School Organization Asgmt No 1

8/19/2019 School Organization Asgmt No 1

1/86

Assignment No. 1

Q1: Elaborate meaning and importance of

school organization; discuss also

elements of school organization and its

fundamental principles in detail?

Sol:

It is the process whereby educational goals and objectives areachieved using people and other resources efciently and

eectively.

Denition and !eaningAn organization is dened as the necessary combination ohuman eorts, material euipment!s brought together in asystematic and eective correlation to accomplish the desiredresults.

"chool organization comes under the broader umbrella oschool management. #he school management deals with theoverall policy raming and ensuring the smooth unctioning othe school, while the school organization is about the actualorganization o resources, events, personnel o a school. In aschool, we nd the distribution o wor$. %ierent people areassigned duties and made responsible or the same. #hey arealso given due powers to discharge their duties eectively. #heco&ordination between dierent personnel is also ensured to

organize the activities o the school properly. #here is also aclearly laid down organizational structure which e'ists in theschool and which alsohelp in eective organization o the school activities.

#hus school organization means

• (rganization o dierent types o activities o a school

• (rganization o )aterial resources o a school

• (rganization o a school personnel


2/86

• (rganization o Ideas and *rinciples into school systemwhich includes building relationships, creating conduciveclimate or wor$ at the school etc.

"mportance

Importance o school organization is very vast. It includes+

efciency o the institution, securing benets o the school

through practical measures, clarication o the unctions o the

school, coordination o the educational programs, sound

educational planning, good direction, efcient and systematic

e'ecution. It provides close collaboration and sense o sharing

responsibilities, organized purpose and dynamic approach. Any

organization plays a vital role in the lie o human being. "chool

organization plays dierent unctions li$e+ brings efciency,

guide students to receive right direction rom the right

teachers, enables the students to get prot rom their learning,

bring coordination o the student&teacher&parents&society. It

provides well dened policies and programs, avorable teaching

learning situation, growth and development o human beings,

ma$e use o appropriate materials, eective development o

human ualities, e'ecution o the programs, arrangement o

the activities, eorts or attainment o the objectives etc.

Elements of School Improvement

Essential Element 1: #hilosoph$ and !ission

A philosophy and mission that reect the intellectual anddevelopmental needs and characteristics o young adolescents-youth /&0 years o age1.

2very young adolescent deserves a school that valuesacademic achievement and personal development and providesa supportive environment3..

#he middle&level educational program has a purpose beyondlin$ing the elementary grades and the high school. Its basic


3/86

aims are to educate and nurture. It has a culture o collectiveand shared responsibility. #o be successul, it must attend toboth the intellectual development and the personal needs oyoung adolescents. #he philosophy and mission o a standards&

ocused middle&level school or program must reect a set oshared belies.

#he school and sta within the school must commit to4

• %eveloping the whole child, intellectually andacademically, personally and socially, physically,emotionally, and ethically.

• 5or$ing together to ensure that all students achieve athigh levels and, with appropriate guidance and structure,develop independence and responsibility.

• Accepting & individually and collectively & responsibility orthe educational and personal development o each andevery student.

• 2nsuring or each student a sae, inviting, trusting, andmutually&respectul learning environment that oers bothphysical and psychological saety.

• 6onnecting each young adolescent in positive ways withthe school and with caring adults within the school.

• *roviding each student with a variety o learninge'periences that are academically challenging,

developmentally appropriate, and personally relevant inorder or each o them to ma$e inormed educational andpersonal decisions.

• *roviding a successul transition rom the elementarygrades to the middle grades to the high school grades androm childhood to adolescence.

• 2stablishing partnerships with the home and the

community.


4/86

Essential Element %: Educational #rogram

An educational program that is comprehensive, challenging,purposeul, integrated, relevant, and standards&based.

2very young adolescent needs a challenging, standards&basedcourse o study that is comprehensive, integrated, and relevant.

A standards&ocused middle&level educational program4

• 2mphasizes not only intellectual development but alsopersonal, social, physical, and ethical development.

