examined the procedure
to be adopted for consideration of the report of the NPERC
and decided that a CABE Committee be constituted by
the Chairman, viz.. Union Minister of Human Resource
Development, to consider the recommendations of the
NPERC.
In pursuance of the above decision, the Chairman of the
CABE, appointed a committee on 3 1 St, July, 1991, to
review the implementation of various parameters of NPE
taking into consideration the report of the NPERC and other
relevant developments since the policy was formulated and
to recommend modifications to be made in NPE.
The Chairman of this Committee was Sri. Jamardhana
Reddy, C.M. and Minister of Education, Andhra Pradesh,
So the Committee is named as Janardhan Reddy Committee
(JRC). Following is the report of this Committee as regards
the Educational Complexes. “We find that the educational
complexes suggested by the NPERC is an enlargement
of the idea of school complexes in that college and
32.  UNIT 2
universities are also brought into the network. We find a
certain measure of uncertainty in the NPERC’S approach
to the educational complexes. The NPERC had advocated
experimentation with the idea of an educational complex in
this chapter, while in other chapters the recommendations
relating to educational complex proceed from the premise
that educational complex is a proven institution which
can be entrusted with entire responsibility of management
of education and major programmes like Operation Black
board in the area as falling in its jurisdiction. Given the
present stage of higher education, it seems to be rather far-
fetched to expect colleges and universities everywhere to
play a leading role in educational complexes. We, therefore,
suggest that the idea be tried on an experimental basis in
selected areas.”
Lastly, if properly organised educational complex can
admirably serve the purpose of closer supervision, upgrading
the quality of education, better utilisation of resources, both
men and materials and improvement of human relations and
professional consciousness of all workers.
4.4. DEMOCRATIC ADMINISTRATION IN EDUCATION
Yirci (2012) defined educational administration as essentially
a service, activity or tool, through which the fundamental
objectives of the educational process may be more fully and
efficiently realized. Educational administration is concerned with
the utilization of adequate resources and the harmonization of
relationships and interactions in a suitable environment, in order
to foster the attainment of the goals of teaching and learning.
Educational administration requires rational decision in the
selection of the best for the achievement of education agreed
goals. But since the complexity of administrative decisions as well
as human inability to see the future hinder successful rationality,
the purpose of democracy in educational administration is to
compensate for these limitations,
 School Administration  .33

4.4.1. Meaning of Democratic Administration

Democratic education  allows the decentralization of
education and aims to empower students to exercise self-
determination in terms of their education. It means that students
are allowed to choose what and how they will study within the
given framework of community greater leverage and also make
them accountable.
4.4.2. Principles of Democratic Administration
a. Justice:
Justice refers to provide every individual his due in the society
by honoring his individuality. This meaning of justice is the
essence of democracy. As justice is one of the basic hallmarks of
democratic administration, it is regarded as an essential principle
of educational administrating which is democratic in form and
practice. For practicing justice in educational administration there
is the need and essentiality of giving duereward and share to every
individual to his efforts and achievements.
Besides, every individual is to be given task or assignment
inaccordance with his needs, requirements, abilities, aptitudes etc.
Hence the educational administrators for practicing justice as one
of the principles of educational administration must bejudicious
while dealing with employees, students and public.
But in Practice it is not happening as the educational
administrators very often arbitrarily exercise discretionary
powers and too narrowly apply uniform rules in one point. And
uniformity of rules in educational administration does not provide
equality which is necessary to safeguard the individuals in another
point. This nature of the educational administrator goes against
the very essence of justice as it is to be free from such bias nature
of them. Hence the educational administrators have to reduce
this tendency to minimum for making justice beneficial, healthy
34.  UNIT 2
and impartial in nature and approach as a principle of modern
educational administration.
b. Equality of Opportunity:

One of the important social objective of education is to

equalize opportunity or facility for enabling the backward or under
privileged classes and individuals to use education as a means
for improvement of their condition. In order to keep equality of
opportunity in concrete shape in the field of education, educational
administration plays a vital role. For this greater emphasis should
be given on equality of educational opportunity for the shake of
accelerating the process for building up of on egalitarian human
society in which the age old social exploitation will be reduced
to minimum.
The principle of uniformity is not to be practiced and
maintained in the field of educational administration as equality
does not refer to uniformity. The cause is that opportunity means
to provide adequate facility or scope to every individual for
his development. In this context, the reasons for existence of
inequalities of educational opportunities cited by the Education
Commission (1964-66) can be highlighted which must be stressed
in the field of educational administration. These are:
i. In equal distribution of educational institutions through
out the country.
ii. Poverty of a large Section of the population and relative
affluence of a small minority.
iii. Disparity between the education of boys and girls at all
stages and in all sectors of education.
iv. Disparity of educational development between the
advanced classes and the backward classes.
Every society that values social justice and anxious to
improve a lot of common man and cultivate all available talents,
must ensure progressive equality of educational opportunity to all
 School Administration  .35

sections of the population. In this context it should be the task of

educational administration to make special efforts for equalizing
educational opportunities by reducing the above cited problems
of it. As a result, equality of opportunity in educational process
will be practiced by educational administration as one of its
principles.
c. Prudence:

