2.

5 Quality Management of Infrastructural

Resources

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
Quality Management of Infrastructural
Resources

Buildings, classrooms, laboratories, and equipment- education

infrastructure - are crucial elements of learning environments
in schools and universities. There is strong evidence that high-
quality infrastructure facilitates better instruction, improves
student outcomes, and reduces dropout rates, among other
benefits.
 A) Need of Quality Management in
Schools

Competition
Customer Satisfaction
Maintaining Standards
Accountability
Improve Employee Morale and Motivation
Credibility, Prestige and Status
Image and Visibility
1) Competition
2) Customer Satisfaction
3) Maintaining Standards
4)Accountability
5) Improve Employee Morale and Motivation
6) Credibility, Prestige and Status
7) Image and Visibility
THANK YOU
 UNIT-2
Managerial
Practices: Human
and Infrastructural
Resources

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Human Resource Management
in School Education
❖Human resource management is the effective management of people in an
organization.
❖It exists to improve the skills and knowledge of people in an organization.
❖Its aim is to maximize an individual’s ability.
❖Human resource management in schools leads to starting and operating a
school.
❖It helps in using human resources of school in the best way.
❖The important people can be the principal, teachers, business staff.

2
 Functions of Human Resource
Management in Education
❖Staff maintenance
❖Staff relations
❖Staff development
❖Procurement of staff
❖Job performance rewards
❖Challenges of HRM in education
❖Poor working condition
❖Problem of staffing

3
1. Training and Development
of Human Resource
 Training and Development of Human
Resource
1) Pre- Service Teacher Education

“
Meaning:
Education of teachers before they enter into service as
teacher.
The pre-service teacher begins as an observer and finishes
the pre-service teaching experience as a competent
professional.

5
Needs of Pre-Service Teacher Education

❖To improve teaching skills.

❖To promote capabilities
❖Develop awareness about Rights and Duties.
❖To Know emerges issues and trends
❖To enhance professional capacities
❖Day to day problems in daily teaching learning forecasts
❖Achieving mastery on teaching method and learning skills
❖Give an information about educational policies 6
Objectives of Pre-Service Education
❖Imparting an adequate knowledge of the subject- matter.
❖Equipping the prospective teachers with necessary
pedagogic skills.
❖Enabling the teacher to acquire understanding of child
psychology.
❖Developing proper attitudes towards teaching.
❖Developing self-confidence in the teachers.
❖Enabling teachers to make proper use of instructional
facilities.
7
 2) In-Service Teacher Education
Meaning:
In-Service teacher training defined as "structured activities
designed exclusively or primarily to improve professional
performance.
The term in-service teacher designates a teacher that has
certification or is already teaching in a classroom, in
contrast to a pre-service teacher, who is in the process of
preparing to become a teacher.
8
Need of In-Service Teacher Education

❖To learn specific skills, techniques.

❖Updating the knowledge of development.
❖Understanding of generally applicable pedagogical
techniques.
❖Updating knowledge of teaching techniques.
❖Practice in new teaching techniques.

9
 Objective of In Service Teacher
Training
❖To provide adequate professional training for effective
teaching.
❖To keep teachers abreast of new developments in the
profession.
❖To upgrade academic qualifications of teachers.
❖To develop skills responsive to emerging national
development goals and programme.
❖To develop necessary skills and attitudes.
❖To find the solutions for the problems encountered
whole functioning in a school. 10
Thanks!

11
 UNIT-2
Managerial
Practices: Human
and Infrastructural
Resources

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Human Resource Management
in School Education
❖Human resource management is the effective management of people in an
organization.
❖It exists to improve the skills and knowledge of people in an organization.
❖Its aim is to maximize an individual’s ability.
❖Human resource management in schools leads to starting and operating a
school.
❖It helps in using human resources of school in the best way.
❖The important people can be the principal, teachers, business staff.

2
 Functions of Human Resource
Management in Education
❖Staff maintenance
❖Staff relations
❖Staff development
❖Procurement of staff
❖Job performance rewards
❖Challenges of HRM in education
❖Poor working condition
❖Problem of staffing

3
1. Training and Development
of Human Resource
 Training and Development of Human
Resource
1) Pre- Service Teacher Education

“
Meaning:
Education of teachers before they enter into service as
teacher.
The pre-service teacher begins as an observer and finishes
the pre-service teaching experience as a competent
professional.

5
Needs of Pre-Service Teacher Education

❖To improve teaching skills.

❖To promote capabilities
❖Develop awareness about Rights and Duties.
❖To Know emerges issues and trends
❖To enhance professional capacities
❖Day to day problems in daily teaching learning forecasts
❖Achieving mastery on teaching method and learning skills
❖Give an information about educational policies 6
Objectives of Pre-Service Education
❖Imparting an adequate knowledge of the subject- matter.
❖Equipping the prospective teachers with necessary
pedagogic skills.
❖Enabling the teacher to acquire understanding of child
psychology.
❖Developing proper attitudes towards teaching.
❖Developing self-confidence in the teachers.
❖Enabling teachers to make proper use of instructional
facilities.
7
 2) In-Service Teacher Education
Meaning:
In-Service teacher training defined as "structured activities
designed exclusively or primarily to improve professional
performance.
The term in-service teacher designates a teacher that has
certification or is already teaching in a classroom, in
contrast to a pre-service teacher, who is in the process of
preparing to become a teacher.
8
Need of In-Service Teacher Education

❖To learn specific skills, techniques.

❖Updating the knowledge of development.
❖Understanding of generally applicable pedagogical
techniques.
❖Updating knowledge of teaching techniques.
❖Practice in new teaching techniques.

9
 Objective of In Service Teacher
Training
❖To provide adequate professional training for effective
teaching.
❖To keep teachers abreast of new developments in the
profession.
❖To upgrade academic qualifications of teachers.
❖To develop skills responsive to emerging national
development goals and programme.
❖To develop necessary skills and attitudes.
❖To find the solutions for the problems encountered
whole functioning in a school. 10
Thanks!

11
 Institute of Science, Poona’s
Swami Vivekanand College of Education
Wakad, Pune 57

Course No - 201
Quality And Management Of Shool
Education

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 UNIT-1
Fundamentals of
Management and Quality
Management
 1.1 Concept Of
Educational Management
Meaning of Educational Management

● Management is the process of planning, organising, directing, controlling

and evaluating to accomplish predetermined objectives of an institution
through coordinated use of human and material resources.
● Management is the Art/Science of:-
● Getting work done.
● With the help of other people
● Within the given budget
● Within the given deadlines
Definition of Educational Management

● Henry Fayol:- “To manage is to forecast and plan, to

organise, to command, to coordinate and to control.”

● F W Taylor:- “Management is the the art of knowing exactly

what you want to do and seeing that they do it in the best and
cheapest way.”
Aspect of Educational Management

1)Management of Human Resources.

1)Management of Financial Resources.
1)Management of Material Resources.
1)Management of Machine.
1)Management of Mean or Methods.
Scopes of Educational Management

● To maintain the school records.

● To evaluate of pupil achivement.
● To prepare Time-Table.
● To maintain discipline.
● To organise guidance services.
● To prepare the curriculum for the different classes.
● To supervise school work.
● To organise exhibitions and museums
● To communicate the work of home, school and
community.
● To organise health and physical education.
● To finance and budget.
● To organise a systematic co-curricular programme.
 Importance Of Educational Management

● Helps in decision making and problem –solving,

communication and managing information and building
effective teams.
● Helps in planning of co-curricular activities, academics
and preparation of time-table.
● Helps in the maintenance of school records, evaluating
students’ achievements.
● Financing and budgeting of the institution.
 Objectives Of Educational Management

● To develop an understanding of the concept of

educational management.
● To develop an understanding of the roles and functions of
an educational manager.
● To develop an understanding of the essential
components of democratic classroom management.
● To develop an awareness of the characteristics of
quality institutions.
● To create maintain and enhance a good public image
of the institution.
● Achievement of the institutions’ objectives.
● To improve the planning, organizing and implementation of
the institutions activities and processes.
● To ensure appropriate utilization of human resources.
● To enhance job satisfaction.
● To manage interpersonal conflicts, manage stress and use
● time effectively.
● To improve interpersonal communication.
Functions of Educational Management