• Is challenging, rigorous, and purposeul.

• Is comprehensive and inclusive, embracing andencompassing all o the "tate7s 89 learning standards.

• :eects interdependence, emphasizes cross&programconnections, and promotes shared responsibility.

• Is articulated vertically and horizontally, within and acrossthe various curricular areas, learning standards, and grade

levels.

• ;as a set o learning s$ills -e.g., how to study, how toconduct research, how to read or understanding, how tota$e notes, etc.1 that are common across all grades andsubject areas and taught and reinorced in each grade andsubject area.

• 2mphasizes reading, writing, and mathematics -literacy

and numeracy1 across the subject areas with e'pectationsor perormance that are consistent across and within thedisciplines and commonly understood by teachers,students, and parents.

• ;as perormance e'pectations that are common across allgrades and subject areas -e.g., students must write incomplete sentences1.

•

Is articulated with the elementary eeder schools and withthe secondary receiving schools, building on the


5/86

oundational $nowledge and s$ills o the elementarygrades and, in doing so, preparing students or success inhigh school.

•

;as up&to&date written curricula -that are based on andaligned with the "tate7s learning standards1, instructionalsupport, and learning aids or all subject areas.

• Includes diagnostic assessments -similar in design to the"tate7s assessments1 that regularly and routinely monitorthe learning o each student relative to the "tate7sstandards and community e'pectations.

•

(ers opportunities or the development o personalresponsibility and sel direction.

• 2ncourages students to pursue personal interests, engagein school and community activities -e.g., sports, clubs,etc.1, e'plore potential utures and careers, develop useulsocial, interpersonal, and lie s$ills needed to live a ull andproductive lie, and nurture a


6/86

belonging and a sense o personal identication with the schooland its purposes, and to help young adolescents ma$e asuccessul transition rom the elementary grades to the highschool grades and rom childhood to adolescence.

A standards&ocused school that enrolls young adolescentsshould4

• ;ave teacher teams sharing responsibility or theeducation and personal development o a common groupo students.

• ;ave common planning time or those teachers andteacher teams sharing responsibility or a common groupo students.

• ;ave schedules with e'ible time assignments withinbloc$s o time to encourage interdisciplinary programs andthe creative use o time.

• 6ontain at least three o the our middle grades -the ourmiddle grades being grades >, ?, @, and 91.

• ;ave comparatively small enrollments so that everystudent is viewed as an individual and receives personalattention. 5hen the school population is large, have


7/86

beore school, summer school, reduced class size,tutoring, pupil personnel services, etc.1.

• *rovide a variety o co&curricular and e'tra&curricular

activities.

• *rovide opportunities or students to participate in youthservice, community service andBor service learningactivities.

• 2ncourage active parent involvement through a variety oactivities.

• 2stablish ties with the school community that strengthenconnections between schoolBeducation and careeropportunities.

• *romote and encourage appropriate participation o pupilswith disabilities in all curricular, co&curricular, and e'tra&curricular activities.

• ;ave students with disabilities or other special needs, aswell as their programs and services, integrated throughoutthe school building to ensure access to the sameinstruction as their peers.

• *rovide support services such as guidance, counseling,and health&related services to all students.

• Integrate technology into the educational program so thatit supports student learni.ng in a purposeul way.

• *rovide a gradual transition rom the more sel&containedclassrooms o the elementary school to the moredepartmentalized structure o the high school, providingstudents with opportunities or increasingly independentlearning e'periences and responsibilities within a sae andstructured environment.

Essential Element (: )lassroom "nstruction


8/86

6lassroom instruction appropriate to the needs andcharacteristics o young adolescents provided by s$illed and$nowledgeable teachers.

2very young adolescent reuires s$illed and caring teacherswho have a thorough understanding o their subject-s1 and othe students they teach.

#eachers in middle&level classrooms understand and appreciatethe emotional, intellectual, physical, psychological, and socialchanges that are occurring within their students and recognizethe behaviors maniested by these changes. #hey useinstructional techniues and processes that capitalize on theuniue developmental characteristics and individual needs oearly adolescents.