Overall speaking prudence refers to thinking or planning or

showing thought for future. Being contextual in approach it can
be said that the futuristic outlook, vision and forward looking
must be incorporated it the field of administration. Like general contin
ue
alignadministration educational administration has to practice
the exercise of foresight skill and vision with respect to
matters concerning practical living and utility of the system of
administration in future by the educational administrator.
This principle “Prudence” is closely related to intelligent
economy which implies quality control. In order to ensure quality
control in the field of education, educational
administration has to make expenditure on education by
accepting it as an investment on human resource.
It is evident from several studies that now in educational
administration there lies a lot of wasteful expenditure for which
the system of check and balance is essential. The system of check
and balance is prudential in nature which seeks to protect an
educational institution or organisation, an enterprise from mis-
behaviours and mis-appropriation by an official or authority as
misuse of power and funds that creates mischief. It is known to
one and all that misuse of power and money leads to the loss of
public in general. Hence like general administration in educational
administration there is the necessity of the system of “check and
balance” to prevent such misuse. This will be done if educational
administration accepts it as its principle in real situation.
36.  UNIT 2
Those who are good sociable, democratic competent and
welfare oriented educational administrators liberty is granted
for them. Liberty is granted to them with not making the system
of “check and balance” rigid. Because it is essential to give
freedom to the competent and delicate persons as educational
administrators who are in the interest of good administration.
They give a differential treatment to different students, staffs,
officials and community members as per their need remaining
within the jurisdiction of educational administration. Besides
an educational administrator in order to prudential in nature and
work must have simplicity, understanding capacity democratic
spirit and effective communication ability with him as attributes.
d. Adaptability, Flexibility and Stability:

An institution must be able to adjust with changing situations

by fulfilling the developing needs and by improving its day-today
dealings with persons or agencies involved. This characteristic of
an institution is called adaptability. In the process continue

of achieving its educational objectives, it has to deal

differently with different human beings like teachers, parents
and the public at large, who are affected in one way or other by
the process or its products. This tendency is called flexibility.
The educational institution however must be able to achieve
adaptability without creating any dislocation or disruption in its
process and achievements. This property is named as stability.
An institution must have these three characteristics in order
to be able to achieve its objectives adequately and to give due
regard to all persons concerned in some way or other. These
three characteristics are dynamic, adaptability and flexibility are
especially so. Stability, however, is called as prudential check on
the change which retains good in the old and gives up bad in the
new. Hence, careful evaluation of the old as well as the new is an
essential feature of stability.
 School Administration  .37

Adaptability is concerned with acts of change and flexibility

to a great extent to counteract with uniformity and stability is
mainly the counterweight to adaptability. Thus on the whole,
adaptability is the capacity of an enterprise to change, to develop
and to improve. Flexibility is the capacity of an institution to
react in variance with persons and situations affected and to warn
against the dangers of uniformity. Stability on the other hand is
the capacity of an organisation to safeguard the merits of the old
while it is in the process of change. Hence, all these three qualities
of adaptability, flexibility and stability are complementary to each
other.
4.5. SCHOOL PLAN
Planning is the foundation of all management. In education
it  involves teachers, making curricular decisions regarding
what students are to learn and instructional decisions
regarding the learning experiences to be provided in the
classroom. The scheduling of learning activities is a major
planning task.
4.5.1 Definition of the School Plan
The School Plan is a statement of the educational philosophy
of the school, its aims and how it proposes to achieve them. It
deals with the total curriculum and with the organisation of the
school’s resources, including staff, space, facilities, equipment,
time and finance. It includes the school’s policies on such key
issues as: pupil assessment, special needs, record-keeping,
staff development, teachers’ preparation, homework, the code
of behaviour, home-school links, equal opportunities in the
curriculum for girls and boys, intercultural education, health and
safety standards.
A School Plan contains two main sections.
i. The first section deals with the total curriculum to be
implemented in the school.
38.  UNIT 2
ii. The second section describes a range of policies and
practices which largely have to do with administrative
aspects of school life. Some of these policies will
change very little from year to year.
4.5.2 The School Plan and school development
GG The School Plan is concerned with the creation of realistic
targets which lead, if achieved over a period of time, to
improvements in the education offered to children. The
School Plan provides a shared long-term vision for the
school. It establishes priorities for action and provides
a mechanism for reviewing progress. The School Plan
enables the school to control the direction and pace of its
own development in a professional way
4.5.3. Process of planning
GG School planning is essentially a process in which policy
and plans evolve from the ever-changing and developing
needs of the school community. An important dimension
in this process of planning is the collaborative effort and
co-operation that takes place between the principal, the
teachers, the board of management and the parents of
the pupils attending the school. The involvement of all
the partners in this collaborative exercise enables each
to make its own special contribution which in turn is
complemented by the contributions of the other partners.
GG The process involved in school planning is of paramount
importance to all those engaged in the exercise at all stages
of the plan’s development. Effective school planning
involves constant review, design, implementation and
evaluation.
4.5.4 The Product
GG It is recognised that the outcome of the process of planning
results in a product. This will take the form of a document
 School Administration  .39