Forecasting: collecting all short of information about the present position of the
system
Decision making: Done by HOD and Management in consultation with lower
staff.
Planning: Prepare a work breakdown structure of all task.
Organising: arrange tasks and people optimally.
Motivation: the worker should be sufficiently motivated to perform tasks
efficiently
Controlling: supervise and control the entire running process
Evaluation: Evaluation is a good way to find out the success or failure of a
project.
Cooperation:proper team spirit
Recording and reporting: maintenance of logs for present and future.
Supervision: The purpose of supervision is to bring about a continuing
improvement in the instructional programme.
Time Management
Meaning

• Time management” is the process of organizing

and planning how to divide your time between
specific activities. Good time
management enables you to work smarter – not
harder – so that you get more done in less time,
even when time is tight and pressures are high.
 Tips of Time Management
for Teachers
• Organise the day by priorities
• Strategically plan homework assignment
• Avoid “Loaded” procrastination
• Plan for potential crises
• Set aside personal time
 Needs of Time Management in
Education

• measure source to student

• Need for utilising time
• Focus on game and physical exercise also
• Time is limited
• Self- discipline is valuable
• Become more successful in education
• Improved decision-making ability
School time table for Time Management

MEANING:

The time-table is a mirror that reflects the entire

educational programme of a school. This is also known as
“Second School Clock” which guides the functioning of the
institutional work in a proper and organised manner.
Definition
H. G. Stead -
“It is the time-table 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”.
Importance Of Time Table
• Ensure orderly work
• Ensure integral economy and regularity
• Ensure proper distribution of work -load
• Promotes disciplines
• Regular and uniform progress
• Ensure arrangement and proportion
• Second school clock
• Ensure adjustment
• Reflects the philosophy of the school
Principles of Time- table construction
• Types of school
• Availability of time
• Staff, building and equipment
• Relative importance and difficulty of subject
• Duration of periods
• Principle of variety
• Principle of play and recreation
• Principle of elasticity
• Principle of equitable distribution
• Free periods for teacher
Types of school time table
• Master Time Table
• Class-Wise Time-table
• Teacher-Wise Time-table
• Vacant period time-table
• Games time-table
• Co-curricular activities time-table
• Home-work time-table
Master Time table
• This time table gives a complete, correct and
comprehensive picture of the entire school program.
• It is consolidated time table.
• This time table is meant to be used by the principal .
• It helps in supervising the teachers work.
• It indicates the detailed work of individual teachers.
• It is a combined time-table of all the classes in a school.
• A copy of it should be kept in the principal’s office as well
as staff-room.
Class- wise Time table
• This time table shows the daily program of a class .
• It defines the distribution of each subject for each
class.
• It specifies that what a particular teacher will teach
in particular class , about particular subject.
• It fixes the responsibility of teacher for a complete
subject .
• It indicates the breaks and the periods for games and
other co-curricular activities.
Teacher –wise time table
• This timetable focuses on the teacher.
• The whole course is distributed teacher-wise.
• This is useful for teachers as it indicates where he/she
will teach a subject.
• Teachers’ time-tables should also indicate a schedule of
their non-academic duties.
Vacant period time table
• This time-table showing the vacant periods of all the
teachers should also be prepared.
• This will be helpful in allotting work when some teacher
is on leave.
• This type of time-table will show the teachers available in
a particular period and thus these teachers may be
requested to keep the vacant class occupied when
needed.
• This is the best way of keeping the classes busy and using
idle time of teachers.
Game time table
• This indicates the games which each class will be
involved with at a particular time.

• This time-table shows which particular group engaged in

a particular time, game at a particular time.
Co- Curricular activities time table
• It is showing the different types of activities in the school
and the name of teacher in- charge of those activities .
• The place where they are to be held and the time when
they are to be undertaken.
• This avoids duplication of efforts and wastage of time
and energy.
• It helps students to select appropriate activities of their
choice.
Home work time table
• This type of time table is very important to manage the
burden of homework which is assigned to students.
• This time-table will also ensure equal attention to home-
work in all the subjects.
• It also helps parents to know what home-work has been
assigned.
• This indicates the amount of time, students will allocate
to each subject every week.
• A copy of it should be given to each teacher and each
parent.
 Event and Classroom
Management

Assistant Professor:-
Mumtaz Khan
What is Event management

Meaning:
• Event management is the art of
planning, co-ordination, budgeting,
marketing, and evaluation of an idea
or a project.
• It is the optimum utilization of the
combination of relevant resources
with the application of the best
possible methods
 Definition of Event
Management

Philip Kotler:
“ An event as occurrences designed to
communicate particular message to target
audiences.”
 Characteristics of Event
Management

• Purpose
• Uniqueness
• Exclusiveness
• Union of masses
• Risky undertaking
• Planning and implementation
• Short-lived in character
• Determination of goodwill
• Intangibility
 What is classroom
management?
Meaning:
Classroom management is a process by
which teachers and schools create and
maintain appropriate behavior of student
in classroom settings.
The purpose of implementing classroom
management strategies is to enhance pro-
social behavior and increase student
academic engagement.
 Definition of classroom
management

Classroom management refers to the

wide variety of skills and techniques that
teachers use to keep students organized,
orderly, focused, attentive, on task, and
academically productive during a class.
 Importance of classroom
management
• To optimize student learning and
achievement
• To successfully engage students
• To manage classroom time effectively
• To maintain a positive classroom
atmosphere
• Sound behavior management to avoid
classroom indiscipline
• To manage classroom resources
effectively
 Classroom management
techniques
Entry routine: it is a technique in which
teachers establish a consistent, daily routine
that begins as soon as students enter the
classroom . For example: preparing learning
material, making seat assignments, passing in
homework or warm-up activity.

Do now: do now is a brief written activity that

students are given as soon as they arrive in the
classroom.
Tight transition: it is a technique in which
teacher establish transition routine that
student learn and can execute quickly.
Example: reading time
Seat signals: it’s a technique in which student
use nonverbal signals while seated to indicate
that they need something, such as a new
pencil a restroom break or help with a
problem.
Props: it is a act publicly recognizing and
praising students who have done something
good, such as answering a difficult question
or helping a peer.
Nonverbal intervention: nonverbal interaction
is when teacher establish eye contact or make
gestures that let students know they are off-
task, not paying attention or misbehaving.
Positive group correction: it is a quick,
affirming verbal reminder that let a group of
students know what they should be doing.
Do it again: it is used when students do not
perform a basic task correctly and the teacher
ask them to do it again the correct way.
 Strategies for good classroom
Management
• Create a classroom management plan
• Understand the power of day 1
• Access a seating chart ahead of time
• Greet students as they enter the classroom
• Create an agenda for each day
• Be genuine and sincere with praise
• Balance teaching and facilitating
• Be innovative while setting your class
cont……
• Circulate the room
• Find a seating arrangement conductive to
learning
• Be effective when giving instructions
• Avoid answering too many questions and
stalling the lesson
• Allow and encourage ALL students to be
part of classroom discussions
• Handle disagreements with respect
• Give hints or clues
• Provide the answer and ask for elaboration
• Be willing to give a little to get a lot
1.3 Modern Theory of
Management

42
HENRI FAYOL (1841-1925)

43
  HENRI FAYOL (1841-1925)

 He is considered as the Father of Modern

Management.
 He proposed six primary function of management and
14 principles of management.
 According to Henry “To manage is to forecast, plan,
organize, command, coordinate and control.”
 Management according to Henry is the process of
getting activities completed efficiently and effectively
with the people.

44
 Principles of Management
1. Division of work.
2. Authority and responsibility.
3. Discipline.
4. Unity of command.
5. Unity of direction.
6. Subordination of personal interest
to organizational interests.

45
 Contd…
7. Remuneration
8. Centralization
9. Scalar chain
10. Order
11. Equity
12. Stability of tenure
13. Span of co-operation
14. Initiative

46
 Division of Work: Break down tasks and assign to
individuals.
Authority and Responsibility: Delineate authority
clearly.
Discipline: Following rules and regulations
Unity of Command: Each employee receives
instructions from and is accountable to one superior
only.
Unity of direction: There should be proper guideline for
all level of manager s to follow in order to achieve goal
and objectives of institution
Subordination of Individual Interests: Forget
individual gains and work for the greater good of the
organization.

47
Fair Remuneration: Fair and structured payment as per
quality work.
Centralization and Decentralization: Decision making is
to be carried out in a centralized manner.
Scalar Chain: Flow of information should be from higher
to lower level
Order: Ensure right object and person in right place
Equity: All should be treated equally and fairly.
Stability of tenure: Stable job leads to better
concentration there should be job security for the lower
level managers also to concentrate on their work.
Initiative: All should be motivated enough to initiate work
to the best of one’s capacity.
Esprit – de- corps: A French term which means working as
a unit.