"uccessul middle&level teachers in a standards&ocused school4

• Are caring and respectul in their interactions withstudents and with other adults.

• *rovide instruction that is standards&based, challenging,rigorous, and purposeul.

• Cnow and understand the needs and developmentalcharacteristics o young adolescents.

• ;ave a deep understanding o their subject matter, odierent approaches to student learning, and o diverseteaching techniues.

• Cnow and understand each o the "tate7s 89 learning

standards and & when and where appropriate & reinorcethem routinely during regular classroom instruction.

• Dse a range o successul, research&based teachingstrategies that are developmentally and cognitivelyappropriate, matching instruction to the students7 variedlearning styles and dierent intelligences.

• Involve students in their learning, encouraging them to

contribute to their learning e'periences, to ma$e choices,to e'plore, to uestion, to e'perience, to learn, to grow, to


9/86

develop social, interpersonal and leadership s$ills inaddition to academic prociency.

• Eary activities to maintain student interest.

• Dse technology and other instructional resourcespurposeully to support and enhance learning.

• Focus instruction on thin$ing, reasoning, and problemsolving and, at the same time ensure that studentsacuire necessary content and subject matter.

• Dse interdisciplinary approaches to help students integrate

their studies and meet learning standards.

• Dse e'ible grouping based upon student needs andinterests to help each student achieve the learningstandards, with students changing groups oten,depending on individual needs and program purposes.

• Dse classroom assessments that reect the "tate7slearning standards and are aligned with "tateassessments.

• Dse classroom assessments that are instructionally useulindicators o individual student growth and perormancenot only to monitor each student!s progress in meeting the"tate!s learning standards but also to plan instruction.

• Dse student data, both personal and achievement, toma$e curricular and instructional decisions.

• Dse cooperative learning groups and peer&tutoringopportunities to develop social and interpersonal s$ills inaddition to academic prociency.

• 6onsult with each other and with other school personnel. #eachers with regular education assignments and thoseassigned to programs or students with special needs wor$closely together.

• )aintain perormance e'pectations that are consistent andinterrelated across and within subject areas.


10/86

• Inorm and involve parents o middle&level students intheir children7s education by helping them understand thelearning standards their children must meet, theinstructional program, their children7s progress, and how

to help their children at home with schoolwor$, schooldecisions, and successul development throughadolescence.

• Are themselves learners who are constantly engaged inproessional and intellectual growth activities.

• :ecognize that they must wor$ together cooperatively andcollaboratively & rather than individually and in isolation &

to ensure that all their students achieve at high levels andmeet all the "tate7s learning standards.

Essential Element *: Educational +eadership

"trong educational leadership and a building administrationthat encourage, acilitate, and sustain involvement,participation, and partnerships.

2very young adolescent should be educated in schools thathave $nowledgeable, eective, and caring leaders.

"tandards&ocused middle&level schools and programs needpurposeul leadership i they are to develop and prosper.

#hose in positions o leadership must4

•

Cnow and understand the needs and developmentalcharacteristics o young adolescents.

• Cnow and understand the essential elements o astandards&ocused, high perorming middle&level school ormiddle&level program.

• Cnow and understand each o the 89 learning standardsand how they interrelate.

• Cnow and understand the "tate7s assessment system.


11/86

• ;ave an understanding o the subject matter in the middlegrades and its interconnections, o dierent approaches tostudent learning, and o diverse teaching strategies.

•

6reate, promote, and sustain a school culture o mutualsupport and collective responsibility or the educationaland personal development o each and every youngadolescent.

• Articulate and maintain high standards or classroominstruction and student perormance.

• ;ave high e'pectations or students and sta.

• Cnow a range o successul, research&based teachingtechniues that are developmentally and cognitivelyappropriate, matching instruction to the students7 variedlearning styles and dierent intelligences.

• Involve sta and others in the operation o the school orprogram, empowering and encouraging them to contributeand to ma$e decisions that benet students.

• *rovide students with opportunities to assume signicantand meaningul leadership roles in the school.