or a series of documents.
GG As already stated, this product will include policies which
are almost permanent features of the School Plan and will
also include other policies which will be open to more
frequent review and development.
GG Over a number of years the teachers in many primary
schools have become involved in the process of school
planning as a collaborative effort. This has resulted in the
production of documents or plans which are of particular
use to teachers in their schools. In general, these plans
contain modules on the organisation and administration
of the day-to-day activities of the school as well as
statements on the curriculum and its implementation.
4.5.5. Consultation
GG In the process of school planning a significant role will
be played by the principal, the teachers, the parents and
the board of management. From this collaborative and
consultative process a product, the School Plan, will be
formulated thus ensuring the continuing enhancement of
the education provided for the pupils in the school.
4.5.6 Steps for school plan
Steps Taken For Making Educational Planning:
1. Planning for Survey of Felt Needs and Requirements:
Before planning educational programme of an institution or
organisation of any place or situation or community, first there
is the need of doing a survey of felt needs and requirements. It
implies that planning for survey of felt needs and requirements
of any educational institution or organisation is the first step of
educational planning.
2. Planning for Allocation of Resources:
This step of educational planning refers to allocation
40.  UNIT 2
of resources both physical and human for fulfilling the felt
educational needs and requirements.
3. Planning for Formulation of Educational Goals:
In this step of planning educational goals would have
been formulated in relation to the felt needs, requirements and
resources.
4. Planning for Formulating a Specific Programme of
objectives:
In this step of the educational planners make planning for
formulation of a set of objectives in contextual perspective. These
objectives may refer to the instructional objectives or expected
outcomes in particular of an educational programme of an
educational institution or organisation.
5. Planning for Implementation:
This step of educational planning relates with the practical
aspect of an educational programme in which there is the interplay
of available resources-human, material, financial. But it is through
the human resources a plan can be properly implemented. For
this before implementation of the plan, planning must be done on
the role and responsibilities of every member of the educational
programme.
6. Planning for Regular Monitoring:
Planning must be done for monitoring of an educational
programme by the competent personnel during the implementation
and towards the end of an educational programme. As a result
the scope for refinement and development of an educational
programme for adequate realization of educational objectives
will be ensured.
7. Planning for Evaluation:
This step of educational planning implies that the major
 School Administration  .41

concern of this step is to know to what extent the plan has been
effective to fulfill the needs of the educational programme
and to find out the defects in the process of implementation of
an educational programme. This evaluation can be done by a
committee of competent personnel.
8. Re-planning and Revising:
Being the last but not the least step of educational planning
it refers that if on the basis of evaluation educational planning of
any programme seems to be defective, steps should be taken for
re-planning the educational plan and revise it accordingly, as and
when necessary.
The developments are taking place everywhere and the rising
complexity of our educational system has made the educational
planning a necessity. We are facing many problems like population
explosion, manpower requirements, increasing aspirations with
different sections in the society, inequality between the demands
of the economy and educational products, ecological imbalances,
dwindling resources, and chaotic applications of systematic
developments. All these problems produce demands on the
education system for solutions. The education system meets all
these problems, so planning becomes even more important with
the capability of planning becomes mandatory.
4.5.7. Purpose of the School Plan
EE The School Plan has as its essential purpose the
achievement of school effectiveness as well as being a
significant support for school improvement. It will help
the school to realise its stated aims and objectives which
will be firmly directed towards meeting the present and
anticipated needs of the pupils. It will help to ensure
quality in teaching and learning throughout the school.
EE In helping to achieve effectiveness, the School Plan will
direct attention towards those areas of school activity
42.  UNIT 2
which are accepted as being essential in ensuring
effectiveness .planning and decision making.
EE It is accepted that the most effective organisations are
those which place a great emphasis on clarifying their
aims and objectives, as well as engaging in corporate,
collaborative and comprehensive planning in order to
achieve those aims and objectives.
EE The school is also an organisation and likewise needs to
be effective. In order to be so, it needs to enable all its
partners to join in the clarification and statement
EE of its aims and objectives and to agree on strategies
to achieve them. School-based planning is the most
important means through which this is done.
EE To assist the school in becoming effective and in promoting
school improvement, a strategy is necessary to harmonise
the sometimes differing expectations of teachers, boards
of management and parents. Collaborative school
planning and the production of a School Plan can provide
a framework for the development of such a strategy.
EE The School Plan is a statement of the educational
philosophy of the school, its aims and how it proposes to
achieve them. It deals with the total assessment, special
needs, record-keeping, staff development, teachers’
preparation, homework, the code of behaviour, home-
school links, equal opportunitiesin the curriculum for
girls and boys, intercultural education, health and safety
standards.
EE While the School Plan will ensure adherence to the
school’s own aims and objectives, it will also enable all
partners to be aware of and to subscribe to the stated over-
arching aims of the education system as expressed
 School Administration  .43