48
Peter Drucker theory of
Management
1909-2005

49
 Peter Drucker was an Austrian-born American
management consultant, educator, and author, whose
writings contributed to the philosophical and practical
foundations of the modern business corporation.

He was also a leader in the development of

management education, he invented the concept
known as Management by objectives and self-control,
and he has been described as “The founder of modern
management"

50
Contribution of Peter Drucker

1. Nature of management
2. Functions of management
3. Organisational structure
4. Federalism
5. Management by objectives
6. Organisational change
 1.4 Concept of
Quality
Management and
1.5 SWOT Analysis

ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts

Concept of Quality Management
Concept:

The word quality comes from the Latin word qualities.

In a highly competitive world with increasing consumer demand, quality has become the
key factor of survival in the market, of profitability and development, not just for
individual sectors and organisation but also for the whole country’s economy.
Meaning:
Quality management is the assembly and management of all activities aimed at the
production of quality by organisation of various kinds. It is a management activities and
functions involved in determination of quality policy and its implementation through
means such as quality planning and quality assurance.
Needs for quality in school Education:
• Competition: Competition among educational institutions
is very high, to survive in such situation, educational
institution needs to worry about their quality.
• Customer satisfaction: Parents are demanding for good
quality teaching thus we should contently worry about the
relevance of our course and programmes to the needs of
the market.
• Maintaining standard: Continuously make effort to
improve quality of school education.
• Accountability: Every school is accountable to its own
stake holder in terms of the funds used on it, thus quality
can be considered as a monitoring mechanism
• Improve employee morale and motivation: Concern for
quality as an institution will improve the morale and
motivation of the staff in performing their duties and
responsibilities.

• Credibility, prestige and status: If institution is concerned

about quality, that will lead to practice, status and brand
value.

• Image and visibility: quality institution have the capacity

to attract better stake holder support.
SWOT Analysis
What is SWOT Analysis

• Analysis of external and internal environment together is called

SWOT Analysis.
• SWOT Analysis refers to identifying the strengths, weaknesses,
opportunities and threats of an organisation.
• SWOT Analysis is a tool, often used by organisation in planning
its future.
Tools of SWOT Analysis
Internal and External Analysis
Internal analysis work on functional
areas like production, finance,
marketing, R and D.
This will reveal its strength and
weakness.

External analysis includes the industry

performance, competitive activity and
review of growth and decline of
industries.
It includes threats and opportunities
Factors in SWOT Analysis
1) Strengths:

• Strengths are the qualities that enable us to accomplish the organization’s mission.
• These are the basis on which continued success can be made.
• Strengths can be either tangible or intangible.
• These are what you are well-versed in or what you have expertise in, the traits and
qualities your employees possess and the distinct features that give your
organisation its consistency.
• Strengths includes human competencies, process capabilities, financial resources,
products and services, customer goodwill and brand loyalty.
2) Weaknesses:

• Weaknesses are the qualities that prevent us from accomplishing our mission and
achieving our full potential.
• These weaknesses deteriorate influences on the organisational success and growth.
• Weaknesses are the factors which do not meet the standards we feel they should
meet.
• Weaknesses in an organisation may be depreciating machinery, insufficient
research and development facilities, narrow product range, poor decision-making,
etc.
• Weaknesses are controllable.
• They must be minimized and eliminated.
3) Opportunities:
• Opportunities are presented by the environment within which our organisation
operates.
• These arise when an organisation can take benefit of conditions in its environment
to plan and execute strategies that enable it to become more profitable.
• Organisations can gain competitive advantage by making use of opportunities.
• Organisation should be careful and recognise the opportunities and grasp them
whenever they arise.
• Opportunities may arise from market, competition, industry /government and
technology.
4) Threats:

• Threats arise when conditions in external environment jeopardize the reliability

and profitability of the organisation's business.
• They compound the vulnerability when they relate to the weaknesses.
• Threats are uncontrollable.
• When a threat comes, the stability and survival can be at stake.
1.6 Total Quality
Management
TQM

Meaning:
“TQM is the process of integration of all activities, function
s and processes within an organisation in order to achieve
improvement in cost, quality, function and delivery of goo
ds and services for customer satisfaction".
TQM

Definition:
"TQM is the process of changing the fundamental culture of an organisatio
n and redirecting it towards superior product or service quality."
TQM

Deming’s 14 TQM Principles applied to schools

 Create Constancy of Purpose for Improvement of Product

and Service
 Adopt the New Philosophy
 End the Practice of Awarding Business on the Basis of Pric
e Alone
 Improve Constantly and Forever
 Institute Training on the Job
 Institute Leadership
 Create dependence on inspection to achieve quality
TQM

 Drive out Fear

 Break down Barriers Among Staff Areas
 Eliminate Numerical Quotas for the Staff and Goals for ma
nagement
 Remove Barriers that Rob People of Pride in their Work
 Put Everyone in the organization to Work to Accomplish th
e Transformation
 Get ride of unclear slogan.
 Implement education and self-improvement
TQM
Assumptions of TQM

1. Quality Is Less Costly Than Poor Workmanship

2. Serious Quality Improvement Requires Cross-Functional
Effort
3. Quality Improvement Requires the Strong Commitment of
Top Management
4. Employees Will Naturally Try to Improve Quality as Long as
they have Appropriate Support
TQM
Total Quality Management and Teaching Strategies

1. Lecture Method
2. Discussion Method
3. Project Method
4. Demonstration Method
5. Dramatisation
6. Field Trip Method
7. Assignment Method
8. Individualised Method
THANK YOU
 Institute of Science, Poona’s
Swami Vivekanand College of Education
Wakad, Pune 57

Course No - 201
Quality And Management Of Shool
Education

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 UNIT-1
Fundamentals of
Management and Quality
Management
 1.1 Concept Of
Educational Management
Meaning of Educational Management

● Management is the process of planning, organising, directing, controlling

and evaluating to accomplish predetermined objectives of an institution
through coordinated use of human and material resources.
● Management is the Art/Science of:-
● Getting work done.
● With the help of other people
● Within the given budget
● Within the given deadlines
Definition of Educational Management

● Henry Fayol:- “To manage is to forecast and plan, to

organise, to command, to coordinate and to control.”

● F W Taylor:- “Management is the the art of knowing exactly

what you want to do and seeing that they do it in the best and
cheapest way.”
Aspect of Educational Management

1)Management of Human Resources.

1)Management of Financial Resources.
1)Management of Material Resources.
1)Management of Machine.
1)Management of Mean or Methods.
Scopes of Educational Management

● To maintain the school records.

● To evaluate of pupil achivement.
● To prepare Time-Table.
● To maintain discipline.
● To organise guidance services.
● To prepare the curriculum for the different classes.
● To supervise school work.
● To organise exhibitions and museums
● To communicate the work of home, school and
community.
● To organise health and physical education.
● To finance and budget.
● To organise a systematic co-curricular programme.
 Importance Of Educational Management

● Helps in decision making and problem –solving,

communication and managing information and building
effective teams.
● Helps in planning of co-curricular activities, academics
and preparation of time-table.
● Helps in the maintenance of school records, evaluating
students’ achievements.
● Financing and budgeting of the institution.
 Objectives Of Educational Management

● To develop an understanding of the concept of

educational management.
● To develop an understanding of the roles and functions of
an educational manager.
● To develop an understanding of the essential
components of democratic classroom management.
● To develop an awareness of the characteristics of
quality institutions.
● To create maintain and enhance a good public image
of the institution.
● Achievement of the institutions’ objectives.
● To improve the planning, organizing and implementation of
the institutions activities and processes.
● To ensure appropriate utilization of human resources.
● To enhance job satisfaction.
● To manage interpersonal conflicts, manage stress and use
● time effectively.
● To improve interpersonal communication.
Functions of Educational Management

Forecasting: collecting all short of information about the present position of the
system
Decision making: Done by HOD and Management in consultation with lower
staff.
Planning: Prepare a work breakdown structure of all task.
Organising: arrange tasks and people optimally.
Motivation: the worker should be sufficiently motivated to perform tasks
efficiently
Controlling: supervise and control the entire running process
Evaluation: Evaluation is a good way to find out the success or failure of a
project.
Cooperation:proper team spirit
Recording and reporting: maintenance of logs for present and future.
Supervision: The purpose of supervision is to bring about a continuing
improvement in the instructional programme.
Time Management
Meaning