• "upport and encourage teachers, individually andcollectively, to ta$e ris$s, to e'plore, to uestion, to trynew instructional approaches, to continue as learners, andto grow.

• *romote and acilitate inter&school cooperation,collaboration, and communication with eeder elementaryschools and receiving high schools.

• Inorm and involve parents o middle&level students intheir children7s education by helping them understand theneeds and developmental characteristics o youngadolescents, the learning standards their children mustmeet, the instructional program, their children7 progress,and how to help their children at home with schoolwor$,


12/86

school decisions, and successul development throughadolescence.

• *romote schoolBcommunity partnerships and involve

members o the community in school activities andinitiatives, empowering and encouraging them tocontribute and ma$e decisions that benet students.

Essential Element ,: A Net-or of Academic and#ersonal Support

A networ$ o academic and personal support available or allstudents.

2very young adolescent needs access to a system that supportsboth academic achievement and personal development.

)iddle&level students need academic and personal support asthey e'perience the changes associated with the transitionrom childhood to adolescence and rom elementary school tohigh school.

Academic and personal support includes4

• Adults and older youths to provide positive role modelsand constant afrmation and recognition.

• :espect and caring to engender a eeling o sel&worth,sel&condence, and personal efcacy.

• (pportunities to e'amine, e'plore, discuss, andunderstand the changes associated with early

adolescence.

• 6ounseling and guidance services to assist students andtheir amilies in ma$ing lie, career, and educationalchoices.

• A system o two&way communication between the schooland the parents and amilies o its students.

• A process or inorming parents, amilies, and communitygroups o the essential role they play in ensuring students


13/86

attend school and access available services, in e'pandingand enhancing venues or signicant learning, inpromoting youth development, and in supporting positiveschool change.

• A networ$ o trained proessionals, special programs, andcommunity resources available to assist those who havee'traordinary needs and reuire additional services tocope with the changes o early adolescence andBor theacademic demands o middle&level education. "choolsneed to collaborate and cooperate with other humanservice agencies in the community.

•

An adult mentor in addition to a guidance counselor, eitherormally through a teacherBstudent, advisorBadviseeprogram or inormally through a school culture o caring inwhich teachers or other adults assume responsibility orindividual students.

Essential Element /: #rofessional +earning

*roessional learning and sta development or all sta that areongoing, planned, purposeul, and collaboratively developed.

2very young adolescent deserves an educational setting thatvalues continuous improvement and ongoing proessionallearning.

#eachers, administrators, and other school sta in a standards&ocused middle&level school or program need regular, planned

opportunities or proessional and intellectual growth. "choolswith middle&level grades need to be proessional learningcommunities.

#eachers, administrators, and sta need to4

• Cnow the needs and characteristics o students in themiddle grades and the instructional strategies andtechniues that wor$ best or these students.


14/86

• Dnderstand the philosophy and mission o the standards&driven middle&level school.

• Dnderstand and implement the :egents *olicy "tatement

on )iddle&Gevel 2ducation and the 2ssential 2lements o"tandards&Focused )iddle&Gevel "chools and *rograms.

• ;ave high e'pectations or all students.

• e amiliar with each o the "tate7s 89 learning standardsand incorporate in their own classrooms and wor$ spaceseducational e'periences that help all students achieve allthe standards & including those that are outside their own

area o content e'pertise.

• Cnow and understand their subject matter and coursecurriculum thoroughly.

• Cnow and understand the "tate7s assessment system.

• Cnow and understand how to use data to ma$e curricularand instructional decisions to improve students! academic

perormance andBor enhance personal development.• 6ollaborate and cooperate in planning and providing

proessional learning opportunities.

• :outinely and systematically monitor and evaluate studentlearning to assess and improve instructional eectiveness.

)onclusion

#he middle grades play a critical role in the educationalcontinuum. "chools with middle&level grades that arestandards&ocused attend to the twin purposes o academicpreparation and individual sel&development or all youngadolescents. #hey do this by4

• Accepting collective responsibility or ensuring that allstudents are successul and learning at high levels.