• by statute
• in curriculum guidelines
• in the circulars of the Department of Education
and Science
• in accepted national policy reports and documents.
EE The School Plan has as its essential purpose the
achievement of school effectiveness as well as being a
signiicant support for school improvement. It will help
the school to realise its stated aims and objectives which
will be irmly directed towards meeting the present and
anticipated needs of the pupils. It will help to ensure
quality in teaching and learning throughout the school. In
helping to achieve effectiveness, the School Plan will direct
attention towards those areas of school activity which are
accepted as being essential in ensuring effectiveness.
4.5.8. Features of effective schools
The following are regarded as important features of schools
which are effective:
EE purposeful leadership by the principal
EE curriculum planning and development
EE appropriate communication structures
EE teacher/classroom preparation
EE intellectually challenging teaching
EE an environment in the classroom which is conducive to
learning
EE a positive climate
EE parental involvement
EE assessment and record keeping
EE consistency in the implementation of agreed policies.
EE The School Plan will serve as a basis for the work of the
44.  UNIT 2
school as a whole and also for evaluating and reporting on
whole school progress and development.
4.6. TIME-TABLE
The School Plan will serve as a basis for the work of the school
as a whole and also for evaluating and First of all, a timetable is
a kind of schedule that shows when speciic events will happen. It
is a plan which shows at what times certain activities will happen.
Therefore, a timetable is very useful in planning ahead. Timetable
tells the order in which events will take place. A school timetable
is for managing school-related activities. It is useful for students,
teachers, rooms, and other resources. A school timetable usually
cycles every week or every fortnight.
4.6.1. Definitions Of Time Table
H.G. Stead:
upperitcase
is the time able that supplies the framework within which
the work of the school proceeds. It is the instrument through
which the purpose of the school is to function. Dr Jaswant Singh:
it is the spark plug of school which sets into motion its various
activities and programmes
Mohiyuddin: A timetable is said to be the second school
clock. It shows the hours during which the school work is done,
what work is to be done during each period of the school day and
in each class, the room in which the work is to be done and the
teacher to be incharge of that work.
GG Time table is the detailed plan showing the schedule of
time allotment tovarious subjects and academic activities.
GG Usually timetable is prepared for a week, to be repeated.
GG All the work is carried out systematically in tune with the
timetable.
 School Administration  .45

GG The successful working of the school depends on a

suitable timetable.
Time table is thus a chart which indicates:
GG Working hours of a school
GG Time of beginning and ending of each day along with
time of recess
GG Time of beginning and ending of each class period,
activities period etc
GG Subjects and activities offered
GG Names of the subjects taught at specific time
GG Name of teacher in charge of each class and activities
GG Venue of each class
GG Days on which the school works
GG Length of a period
GG Time, length and number of intermissions
GG Time for morning assembly, attendance and co-curricular
activities.
4.6.2. Importance Of Time Table LOWER CASE

A school timetable is certainly a useful tool. Its importance is

due to the following reasons:
a. Curriculum Organization
A school timetable has defined period lengths. It also has
specific subjects for each period. Hence, it allows administrators
to distribute enough resources to most curriculum parts. The
organization of a good timetable is such that important subjects
are at the best times.
b. Student Organization
A timetable informs students about the time of class periods.
46.  UNIT 2
Furthermore, it also lets them know the duration of each class
period. Without a school timetable, the students will not be able
to prepare properly.
c. Reducing Confusion
A good school timetable reduces confusion for teachers. A
school timetable allows teachers to properly make their routines.
Hence, teachers feel comfortable. Another bene it is that teachers
can also remove mistakes.
d. Critical Routines
Above all, the most important reason is developing a routine.
This routine is for all students and staff. Teachers must develop
routines for students. Administrators must describe when and
where students go for class. Also, administrators should tell which
teacher will teach what class.
e. Proper Management: Timetable is necessary for the proper
management of the affairs of a school.
f. Arrangement of leisure works: The timetable will help the
headmaster in carrying out the work of the school effectively.
Headmaster will be able to arrange extra work for teachers if
required.
g. Carry work effectively : Through this we can know the work
of every class and every teacher
h. Ensure orderly work: Timetable ensures orderly work. It
assign proper persons for particular classes during appropriate
periods in a proper manner.
i. Save time &energy : It save the time and energy of teachers
and pupils by preventing duplication and overlapping. It ensures
right allocation of time for different subjects and activities, by
giving proper weightage according to needs
j. Distribution of work: It ensures proper distribution of work
among teachers. It makes the work load of teachers balanced and
 School Administration  .47