• Time management” is the process of organizing

and planning how to divide your time between
specific activities. Good time
management enables you to work smarter – not
harder – so that you get more done in less time,
even when time is tight and pressures are high.
 Tips of Time Management
for Teachers
• Organise the day by priorities
• Strategically plan homework assignment
• Avoid “Loaded” procrastination
• Plan for potential crises
• Set aside personal time
 Needs of Time Management in
Education

• measure source to student

• Need for utilising time
• Focus on game and physical exercise also
• Time is limited
• Self- discipline is valuable
• Become more successful in education
• Improved decision-making ability
School time table for Time Management

MEANING:

The time-table is a mirror that reflects the entire

educational programme of a school. This is also known as
“Second School Clock” which guides the functioning of the
institutional work in a proper and organised manner.
Definition
H. G. Stead -
“It is the time-table 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”.
Importance Of Time Table
• Ensure orderly work
• Ensure integral economy and regularity
• Ensure proper distribution of work -load
• Promotes disciplines
• Regular and uniform progress
• Ensure arrangement and proportion
• Second school clock
• Ensure adjustment
• Reflects the philosophy of the school
Principles of Time- table construction
• Types of school
• Availability of time
• Staff, building and equipment
• Relative importance and difficulty of subject
• Duration of periods
• Principle of variety
• Principle of play and recreation
• Principle of elasticity
• Principle of equitable distribution
• Free periods for teacher
Types of school time table
• Master Time Table
• Class-Wise Time-table
• Teacher-Wise Time-table
• Vacant period time-table
• Games time-table
• Co-curricular activities time-table
• Home-work time-table
Master Time table
• This time table gives a complete, correct and
comprehensive picture of the entire school program.
• It is consolidated time table.
• This time table is meant to be used by the principal .
• It helps in supervising the teachers work.
• It indicates the detailed work of individual teachers.
• It is a combined time-table of all the classes in a school.
• A copy of it should be kept in the principal’s office as well
as staff-room.
Class- wise Time table
• This time table shows the daily program of a class .
• It defines the distribution of each subject for each
class.
• It specifies that what a particular teacher will teach
in particular class , about particular subject.
• It fixes the responsibility of teacher for a complete
subject .
• It indicates the breaks and the periods for games and
other co-curricular activities.
Teacher –wise time table
• This timetable focuses on the teacher.
• The whole course is distributed teacher-wise.
• This is useful for teachers as it indicates where he/she
will teach a subject.
• Teachers’ time-tables should also indicate a schedule of
their non-academic duties.
Vacant period time table
• This time-table showing the vacant periods of all the
teachers should also be prepared.
• This will be helpful in allotting work when some teacher
is on leave.
• This type of time-table will show the teachers available in
a particular period and thus these teachers may be
requested to keep the vacant class occupied when
needed.
• This is the best way of keeping the classes busy and using
idle time of teachers.
Game time table
• This indicates the games which each class will be
involved with at a particular time.

• This time-table shows which particular group engaged in

a particular time, game at a particular time.
Co- Curricular activities time table
• It is showing the different types of activities in the school
and the name of teacher in- charge of those activities .
• The place where they are to be held and the time when
they are to be undertaken.
• This avoids duplication of efforts and wastage of time
and energy.
• It helps students to select appropriate activities of their
choice.
Home work time table
• This type of time table is very important to manage the
burden of homework which is assigned to students.
• This time-table will also ensure equal attention to home-
work in all the subjects.
• It also helps parents to know what home-work has been
assigned.
• This indicates the amount of time, students will allocate
to each subject every week.
• A copy of it should be given to each teacher and each
parent.
 Event and Classroom
Management

Assistant Professor:-
Mumtaz Khan
What is Event management

Meaning:
• Event management is the art of
planning, co-ordination, budgeting,
marketing, and evaluation of an idea
or a project.
• It is the optimum utilization of the
combination of relevant resources
with the application of the best
possible methods
 Definition of Event
Management

Philip Kotler:
“ An event as occurrences designed to
communicate particular message to target
audiences.”
 Characteristics of Event
Management

• Purpose
• Uniqueness
• Exclusiveness
• Union of masses
• Risky undertaking
• Planning and implementation
• Short-lived in character
• Determination of goodwill
• Intangibility
 What is classroom
management?
Meaning:
Classroom management is a process by
which teachers and schools create and
maintain appropriate behavior of student
in classroom settings.
The purpose of implementing classroom
management strategies is to enhance pro-
social behavior and increase student
academic engagement.
 Definition of classroom
management

Classroom management refers to the

wide variety of skills and techniques that
teachers use to keep students organized,
orderly, focused, attentive, on task, and
academically productive during a class.
 Importance of classroom
management
• To optimize student learning and
achievement
• To successfully engage students
• To manage classroom time effectively
• To maintain a positive classroom
atmosphere
• Sound behavior management to avoid
classroom indiscipline
• To manage classroom resources
effectively
 Classroom management
techniques
Entry routine: it is a technique in which
teachers establish a consistent, daily routine
that begins as soon as students enter the
classroom . For example: preparing learning
material, making seat assignments, passing in
homework or warm-up activity.

Do now: do now is a brief written activity that

students are given as soon as they arrive in the
classroom.
Tight transition: it is a technique in which
teacher establish transition routine that
student learn and can execute quickly.
Example: reading time
Seat signals: it’s a technique in which student
use nonverbal signals while seated to indicate
that they need something, such as a new
pencil a restroom break or help with a
problem.
Props: it is a act publicly recognizing and
praising students who have done something
good, such as answering a difficult question
or helping a peer.
Nonverbal intervention: nonverbal interaction
is when teacher establish eye contact or make
gestures that let students know they are off-
task, not paying attention or misbehaving.
Positive group correction: it is a quick,
affirming verbal reminder that let a group of
students know what they should be doing.
Do it again: it is used when students do not
perform a basic task correctly and the teacher
ask them to do it again the correct way.
 Strategies for good classroom
Management
• Create a classroom management plan
• Understand the power of day 1
• Access a seating chart ahead of time
• Greet students as they enter the classroom
• Create an agenda for each day
• Be genuine and sincere with praise
• Balance teaching and facilitating
• Be innovative while setting your class
cont……
• Circulate the room
• Find a seating arrangement conductive to
learning
• Be effective when giving instructions
• Avoid answering too many questions and
stalling the lesson
• Allow and encourage ALL students to be
part of classroom discussions
• Handle disagreements with respect
• Give hints or clues
• Provide the answer and ask for elaboration
• Be willing to give a little to get a lot
1.3 Modern Theory of
Management

42
HENRI FAYOL (1841-1925)

43
  HENRI FAYOL (1841-1925)

 He is considered as the Father of Modern

Management.
 He proposed six primary function of management and
14 principles of management.
 According to Henry “To manage is to forecast, plan,
organize, command, coordinate and control.”
 Management according to Henry is the process of
getting activities completed efficiently and effectively
with the people.

44
 Principles of Management
1. Division of work.
2. Authority and responsibility.
3. Discipline.
4. Unity of command.
5. Unity of direction.
6. Subordination of personal interest
to organizational interests.

45
 Contd…
7. Remuneration
8. Centralization
9. Scalar chain
10. Order
11. Equity
12. Stability of tenure
13. Span of co-operation
14. Initiative

46
 Division of Work: Break down tasks and assign to
individuals.
Authority and Responsibility: Delineate authority
clearly.
Discipline: Following rules and regulations
Unity of Command: Each employee receives
instructions from and is accountable to one superior
only.
Unity of direction: There should be proper guideline for
all level of manager s to follow in order to achieve goal
and objectives of institution
Subordination of Individual Interests: Forget
individual gains and work for the greater good of the
organization.

47
Fair Remuneration: Fair and structured payment as per
quality work.
Centralization and Decentralization: Decision making is
to be carried out in a centralized manner.
Scalar Chain: Flow of information should be from higher
to lower level
Order: Ensure right object and person in right place
Equity: All should be treated equally and fairly.
Stability of tenure: Stable job leads to better
concentration there should be job security for the lower
level managers also to concentrate on their work.
Initiative: All should be motivated enough to initiate work
to the best of one’s capacity.
Esprit – de- corps: A French term which means working as
a unit.