• 6reating small communities or learning and providingcomprehensive guidance and support services.


15/86

• *roviding an academically e'cellent and developmentallyresponsive educational e'perience or every student.

• 2stablishing and maintaining a climate or learning that is

respectul, purposeul, physically and psychologically sae,and personalized to ensure close, sustained relationshipsbetween students and teachers.

• *roviding a comprehensive educational program that isstandards&based & reecting the "tate7s 89 learningstandards & challenging, integrative, and e'ploratory.

• Dsing e'ible organizational structures and creative use o

time.

• Dsing a variety o research&based, instructional strategiesthat are cognitively and developmentally appropriate andthat respect individual e'periences, learning styles, andlearning needs.

• 2mploying $nowledgeable and ualied personnel who arecommitted to the education o young adolescents.

• 6reating within the school a vibrant proessional learningcommunity.

• Fostering each student7s personal development, health,wellness, and saety.

• 2ngaging amilies in the education o young adolescents.

• 6onnecting schools with the larger community.

A high&perorming, standards&ocused middle&level school orprogram that successully addresses both the intellectual andpersonal needs o young adolescents is prooundly dierentrom many middle&level schools today. #o create schools thatare true standards&ocused, middle&level schools willnecessitate systemic change that will not be easy toaccomplish. It will reuire leadership, persistence, additionalresources, time, and a strong will to succeed. #he tas$ is

challenging and daunting. ;owever, it is necessary, and it canbe done.


16/86

0EN #"N)"#+ES '2 E22E)0"3E S)4''+S

1. Clear focus and high expectations or sta and students

are dening eatures o an eective

school. #hey motivate the entire school community and inspire

its members to strive constantly to

ensure the success o every student. 6lear ocus and high

e'pectations are the oundation on which

the school!s culture o collaboration and inuiry rests.

2. A rigorous instructional program provides euitable

opportunities to learn and enables every

student to master challenging content, s$ills, and learning

strategies. #he school community is

engaged in a dynamic process o assessment, reection, and

innovation to inorm curriculum

development and instructional strategies, meet student needs,

and address achievement gaps.

3. A personalized learning environment is characterized by

$nowledge o each student!s learning style, social and amily

conditions, strengths, aspirations, and needs. 2ach student

enjoys strong relationships with other students and a close,

continuous relationship with one or more adults in the school

community+ at least one adult helps coordinate the support

needed by the student throughout the high school years to

prepare or higher education, employment, or other productive

postsecondary plans

4. Instructional leadership by the principal and other school

leaders is characterized by a school wide ocus on student


17/86

achievement+ support or improving and enhancing school

culture, teaching, and learning+ and eective collaboration

among school leaders, teachers, parents, students, and

partners in the community. #he principal and other school

leaders demonstrate and inspire an unwavering commitment to

ullling the vision o the school among all members o the

school community.

. School!"ased professional development and a culture

of professional colla"oration improve instruction and

student achievement and cultivate adult learning communities

within the school.

2ective proessional learning communities eature continuous

reection and assessment o student wor$ and teacher

practice.

#. $eaningful assessment of student learning occurs

continuously and gives students a variety o opportunities to

demonstrate that they meet content and perormance

standards and can apply their learning. #eachers use

assessments as diagnostic tools to identiy student needs and

improve instruction. #he school communicates and analyzes

assessment results to inorm school improvement.

%. &artnerships 'ith organizations strengthen the ability o

the school to serve the academic and developmental needs o

its students and to orge bonds with students! amilies or

caregivers.

2ective partnerships help $eep the school in touch with the

wider community and proessional networ$s, enable it to


18/86

capitalize on opportunities and resources that support student

success, and increase its sustainability.

(. &arent and caregiver engagement is an ongoing process

that integrates amilies into the lie o the school in a variety o

ways. #he result is a partnership, driven by parent demand and

cultivated by the school community, in which parents and

caregivers have voice and power to shape all components o

the school. #he school assumes that any person trusted by the

student!s amily can be a partner or achieving youth success.