equitable.
k. Maintain discipline: It inculcates habit of orderliness,
steadiness, regularity and alertness among the teachers and pupils.
It helps to maintain discipline and order.
4.6.3. Types Of Timetable
1. Class wise Timetable
This tells which class is at which time. Furthermore, it also
tells which teacher will teach what class.
2. Teacher wise Timetable
This is useful for the teachers. It tells where a teacher will be
going to teach and what subject. Each teacher must have a copy
of the concerned timetable.
3. Teachers Free Period Timetable
A copy of this is available at the principal of ice. The principal
can use this to arrange for substitution when a teacher is absent.
4. Games Time Table
This shows the games which each class will have at a specific
time. It helps students to select their favorite activity.
1.1.4. Timetable construction
EE The first thing is to be decided in the framing of a time
table is to determine the number of working days in a
week and duration of school hours.
EE All these are determined by Department of Education and
also prescribe number of periods for each subject.
EE Timetable also depends on the type of school. Timetable in
a basic school, or in a double shift school will be different
from that in ordinary school.
48.  UNIT 2
Principles of Timetable construction
1) Principle of fatigue
EE Each pupil has a warming-up stage , full-working stage
and a falling-off stage, every day.
EE During first period happens warming-up, the second
and third period full-working stage, the fourth period is
falling-off period.
EE In the same manner, first period of the afternoon is happens
warming-up, second period is full working-stage, and
third period happens falling-off.
EE The best period for fatigue creating subject (subject like
Mathematics and English) are the second and third periods
in the morning and second period in the afternoon.
EE Mother tongue and other subjects do not cause much
fatigue, the first and fourth periods in the forenoon and the
fourth and third period in the afternoon can set for these.
2) Principle of variety
EE Student will feel bored and dull if they are taught the same
subject for a number of periods continuously.
EE It is better not to have the same subject for two consecutive
periods.
EE There should be a alternation of mental and physical tasks
also.
3) Principle of justice
EE Work among the members of the staff should be equally
distributed.
EE Unequal distribution of work may cause frustration.
EE Leisure periods should be judiciously distributed.
EE No teacher should be asked to teach a subject for which
he is not qualified.
 School Administration  .49

4) Principle of rest and recreation

EE Rest and recreation are essential for children. Hence
provision should be made for that. Proper intervals are to
be ensured in timetable.
5) Principle of flexibility
EE The timetable should be flexible, and not rigid.
EE It should be a faithful servant and not a tyrant master.
Preparation of a school time table is based on the two
important aspects as
i. Type of school and
ii. Department regulation
Type of School
First of all, one should see whether a school is a single-
gender school or co-educational. Also one should see whether it is
rural or urban school. The level of school- junior school, middle
school, high school, or intermediate school. Also, the nature of
activities is also important for consideration.
Department Regulation
The department of education decides the duration of the
school year. It also sets the duration of a school day. Furthermore,
it also decides the number and duration of class periods.
The Principle of Justice
A good timetable gives responsibility to teachers of suitable
subjects. The teacher has the qualification for such subjects. He
should not teach in more than two departments. The teaching load
should be equal for everyone.
1.1.1. Preparing School Timetable
Preparation of a school timetable happens in the following
manner:
50.  UNIT 2
GG Prepare a List
This is a list of what one needs to do on a dailybasis. At
this stage, one should not worry about the organization.
GG Write Tasks
Here one should all the tasks one intends to do.Here one
should write all the tasks whether big or small.
GG Analyze the List
Re-check the tasks to see if they are reallynecessary.
Certainly, there would a need for corrections in this stage.
GG Open Microsoft Excel or a similar
Create a column of times on the left side. Create arow of
days of the week at the top.
GG Matchup Tasks with Time
Begin with tasks that take place at a certain time.Then go
to other tasks on the basis ofdificulty.
GG Be Flexible
The time should be flexible to allow room forchanges.
This is because no task can be absolutely fixed.
1.6. ROLE OF HEADMASTER/HEADMISTRESS AND
TEACHERS IN SCHOOL ADMINISTRATION
Role of Headmaster/Headmistress in School Administration
School Administrators oversee administrative tasks in
schools, colleges or other educational institutions. They ensure
that the organization runs smoothly and they also manage facilities
and staff.
The duties of school administrators may vary depending on
the size and type of school they work in. For example, school
administrators in small day care centers (where they may be the
only member of the administrative team) have different scope of
responsibility than at a large college (where they may specialize
 School Administration  .51

in a specific area). Generally though, School Administrators

manage budgets, handle logistics and act as a point of reference
for everyone in the school.
The seven major roles of headmaster are discussed here. The
roles are