48
Peter Drucker theory of
Management
1909-2005

49
 Peter Drucker was an Austrian-born American
management consultant, educator, and author, whose
writings contributed to the philosophical and practical
foundations of the modern business corporation.

He was also a leader in the development of

management education, he invented the concept
known as Management by objectives and self-control,
and he has been described as “The founder of modern
management"

50
Contribution of Peter Drucker

1. Nature of management
2. Functions of management
3. Organisational structure
4. Federalism
5. Management by objectives
6. Organisational change
 1.4 Concept of
Quality
Management and
1.5 SWOT Analysis

ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts

Concept of Quality Management
Concept:

The word quality comes from the Latin word qualities.

In a highly competitive world with increasing consumer demand, quality has become the
key factor of survival in the market, of profitability and development, not just for
individual sectors and organisation but also for the whole country’s economy.
Meaning:
Quality management is the assembly and management of all activities aimed at the
production of quality by organisation of various kinds. It is a management activities and
functions involved in determination of quality policy and its implementation through
means such as quality planning and quality assurance.
Needs for quality in school Education:
• Competition: Competition among educational institutions
is very high, to survive in such situation, educational
institution needs to worry about their quality.
• Customer satisfaction: Parents are demanding for good
quality teaching thus we should contently worry about the
relevance of our course and programmes to the needs of
the market.
• Maintaining standard: Continuously make effort to
improve quality of school education.
• Accountability: Every school is accountable to its own
stake holder in terms of the funds used on it, thus quality
can be considered as a monitoring mechanism
• Improve employee morale and motivation: Concern for
quality as an institution will improve the morale and
motivation of the staff in performing their duties and
responsibilities.

• Credibility, prestige and status: If institution is concerned

about quality, that will lead to practice, status and brand
value.

• Image and visibility: quality institution have the capacity

to attract better stake holder support.
SWOT Analysis
What is SWOT Analysis

• Analysis of external and internal environment together is called

SWOT Analysis.
• SWOT Analysis refers to identifying the strengths, weaknesses,
opportunities and threats of an organisation.
• SWOT Analysis is a tool, often used by organisation in planning
its future.
Tools of SWOT Analysis
Internal and External Analysis
Internal analysis work on functional
areas like production, finance,
marketing, R and D.
This will reveal its strength and
weakness.

External analysis includes the industry

performance, competitive activity and
review of growth and decline of
industries.
It includes threats and opportunities
Factors in SWOT Analysis
1) Strengths:

• Strengths are the qualities that enable us to accomplish the organization’s mission.
• These are the basis on which continued success can be made.
• Strengths can be either tangible or intangible.
• These are what you are well-versed in or what you have expertise in, the traits and
qualities your employees possess and the distinct features that give your
organisation its consistency.
• Strengths includes human competencies, process capabilities, financial resources,
products and services, customer goodwill and brand loyalty.
2) Weaknesses:

• Weaknesses are the qualities that prevent us from accomplishing our mission and
achieving our full potential.
• These weaknesses deteriorate influences on the organisational success and growth.
• Weaknesses are the factors which do not meet the standards we feel they should
meet.
• Weaknesses in an organisation may be depreciating machinery, insufficient
research and development facilities, narrow product range, poor decision-making,
etc.
• Weaknesses are controllable.
• They must be minimized and eliminated.
3) Opportunities:
• Opportunities are presented by the environment within which our organisation
operates.
• These arise when an organisation can take benefit of conditions in its environment
to plan and execute strategies that enable it to become more profitable.
• Organisations can gain competitive advantage by making use of opportunities.
• Organisation should be careful and recognise the opportunities and grasp them
whenever they arise.
• Opportunities may arise from market, competition, industry /government and
technology.
4) Threats:

• Threats arise when conditions in external environment jeopardize the reliability

and profitability of the organisation's business.
• They compound the vulnerability when they relate to the weaknesses.
• Threats are uncontrollable.
• When a threat comes, the stability and survival can be at stake.
1.6 Total Quality
Management
TQM

Meaning:
“TQM is the process of integration of all activities, function
s and processes within an organisation in order to achieve
improvement in cost, quality, function and delivery of goo
ds and services for customer satisfaction".
TQM

Definition:
"TQM is the process of changing the fundamental culture of an organisatio
n and redirecting it towards superior product or service quality."
TQM

Deming’s 14 TQM Principles applied to schools

 Create Constancy of Purpose for Improvement of Product

and Service
 Adopt the New Philosophy
 End the Practice of Awarding Business on the Basis of Pric
e Alone
 Improve Constantly and Forever
 Institute Training on the Job
 Institute Leadership
 Create dependence on inspection to achieve quality
TQM

 Drive out Fear

 Break down Barriers Among Staff Areas
 Eliminate Numerical Quotas for the Staff and Goals for ma
nagement
 Remove Barriers that Rob People of Pride in their Work
 Put Everyone in the organization to Work to Accomplish th
e Transformation
 Get ride of unclear slogan.
 Implement education and self-improvement
TQM
Assumptions of TQM

1. Quality Is Less Costly Than Poor Workmanship

2. Serious Quality Improvement Requires Cross-Functional
Effort
3. Quality Improvement Requires the Strong Commitment of
Top Management
4. Employees Will Naturally Try to Improve Quality as Long as
they have Appropriate Support
TQM
Total Quality Management and Teaching Strategies

1. Lecture Method
2. Discussion Method
3. Project Method
4. Demonstration Method
5. Dramatisation
6. Field Trip Method
7. Assignment Method
8. Individualised Method
THANK YOU
3.Role and Qualities of
Human Resource

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Roles and qualities of human
resource
Teacher:

Swami Vivekanand:
"The true teacher is he who can immediately come
down to the level of the student, transfer his soul
to the student's soul and see through and
understand through his mind. Such a teacher can
really teach and none else.

2
 Role of teacher

 Resource provider
 Instructional specialist
 Curriculum specialist
 Classroom supporter
 Learning facilitator
 Mentor
 School leader
 Data coach
 Catalyst for change
 Learner
 Student interaction
3
 Qualities of teacher

 Passion for teaching

 Love for children
 Love their subject
 Understand the meaning of school
 Willingness to change
 Organisation skills
 Willingness to always improve
 Enough courage to face hard day's
 A lot of humility
 Ability to collaborate with students

4
 Educational Supervisor
Meaning
“Supervision is the procedure of giving directions to
and providing critical evaluations of the instructional
process. The end result of all supervision should be to
provide students at all levels with better educational
services.”

5
 Role of Educational Supervisor

 Meeting to trainees
 Direct assistance
 Curriculum development
 Group development
 Professional development
 Action research

6
 Headmaster
Meaning
A headmaster is the most senior teacher, leader and
manager of a school.
A school trend to rise or fall on the personality and
competence of the headmaster.
He hold the whole complex operation together, gives it
coherence and direction and this he must do continually.

7
 Role of Headmaster

 Role in planning
 Role in school organisation
 Teaching role
 Role in supervision
 Role in guidance
 Role in maintaining relations
 Role in general administration

8
 Qualities of Headmaster

 Quality of leadership
 Dependable
 Prepared every single day
 Professional
 Demonstrate a desire to improve
 Demonstrate a mastery of content
 Demonstrate a propensity to handle adversity
 Demonstrate consistent student growth
 Have a positive attitude
 Work well with parents

9
 Parents
Role of parents
 Give more time to children
 Provide them a supportive environment in home
 Encourage to children
 Making link with the school or college teachers of children
 Discuss with children about their problems
 Keeping watch on the activities of children
 Improving the study habits of children
 Parents behavior while advising children

10
 Qualities of Parents

 Home learning quality

 Home/ school partnership
 Parental representation

11
12
13
3.Leadership:- Concept
Styles and Types

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
“

2
 Leadership
A) Meaning

Leadership is the process whereby the leader influences a group of

people in such a manner that they will subsequently strive to
achieve the objectives he presents them with.
A leader should have a special ability to influence the behavior of
sub-ordinates. Although the leader is sometimes required to
exercise his authority over subordinates, he usually obtains their co-
operation without coercion.

3
Donnelly
“
B) Definitions

"Leadership is part of management but not all of it.

Leadership is the human ability to persuade others, to bind a
group together and to motivate it to strive towards stated
objectives. "

4
 Dimensions of Leadership
The leadership in educational institutions should be
composed of five dimensions :

❖Structural leadership
❖Human leadership
❖Political leadership
❖Cultural leader-ship
❖Educational leadership.
Styles/ Types of Leadership
A) Autocratic Leadership Style

❖This style is also known as the leader centered style.