1. Role in Planning:
Planning is the first and foremost duty of the head of a
school. He has to plan a number of things in the school with the
co-operation of the teachers, the pupils, the parents and general
public. Planning goes on throughout the year.
It consists of the following phases:
(i) Planning before the opening of the school:
The headmaster has to plan a number of things in the school.
He will chalk out the policies and rules of admission. Dates of
admission are to be publicized. He should convene the meetings
of the staff and discuss with the teachers their activities and
programmes for the whole year. Thus the school calendar may be
52.  UNIT 2
prepared in advance. In case of need fresh staff will be recruited
before the actual functioning of the school. The headmaster must
also check that whole school plant is in proper shape and the
equipment is adequate. He must also see that various registers
needed for different purposes are there in the school.
(ii) Planning during the First Week:
In the beginning, the headmaster has to set the school
machinery into motion. Work allotment to the teachers is an
important function of the headmaster. He should urge the teachers
to balance class-sizes and classify students into suitable groups or
sections. Preparation of time table general, teacher wise and class
wise is another important thing to be done. Unless the time-table
is prepared, school work cannot be started. General assembly of
the students may be convened and instructions be given to the
students. The prescribed text-books are to be announced.
(iii) Planning During the Year:
As the classes start, the headmaster starts attending to each
activity to be done. The headmaster has to prepare the budget of
the year keeping in view the estimated expenditure in the session.
(iv) Planning at the End of the Year:
The headmaster will ask the teachers to prepare reports of
the activities done during the year. Various records have to be
completed. Holding of valedictory and annual function has to be
planned.
(v) Planning of the Next Year:
The headmaster should convene staff meetings and appraise
year’s work. In the light of this appraisal, next year’s work has to
be planned.
2. Role in School Organisation:
The headmaster is not to plan things theoretically, but to give
them a practical shape.
 School Administration  .53

In this regard, he must organize the following items:

(i) Organizing instructional work:
The head of a school must organize the instructional work.
He will ask the teacher to divide the year’s work into smaller units.
This will also involve the formulation of objectives, selection of
methods of teaching, classification of pupils, framing of time-
table etc.
(ii) Organizing Co-Curricular Activities:
The headmaster must organize the activities of the school
with the co-operation of staff and students. There are so many
school activities like sports, scouting, girl-guiding, red-cross,
parent-teacher association, celebration of religious and social
functions and festivals etc.
(iii) Organizing the School Plant:
The headmaster is to organize the school plant so that it
will be properly maintained, equipped and put to maximum use.
Classroom library, laboratory is to be well furnished. Repairing
may be done wherever needed.
(iv) Organizing School Office:
The office work must also be properly organised. Routine
work, registration, correspondence, maintenance of accounts etc.
have to be organised so that office work will be done regularly
and efficiently.
3. Teaching Role:
The headmaster must share instructional work with the
teachers. He should consider himself teacher first and last. His
teaching should be exemplary. This way he keeps in touch with
the work of the teachers and the achievements of students. The
headmaster should understand the problems of the teachers and
the pupils better when he himself teaches.
54.  UNIT 2
4. Role in Supervision:
The head of a school should not simply sit in his office. He
should supervise the work of the school here, there and every
where. He should supervise instructional work. He may have a
round of the class-rooms. However, it is not to be a fault finding
business.
The headmaster should supervise the activities going on in
the playground, hall, art room, library, workshop etc. He must
supervise the proper use and keep up of school materials. In
general, he should supervise the behaviour of students, provide
facilities for them to maintain cleanliness of the campus etc.
5. Role in Guidance:
The headmaster is not simply a fault finder. Wherever he finds
defects, errors and inefficiency he should show the correct path to
the students. He must guide the teachers in the methods of teaching
and organisation of activities. Besides students are to be guided
by him in matters of study, activities and personal difficulties.
A guidance cell may be organised in the school. Besides, the
headmaster has to guide parents and higher authorities etc.
6. Role in Maintaining Relations:
The reputation of the headmaster and of the school mostly
depends upon the relations that he maintains with the staff,
students and their parents and the community.
(i) Relations with the Staff:
The head of a school must work in a team spirit and he should
regard the teacher as his co-workers. He should not have bossing
tendency. He must give due regard to the teachers, their views and
their problems.
(ii) Relations with the Pupils:
“Great headmasters have been great friends of pupils.”
 School Administration  .55