❖ Under this style the leader keeps all the authority centered in his hands and
the employees have to perform the Work without changing any of his orders.
❖ If any employee is careless in his work performance, he is punished.
❖The leader does not decentralize his authority for the fear of losing his
importance.
❖The leader motivates his followers to achieve objectives by creating an
environment of fear and punishment.
❖The job or promotion all depends on the will of the autocratic leader.
❖The employees do not have the least right to present their opinion in of
any decision.
 Characteristics of Autocratic
Leadership Style
❖Formal Relations:
❖Centralised Authority
❖Single Man Decisions:
❖Negative Motivation
❖Wrong Belief Regarding Employees
❖Employee's Behavior
❖Only Downward Communication:
❖Tight and Close Supervision and Control
 Advantages of Autocratic
Leadership Style

❖ Quick and Clear Decisions

❖ Satisfactory Work
❖ Necessary for Less Educated Employees
❖ Source of Motivation for Managers
 Disadvantages of Autocratic
Leadership Style

❖Lack of Motivation
❖Less Productivity
❖Agitation by Employees:
❖Possibility of Partiality
 B) Democratic Leadership Style
❖This style is also known as group centered leadership style.
❖Under this decision regarding different Works are not taken by the
manager alone but they are taken in consultation with the employees
❖The manager has full confidence in his subordinates and accepts
their suggestions after making some modifications.
❖This leadership style is fixed on the decentralisation of authority.
❖The manager respects the suggestions made by his subordinates
and also makes efforts to fulfill their necessities.
❖The employee starts feeling that he, too, is a part of the enterprise
and has some importance.
❖The use of this leadership style creates good industrial relations.
11
 Characteristics of Democratic
Leadership Style

❖Cooperative Relations
❖Positive Motivation
❖Belief in Employees
❖Open Communication
❖Group Decision-making
❖Cooperative Behaviors among Employees
❖No Need of Tight Control

12
 Advantages of Democratic
Leadership Style

❖High Morale
❖Creation of more Efficiency and Productivity
❖Peaceful industrial Relations
❖Quick Acceptance of Changes
❖Availability of Sufficient Time for Constructive
Work

13
 Disadvantages of Democratic
Leadership Style

❖Requirement of Educated Subordinates

❖Delay in Decisions
❖Lack of Responsibility in Managers
❖Many Types of Employees
C) Free-rein Leadership Style
This leadership style is also described as Individual-centred
style.
 In this style the manager or the leader takes little interest in
managerial functions and the subordinates are left on their own.
The inherent idea behind this concept is that if the subordinates
are allowed to work on the principle of laissez faire, they will put
in more hard work and make use of their full capability.
Under this the managers, by explaining the overall objectives,
help the subordinates in determining their own objectives.
This style is absolutely different from the autocratic leadership
style.
15
 Characteristics of Free-rein
Leadership Style
❖Full Faith in Subordinates
❖Independent Decision-making System
❖Decentralisation of Authority
❖Two Way Communications
❖Motivation through Authority
❖Cooperative Relations
❖Self-directed, Supervisory and Controlled
❖) Sense of Responsibility in Employees
 Advantages of Free-rein
Leadership Style

❖Development of Self-confidence in Subordinate

❖High Level Motivation
❖Helpful in Development and Extension of the
enterprise
 Disadvantages of Free-rein
Leaders hip Style

❖Difficulty in Cooperation
❖Lack of Importance of Managerial Post
❖Suitable only for Highly Educated Employees
4.Infrastructural facilities in
secondary and higher
secondary schools

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
What Comprises School Infrastructure?
❖ School Plant
❖ The Site
❖ School Building
❖ Classrooms
❖ Library, Laboratories
❖ Art Room
❖ Assembly Hall
❖ Music Room
❖ Medical Examination Room
❖ Office for the School Counselor and the Career Master
❖ Office Equipment
❖ Staff Room
❖ Storage and Supply Rooms
❖ The School Playground
 School Plant
• It includes school campus
• Building
• Playgrounds
• Library, Laboratories
• Class-rooms
• Furniture
• Equipments
• Hostels
• Common room
• Canteen—all these put together mean the same thing what the
school plant management stands for
 The Site
• Good Location
• Outside the Town
• Safe for Students
• Near of Physical Facilities
• Viability of Free Space
• Safety Measures
• Near the Present and Probable Future Centre
 School Building
• Main building for teaching subjects in classrooms.
• Subject wise department rooms.
• The library building and reading room.
• The laboratories and museum.
• The student hostels.
• The playground for the student's games and sports.
• Agriculture farm, lawn and garden.
• Principal and teacher's quarters
 Classroom
• The spacious well-ventilated classrooms with natural light,
provide a conducive environment for learning.
• Broadband connectivity
• Audio-visual facilities
• Public address system
• Display boards
• Lockers for students
• Age-appropriate furniture
 Library
• A well-equipped library
• Room should be separate from the library hall
• Remote from Centre’s of noisy activities, such as the street or
athletic field.
 Science Laboratory
• The School has spacious, well-equipped Physics, Chemistry,
Biology and General Science Laboratories.
• Models, specimen, displays, charts, learning kits, audio-visual
equipment, etc.
 Art Room
• The room should be large.
• The size should be such as groups of 20-25 students can work.
• The room should be airy and well ventilated.
• Cupboards should be very handy for storing supplies, products,
tools etc.
 Assembly Hall
• General meetings, dramatics, lectures, exhibits, declamation
contests and many activities are arranged in Assembly Hall
• Hall should have a suitable stage
• Hall should be located on the ground floor
 Music Room
• Well-equipped music room
• Sound from the music room should not interfere with the work
in quite areas of the building.
• Special attention should be given to built-in-wall cases and
adequate storage for instruments.
• A small music library may also be provided.
 Storage and Supply Rooms

• Some rooms should be there for storing the tools, unused

furniture, laboratory, workshop and office equipment, athletic
supplies etc.
• These stores should be at a fairly safe place.
 Staff Room

• A room should be made available to teachers where they can

meet each other, may work together or individually.
• This room should have cupboards in the walls or lockers may be
provided where the teachers may keep their things.
 The School Playground

• Boundary Wall
• Shady Trees
• Flower beds
• Allocation and Demarcation of Area
 Medical Examination Room

• Every secondary School should have a room set aside for

medical and dental services.
• It should be equipped with running water and electric power
outlets.
Office for the School Counselor and the
Career Master
• In a secondary school, provision of guidance service is essential.
• A room should be given to the school counselor and the career
master where the pupils may see him or he may see the pupils
when needed.
 UNIT-2
Managerial
Practices: Human
and Infrastructural
Resources

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Human Resource Management in
School Education

Human resource management is the effective management of people in an

organization.
It exists to improve the skills and knowledge of people in an organization.
Its aim is to maximize an individual’s ability.
Human resource management in schools leads to starting and operating a
school.
It helps in using human resources of school in the best way.
The important people can be the principal, teachers, business staff.
 Functions of Human Resource
Management in Education

Staff maintenance
Staff relations
Staff development
Procurement of staff
Job performance rewards
Challenges of HRM in education
Poor working condition
Problem of staffing
Training and Development of Human
Resource
1) Pre- Service Teacher Education

Meaning:
Education of teachers before they enter into service as
teacher.
The pre-service teacher begins as an observer and finishes
the pre-service teaching experience as a competent
professional.
Needs of Pre-Service Teacher Education

To improve teaching skills.

To promote capabilities
Develop awareness about Rights and Duties.
To Know emerges issues and trends
To enhance professional capacities
Day to day problems in daily teaching learning forecasts
Achieving mastery on teaching method and learning skills
Give an information about educational policies
Objectives of Pre-Service Education

Imparting an adequate knowledge of the subject- matter.

Equipping the prospective teachers with necessary
pedagogic skills.
Enabling the teacher to acquire understanding of child
psychology.
Developing proper attitudes towards teaching.
Developing self-confidence in the teachers.
Enabling teachers to make proper use of instructional
facilities.
 2) In-Service Teacher Education

Meaning:

In-Service teacher training defined as "structured activities

designed exclusively or primarily to improve professional
performance.
The term in-service teacher designates a teacher that has
certification or is already teaching in a classroom, in
contrast to a pre-service teacher, who is in the process of
preparing to become a teacher.
Need of In-Service Teacher Education

To learn specific skills, techniques.

Updating the knowledge of development.
Understanding of generally applicable pedagogical
techniques.
Updating knowledge of teaching techniques.
Practice in new teaching techniques.
Objective of In Service Teacher
Training

To provide adequate professional training for effective

teaching.
To keep teachers abreast of new developments in the
profession.
To upgrade academic qualifications of teachers.
To develop skills responsive to emerging national
development goals and programme.
To develop necessary skills and attitudes.
To find the solutions for the problems encountered
whole functioning in a school.
 Roles and qualities of human
resource

Teacher:
Swami Vivekanand:
"The true teacher is he who can immediately come down to the
level of the student, transfer his soul to the student's soul and
see through and understand through his mind. Such a teacher
can really teach and none else.
 UNIT-2
Managerial
Practices: Human
and Infrastructural
Resources

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Human Resource Management in
School Education

Human resource management is the effective management of people in an

organization.
It exists to improve the skills and knowledge of people in an organization.
Its aim is to maximize an individual’s ability.
Human resource management in schools leads to starting and operating a
school.
It helps in using human resources of school in the best way.
The important people can be the principal, teachers, business staff.
 Functions of Human Resource
Management in Education

Staff maintenance
Staff relations
Staff development
Procurement of staff
Job performance rewards
Challenges of HRM in education
Poor working condition
Problem of staffing
Training and Development of Human
Resource
1) Pre- Service Teacher Education

Meaning:
Education of teachers before they enter into service as
teacher.
The pre-service teacher begins as an observer and finishes
the pre-service teaching experience as a competent
professional.
Needs of Pre-Service Teacher Education

To improve teaching skills.

To promote capabilities
Develop awareness about Rights and Duties.
To Know emerges issues and trends
To enhance professional capacities
Day to day problems in daily teaching learning forecasts
Achieving mastery on teaching method and learning skills
Give an information about educational policies
Objectives of Pre-Service Education

Imparting an adequate knowledge of the subject- matter.

Equipping the prospective teachers with necessary
pedagogic skills.
Enabling the teacher to acquire understanding of child
psychology.
Developing proper attitudes towards teaching.
Developing self-confidence in the teachers.
Enabling teachers to make proper use of instructional
facilities.
 2) In-Service Teacher Education

Meaning:

In-Service teacher training defined as "structured activities

designed exclusively or primarily to improve professional
performance.
The term in-service teacher designates a teacher that has
certification or is already teaching in a classroom, in
contrast to a pre-service teacher, who is in the process of
preparing to become a teacher.
Need of In-Service Teacher Education

To learn specific skills, techniques.

Updating the knowledge of development.
Understanding of generally applicable pedagogical
techniques.
Updating knowledge of teaching techniques.
Practice in new teaching techniques.
Objective of In Service Teacher
Training

To provide adequate professional training for effective

teaching.
To keep teachers abreast of new developments in the
profession.
To upgrade academic qualifications of teachers.
To develop skills responsive to emerging national
development goals and programme.
To develop necessary skills and attitudes.
To find the solutions for the problems encountered
whole functioning in a school.
 Roles and qualities of human
resource

Teacher:
Swami Vivekanand:
"The true teacher is he who can immediately come down to the
level of the student, transfer his soul to the student's soul and
see through and understand through his mind. Such a teacher
can really teach and none else.
 UNIT-2
Managerial
Practices: Human
and Infrastructural
Resources

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Human Resource Management in
School Education

Human resource management is the effective management of people in an

organization.
It exists to improve the skills and knowledge of people in an organization.
Its aim is to maximize an individual’s ability.
Human resource management in schools leads to starting and operating a
school.
It helps in using human resources of school in the best way.
The important people can be the principal, teachers, business staff.
 Functions of Human Resource
Management in Education

Staff maintenance
Staff relations
Staff development
Procurement of staff
Job performance rewards
Challenges of HRM in education
Poor working condition
Problem of staffing
1. Training and Development
of Human Resource
Training and Development of Human
Resource
1) Pre- Service Teacher Education

Meaning:
Education of teachers before they enter into service as
teacher.
The pre-service teacher begins as an observer and finishes
the pre-service teaching experience as a competent
professional.
Needs of Pre-Service Teacher Education

To improve teaching skills.

To promote capabilities
Develop awareness about Rights and Duties.
To Know emerges issues and trends
To enhance professional capacities
Day to day problems in daily teaching learning forecasts
Achieving mastery on teaching method and learning skills
Give an information about educational policies
Objectives of Pre-Service Education

Imparting an adequate knowledge of the subject- matter.

Equipping the prospective teachers with necessary
pedagogic skills.
Enabling the teacher to acquire understanding of child
psychology.
Developing proper attitudes towards teaching.
Developing self-confidence in the teachers.
Enabling teachers to make proper use of instructional
facilities.
 2) In-Service Teacher Education

Meaning:

In-Service teacher training defined as "structured activities

designed exclusively or primarily to improve professional
performance.
The term in-service teacher designates a teacher that has
certification or is already teaching in a classroom, in
contrast to a pre-service teacher, who is in the process of
preparing to become a teacher.
Need of In-Service Teacher Education

To learn specific skills, techniques.

Updating the knowledge of development.
Understanding of generally applicable pedagogical
techniques.
Updating knowledge of teaching techniques.
Practice in new teaching techniques.
Objective of In Service Teacher
Training

To provide adequate professional training for effective

teaching.
To keep teachers abreast of new developments in the
profession.
To upgrade academic qualifications of teachers.
To develop skills responsive to emerging national
development goals and programme.
To develop necessary skills and attitudes.
To find the solutions for the problems encountered
whole functioning in a school.
3.Role and Qualities of
Human Resource
 Roles and qualities of human
resource
Teacher:
Swami Vivekanand:
"The true teacher is he who can immediately come down to the
level of the student, transfer his soul to the student's soul and
see through and understand through his mind. Such a teacher
can really teach and none else.
Role of teacher

● Resource provider
● Instructional specialist
● Curriculum specialist
● Classroom supporter
● Learning facilitator
● Mentor
● School leader
● Data coach
● Catalyst for change
● Learner
● Student interaction
Qualities of teacher

● Passion for teaching

● Love for children
● Love their subject
● Understand the meaning of school
● Willingness to change
● Organisation skills
● Willingness to always improve
● Enough courage to face hard day's
● A lot of humility
● Ability to collaborate with students
Educational supervisor

Meaning

“Supervision is the procedure of giving directions to and providing cr

itical evaluations of the instructional process. The end result of all su
pervision should be to provide students at all levels with better educa
tional services.”
Role of Educational Supervisor

● Meeting to trainees
● Direct assistance
● Curriculum development
● Group development
● Professional development
● Action research
Headmaster

Meaning
A headmaster is the most senior teacher, leader and manager of a
school.
A school trend to rise or fall on the personality and competence of
the headmaster.
He hold the whole complex operation together, gives it coherence
and direction and this he must do continually.
Role of Headmaster

● Role in planning
● Role in school organisation
● Teaching role
● Role in supervision
● Role in guidance
● Role in maintaining relations
● Role in general administration
Qualities of Headmaster

● Quality of leadership
● Dependable
● Prepared every single day
● Professional
● Demonstrate a desire to improve
● Demonstrate a mastery of content
● Demonstrate a propensity to handle adversity
● Demonstrate consistent student growth
● Have a positive attitude
● Work well with parents
Parents

Role of parents
● Give more time to children
● Provide them a supportive environment in home
● Encourage to children
● Making link with the school or college teachers of children
● Discuss with children about their problems
● Keeping watch on the activities of children
● Improving the study habits of children
● Parents behaviour while advising children
Qualities of Parents

● Home learning quality

● Home/ school partnership
● Parental representation
3.Leadership:- Concept
Styles and Types
Leadership

A) Meaning
Leadership is the process whereby the leader influences a group of
people in such a manner that they will subsequently strive to
achieve the objectives he presents them with.
A leader should have a special ability to influence the behavior of
sub-ordinates. Although the leader is sometimes required to exercise
his authority over subordinates, he usually obtains their co-operation
without coercion.
B) Definitions

Donnelly
"Leadership is part of management but not all of it. Leadership is the
human ability to persuade others, to bind a group together and to
motivate it to strive towards stated objectives. "
Dimensions of Leadership
The leadership in educational institutions
should be composed of five dimensions :
Structural leadership
Human leadership
Political leadership
Cultural leader-ship
Educational leadership.
Styles/ Types of Leadership

a) Autocratic Leadership Style

This style is also known as the leader centered style.
 Under this style the leader keeps all the authority centered in his hands
and the employees have to perform the Work without changing any of his
orders.
 If any employee is careless in his work performance, he is punished.
The leader does not decentralize his authority for the fear of losing his
importance.
The leader motivates his followers to achieve objectives by creating an
environment of fear and punishment.
The job or promotion all depends on the will of the autocratic leader.
The employees do not have the least right to present their opinion in of
any decision.
Characteristics of Autocratic
Leadership Style

Formal Relations:
Centralised Authority
Single Man Decisions:
Negative Motivation
Wrong Belief Regarding Employees
Employee's Behavior
Only Downward Communication:
Tight and Close Supervision and Control
Advantages of Autocratic
Leadership Style

 Quick and Clear Decisions

 Satisfactory Work
 Necessary for Less Educated Employees
 Source of Motivation for Managers
Disadvantages of Autocratic
Leadership Style

Lack of Motivation
Less Productivity
Agitation by Employees:
Possibility of Partiality
B) Democratic Leadership Style

This style is also known as group centered leadership style.