The headmaster should think that the teachers, the school and
he himself all are meant for the pupils. He must listen to their
genuine difficulties and try to remove the same. He must provide
proper facilities for their learning.
(iii) Relations with the Parents:
The headmaster must maintain link of the parents with the
school. They may be invited to the school on important occasions.
He should organize parent teacher organisation in the school.
When the parents come to school they should be treated with
courtesy and be given due respect.
(iv) Relation with the Community:
The school is meant for the community and must be made
a community centre. A number of community activities may be
launched by the headmaster on behalf of the school. Community
members may also be invited to the school on certain occasions.
7. Role in General Administration:
As the head of the school, the headmaster is responsible for
all that is being done in or by the school. He is to issue necessary
orders and get their compliance. He must see that the teachers
and the pupils attend their duties punctually and regularly. He
must ensure that human and material resources of the school
are adequate. Purchases should be made wherever needed
in accordance with the prescribed official information and
correspondence.
4.7.1. The qualities of a School Administrator
School Administrators are capable planners, possess good
judgment, and are skilled in handling relations with various
people (staff, parents, students, regulatory bodies and the public).
A great School Administrator also has an attention to detail and
conflict management skills.
56.  UNIT 2
Responsibilities
GG Manage budgets, logistics and events or meetings
GG Handle scheduling, record-keeping and reporting
GG Ensure the school complies with relevant laws and
regulations
GG Develop and run educational programs
GG Coordinating all administrative processes.
GG Managing budgets, policies and events.
GG Resolving conflicts or other issues as they occur.
GG Hire, train and advise staff
GG Counsel students when needed
GG Resolve conflicts and other issues
GG Communicate with parents, regulatory bodies and the
public
GG Have a hand in the creation of the school curriculum
GG Implement actions that improve the school and the quality
of education (e.g. building renovations, new guidelines
for students, new subjects)
GG Help shape and uphold the vision of the school
Requirements and skills
GG Proven experience as a School Administrator
GG Experience as an educator is a plus
GG Knowledge of administrative processes of schools
GG Ability to use computers (e.g. MS Office) and education
management systems
GG Excellent communication skills
GG Outstanding organizational ability
GG Attention to detail
 School Administration  .57

GG Problem-solving and conflict resolution skills

GG Good judgment and decision-making aptitude
GG Degree in Education or similar field; post-graduate degree
is a plus
4.7.2. Role of Teachers in School Administration
Role of the Teacher:
Teaching is a complicated job. It is not mere communication
of knowledge to the student. Even knowledge cannot be handed
over to students like currency. The teacher has to attend to a
number of factors while working in the school.
Some of his functions may be discussed as under:
1. Role in Teaching:
Teaching is the first and foremost duty of the teacher. The
teacher should prepare his lessons regularly. He must motivate
the pupils and use methods and techniques of teaching suitable
for particular group of students. He must always try to improve
his teaching skills. He should give regular home work and check
it regularly. Activities on the part of pupils should be properly
stimulated and directed.
2. Role in Planning:
In order to be a successful teacher, the teacher must plan his
work well. At the first place he should plan his teaching work.
He should decide how much work is to be done in a particular
month and in a particular week. Daily teaching work must also
be planned. He should plan use of teaching aids in advance.
Activities of the pupils are also to be planned by him.
3. Role in Organizing:
The teacher has to organize a number of activities in the
school. He has to organize the school plant. He should see that
58.  UNIT 2
the class-rooms are well-equipped. He has to make seating
arrangements, distribute equipment’s and keep it neat and clean.
He has to organize instructional works dividing the syllabus
into units, classification of students, construction of time-table and
co-curricular activities are also to be organised. Besides library
work, laboratory work, sports etc. need proper organisation.
4. Role in Supervising:
The teacher has to supervise a number of tasks and activities.
He is required to supervise attendance of pupils, their daily work,
home work, their work habits and behaviour. He has to maintain
order and discipline in the school. He may have to supervise
pupils in the hostel.
5. Role in Guiding:
The teacher not only supervises pupils and their work but
also gives them tasks relating to selection of courses, home work,
and other study activities. Pupils study habits and work habits
have to be guided properly. He must pay attention to all children
particularly to the delinquent, abnormal and mal-adjusted
children. Guidance in health matters is also to be given.
6. Role in Evaluating:
Work of the pupils and their participation should be evaluated
by the teacher from time to time. It is evaluation which will throw
light on teachers’ work and pupil’s achievement. Evaluation will
point out weakness in teaching and learning process and the
teacher can adopt suitable remedial measures. The teacher has to
conduct house tests and report the progress of pupils to parents
and the headmaster. Policies of promotion have to be chalked out
in the light of evaluation.
7. Role in Recording:
The teacher has to maintain record of pupil’s achievement in
different subjects and activities. He has to record their admission,
 School Administration  .59