Under this decision regarding different Works are not taken by the
manager alone but they are taken in consultation with the employees
The manager has full confidence in his subordinates and accepts
their suggestions after making some modifications.
This leadership style is fixed on the decentralisation of authority.
The manager respects the suggestions made by his subordinates
and also makes efforts to fulfill their necessities.
The employee starts feeling that he, too, is a part of the enterprise
and has some importance.
The use of this leadership style creates good industrial relations.
Characteristics of Democratic
Leadership Style

Cooperative Relations
Positive Motivation
Belief in Employees
Open Communication
Group Decision-making
Cooperative Behaviors among Employees
No Need of Tight Control
Advantages of Democratic
Leadership Style

High Morale
Creation of more Efficiency and Productivity
Peaceful industrial Relations
Quick Acceptance of Changes
Availability of Sufficient Time for Constructive Work
Disadvantages of Democratic
Leadership Style

Requirement of Educated Subordinates

Delay in Decisions
Lack of Responsibility in Managers
Many Types of Employees
C) Free-rein Leadership Style

This leadership style is also described as Individual-centred style.

 In this style the manager or the leader takes little interest in managerial
functions and the subordinates are left on their own.
The inherent idea behind this concept is that if the subordinates are
allowed to work on the principle of laissez faire, they will put in more
hard work and make use of their full capability.
Under this the managers, by explaining the overall objectives, help the
subordinates in determining their own objectives.
This style is absolutely different from the autocratic leadership style.
Characteristics of Free-rein
Leadership Style

Full Faith in Subordinates

Independent Decision-making System
Decentralisation of Authority
Two Way Communications
Motivation through Authority
Cooperative Relations
Self-directed, Supervisory and Controlled
) Sense of Responsibility in Employees
Advantages of Free-rein
Leadership Style

Development of Self-confidence in Subordinate

High Level Motivation
Helpful in Development and Extension of the enterprise
Disadvantages of Free-rein
Leaders hip Style

Difficulty in Cooperation
Lack of Importance of Managerial Post
Suitable only for Highly Educated Employees
4.Infrastructural facilities
in secondary and higher
secondary schools
 School Plant
 The Site
 School Building
 Classrooms
 Art Room
 Workshops and Sheds
 Music Room
 Music Room
 Medical Examination Room
 Office for the School Counselor and the Career Master
 Office Equipment
 Staff Room
 Storage and Supply Rooms
 The School Playground
5. Quality Management
of Infrastructural
Resources
Need of Quality Management in
Schools

Competition
Customer Satisfaction
Maintaining Standards
Accountability
Improve Employee Morale and Motivation
Credibility, Prestige and Status
Image and Visibility
Thank you
Unit : III Management
of Various problems at
Secondary and Higher
Secondary Level.

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
 Sub Topic-3.1
Wastage and stagnation
Stagnation
 “
• The term stagnation can be defined as
• “Failure to complete the prescribed course in a
prescribed time”
• “Failure of students in the same class for one or for a
number of time”
• This is equivalent to the term of unsatisfactory
progress
Causes of
stagnation
• 1) Highly unattractive Course :-
• Syllabus is very complicated
• Subjects difficult to understand,
• Teaching method used are defective
Causes of • Uninteresting School Atmosphere
stagnation • School is not interesting
• Students facing problems at home& in
their families
Causes of • Poor Health of Children
stagnation• Children in India suffer from bad
health
• Due to illness & disease students
cannot attend school
• Absence of proper Resources in a School
• For qualitative education there is need to have
proper physical &human resources
• Skilled & experienced teachers
• Salaries for teachers
• Defective Teaching Methods
• Teachers used teacher centered methods

10
• Lack of proper Examination System
• Today’s evaluation system is only information oriented
• It is based on rote learning
• Teachers lay emphasis on
• completing the portion

11
 Remedies to Overcome the problem
of stagnation
• Healthy Atmosphere in School
• This helps to create positive attitude
• Gives positive reinforcement for students

12
Use of modern
teaching
methods

13
• Health
program
for
students

14
• A sound mind rests in a sound body
• Programmed like Yoga, Drill, Ncc , Scouts &
guides
• Health :- Clean drinking water

15
• Continuous Comprehensive Evaluation

16
“

17
• Appointment of Trained Teachers
• Teachers who have undergone pre-service
training should be appointed
• All are the various solution to solve the problem of
stagnation .One must bear in mind that the problem
of wastage & stagnation cannot be wiped .

18
 “
Thank you
3.3. Discipline
Problems

PRESENTED BY:

DR. BHAGYASHREE DUDHADE

 Meaning

• School discipline refers to regulation of children and the

maintenance of rule in schools.
 Causes for Disciplinary Problems:

1) Defective Educational Policies and

Systems:
2) Lack of Proper Educational and Vocational
Guidance:
3) Poor Examination System:
4) Lack of leadership of the teachers
5) Over-crowded Classes:
6) Lack of Parent Teacher Co-operation:
7) Wrong Values Given to Certain Things:
 Causes for Disciplinary Problems:

8) Lack of well qualified teachers and

indifferent attitude of the teacher.
9) Lack of motivation.
10) Absence of reasonably minimum
facilities.
11) Too much strict rules and regulations.
12) Teacher should take into account
individual differences and adopt effective
classroom management techniques.
13) Dearth of Leisure Time Activities.
Good Classroom Discipline- How to Obtain
it?
1) Be Familiar with the Curriculum
2) Plan the Lesson Well
3) Conduct the Lesson Well
4) Know Each Pupil by Name
 Good School Discipline How to obtain it?
1) Effective Team Work
2) Good School Traditions and well Planned
School Work will reduce the Incidence of
Indiscipline.
3) Unified Discipline Policy
4) A suitable Programmed of Co-curricular
Activities
5) Well Conducted School Assemblies
6) Student Teacher Interaction
 Good School Discipline How to obtain it?
7) Good School Premises and Sufficient
Library and Specialized Rooms:
8) Rewards:
9) Self Government:
10) Provision of Moral Education:
Vocationalisation
of Education

PRESENTED BY:
DR. BHAGYASHREE DUDHADE
Click to add title
 Meaning:

• When vocational education is mixed with general

education it is called Vocationalisation of education
• Vocationalisation of education means training in
some vocations at the secondary, Higher Secondary
level with general education.
Aims and Objectives of Vocationalisation of
Education according to National Policy 1986

• Healthy attitude
• Individual employability
• Reduce the mismatch
• Provide an alternative
• Identified vocations spanning
• Provide opportunities
• Give opportunities for professional growth
Common aims and objectives of
Vocationalisation of education.
• To increase the productive potential
• To raise the economic standard
• To reduce the level of unemployment
• To utilize man-power
• To make the students skilled technician
• To help for equitable sharing of benefits
• To help students understand the scientific and technological
aspects
• To make use of material and human resources
• To exploit the scientific and technical knowledge
• To generate in pupils a love and appreciation for work.
Advantages of Vocationalisation of
Education

• Aims at reducing unemployment

• entail many economic benefits
• Suits individual aptitudes
Problems of Vocationalisation of
Education

• Problem of Rigidity in the Choice of the Subjects

• Problem of Teachers Training
• Problem of Well-qualified Teachers.
• Problem of Curriculum
• Problem of Providing Infrastructural Facilities
• There is a Problem of Non-availability of Text-book
• Problem Related to Evaluation