attendance, their scores, in different tests. The teacher may also

be required to maintain school records such as property register,
supply of equipment, issue of book etc. He also has to write annual
reports of various activities and functions done during the year.
8. Role in Maintaining Relations:
It is the duty of the teacher to maintain good relations with
the pupils, their parents and general public. For this purpose,
parents’ teachers association may be organised by the teacher. The
relationship with parents will solve many problems. The teacher
must have healthy and cordial relations with the headmaster and
his colleagues. For all this the teacher should possess a sociable
nature.
4.7.3. The Multi-faceted Roles of Teachers beyond Instruction
Teaching is a tri-polar process which has three indispensable
elements or constituents-the teacher or educator, the taught or
educed and the curriculum. Out of these three, the teacher plays
the most significant role in making the teaching process a grand
success. Because the teacher is the real practitioner of the teaching
learning process.
He is the pivot in any system of education around which
the whole system of education revolves. It is dead sure that the
importance of school building, school furniture and equipment,
curriculum, the text-books cannot be ignored. But without the
teacher, they all are meaningless. But it is not simply the teacher,
rather good teachers that are required in this connection. Dr, E.A,
Piry says, “If a nations teachers are C3 the nation itself cannot but
the C3, and let there be no doubt about this if we wish to be an
A-1 nation our teachers will have to be A-1”.
The importance of good teachers is emphasized by Professor,
Humayun Kabir by saying without good teachers, even the best of
system is bound to fail. With good teachers, even the defects of the
system can be largely overcome. The importance of the teacher is
60.  UNIT 2
also stressed by the Secondary Education Commission (1952-53)
in the following words: “We are however convinced that the most
important factor in the contemplated educational reconstruction is
the teacher—his personal qualities, his educational qualification,
his professional training and the place he occupies in the school
as well as in the community.
In the words of The Education Commission (1964-66), “of
all the different factors which influence the quality of education,
and in contribution to material development, the quality, the
competence and character of teacher are undoubtedly the most
significant. After having such discussion it will be better if we
provide an insight into the role or duties and responsibilities
after having discussion on the qualification or qualities of a good
teacher.
Teachers have a great role to play in the educational, social
and even in the political reconstruction of India. Teachers are
essentially nation builders. They are the torch-bearers of the race.
On them depends the future of the school, the village, the country
and, in fact, the humanity in whole.
Teachers are one of the most important functionaries of the
school, perhaps the second most important after the headmaster,
and surely the most important from the career-oriented approach
of the students. Various educationists have enumerated the
significance of teachers as follows:
The teacher’s place in society is of vital importance. He acts
as the pivot for the transmission of intellectual traditions and
technical skills from generation to generation and helps to keep
the lamp of civilisation burning.
—Dr. Radhakrishanan
"Teachers are the backbone of any country, the pillar upon which
all aspirations are converted into realities" - Dr. A.P.J. Abdul Kalam
Teacher is the real builder of history.
—H G. Wells
 School Administration  .61

Without good teachers, even the best system is bound to fail,

with good teachers, even the defects of a system can be largely
overcome.
—Prof. Humanyun Kabir
We are, however, convinced that the most important factor in
the contemplated educational reconstruction is the teacher—his
personal qualities, his educational qualifications, his professional
training and the place that he occupies in the school as well as
in community. The reputation of a school and its influence on
the life of the community invariably depends on the kind of the
teachers working in it.
—Mudaliar Commission
Of all different factors which influence the quality of good
education and its contribution of material development, the
quality competence and character of teacher are undoubtedly the
most significant.
—Kothari Education Commission
A doctor can kill only a relatively small number of patients and
continue to practice, an architect will not get many commissions
if his buildings fall down and the result of a clergyman’s efforts
are not visible in this world. But a teacher can wreck scores of
lives by incompetence and still go on teaching until retirement.
—John Newton
Through him (teacher) the nation’s culture flows from one
generation to another, through him more readily than through
any other medium the aspiration of society can be focussed with
intimate and telling persuasion upon the young who stand at the
growth where the energies of children are released into new and
creative responsibilities.
—Garforth
62.  UNIT 2
Seass has presented the teacher working in school in the
following four roles according to environment:
1. As a superintendent
2. As a supervisor
3. As a planner
4. As a controller
The four aspects of modern education are interrelated and
the teachers play an important role in them:
1. In the role of a superintendent: Teachers are given several
duties in addition to their primary duties, some of which can
be in the administration of the school. They perform these
duties on behalf of the headmaster.
2. In the role of a supervisor: The teacher has also to work
as a supervisor in various functions of the school that fall
in the realm of management and may be of the nature of
supervising examinations to supervising the administrative
staff in the school to performance of various other school
activities.
3. In the role of a planner: The teacher contributes substantially
as a planner who helps the headmaster and other administrative
staff with planning of timetable periods, examination duties,
results, co-curricular activities, curriculum, textbooks, and
everything else that a school needs to perform in its day-to-
day activities.
4. In the role of a controller: As part of their duty, the teacher
has also to perform the duties of a controller who exercises
control over the students, discipline, staff curriculum,
timetable and other related activities of the school.
 School Administration  .63

Responsibilities of the Teacher

Besides teaching, the teacher has got to perform several other
functions and carry out responsibilities, the chief ones being the
following:
5. To help the students gain knowledge.
6. To help the students develop character and morality.
7. To help arrange the classes properly.
8. To evaluate various aspects of the students including
character, curricular and extracurricular activities, etc.
9. To help the students develop suitable values helpful to the
society.
10. To organize the co-curricular activities.
11. To help the students resolve their problems.
12. To guide and advise the students as may be needed.
13. To make the students able citizens of the nation.
14. To develop social proficiency in the students.
15. To train the students in leadership qualities.
16. To arouse students’ interest in professions.

sum up

green highlighted points

64.  UNIT 2
QUESTIONS
1. What is school administration? and explain its nature
2. Explain aims and objectives of school administration
3. Discuss about scope of school administration
4. Explain principles of school administration
5. Discuss about school complex
6. Explain time table
7. Describe the role of school headmaster
8. Explain institutional plan
9. What are the steps in institutional plan
10. Explain school plan