). Student voice and participation ensure that students

have signicant opportunities to collaborate with school sta,

e'ercise leadership, and ma$e choices and decisions. "tudents

have clear areas o input and participation and are actively

involved in decisions regarding their classrooms, school,

campus, and community.

1*. Integration of technolog+ into teaching and learning

allows all students to access and analyze inormation,

communicate ideas, and e'press themselves creatively.

#eachers have adeuate euipment and proessional

development to enable them to implement technology&

enhanced lessons.

"tudents learn to navigate diverse inormation sources,including print, visual, and audio materials, through the e'plicit

teaching o inormation literacy s$ills.


19/86

Q%: 5hat are the t$pes of administrationdiscuss importance and role of educationaladministration and also elaborate thesuper6isor$ role of headmaster?

Sol:

Administration department is bac$bone o an organization. An

eective administrator is an asset to an organization. ;e or she

is the lin$ between an organization7s various departments and

ensures the smooth ow o inormation rom one part to the

other. #hus without an eective administration, an organization

would not run proessionally and smoothly.

An e7ecti6e administrator should ha6e the abilit$:

• #o understand general concepts o Administration

• #o enhance the ofce sta!s ability to manage and

organize ofce eectively and proessionally

• File in the proper way and ling standard

• %evelop an appropriate ofce management strategy

• %evelop an appropriate assets management strategy

• Able to develop administrative procedures

• Able to plan and control administrative budget


20/86

#he duty o an administrator depends on the company that the

administrator wor$s or. #he main job responsibility o an

administrator is to ensure the efcient perormance o all

departments in an organization. #hey act as a connecting lin$

between the senior management and the employees. #hey

provide motivation to the wor$ orce and ma$e them realize the

goals o the organization.

(fce administration is one o the $ey elements associated with

a high level o wor$place productivity and efciency. It is very

difcult to run an organization without a good administration

aculty. It is administrator, who ma$es the rules H regulations

and applies these rules in an organization.

"ometimes, it is thought that the role o an administrator is not

important in the company and neglects their presence. ut

without presence o an administrator an organization can never

wor$ in a sound way. All the tas$s H all the departments are

relates to the administration.

.For the purpose o becoming an eective leader or

manager who is in charge o an educational institution needs

to be amiliar with the theoretical concepts and best

practices relating to educational administration. In trying to

gain a good understanding o 2ducational Administration we

have to ma$e certain assumptions that4

. I)*(:#AJ62 &cont (rganizations are essential and it is

impossible to avoid the inuence o dierent types o

organizations on human lie Administrators can perorm


21/86

useul unctions within organizations+ Cnowledge and

understanding o organizational behavior, both internal and

e'ternal could enable an administrator to act more

eectively+ and 2ducational organizations and their

administrations have some uniue characteristics that

deserve distinctive treatment.

0. AD!"N"S0A0"'N 8 !ANA9!EN0 :

In the present literature, these two terms are being used

to convey more or less the same meaning. In D"A, 6anada

and Australia, where the educational administrative

systems are based mainly on the American models, the

term Kadministration! is more commonly used. In ritain

and systems mainly inuenced by the ritish system, the

term Kmanagement! is preerred. In the conte't o business

and industry, the term Kmanagement! is commonly used.

*. Educational Administration :

It is the administration andBor management o institutions

designed to oster teaching and learning .#hese

institutions include public and private schools technical

education colleges "pecial education institutions public

and private universities

,. Educational Administrationcont :

educational resource&centers school district ofces,

regional directorates Federal B*rovincialB %ivisional

http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-4-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-4-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-5-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-6-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-5-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-6-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-4-728.jpg?cb=1326529944


22/86

Lovernment %epartments o 2ducation, and all other

institutions ostering teaching and learning #he

management or administration o this broad range o

institutions supports the notion that 2ducational

Administration is a eld o practice

/. Educational Administrationcont: "imilarly, it has

certain aspects common to other elds o management, such

as, public administration, hospital administration and

business management

. Educational Administration4istor$ :2ducational

Administration is not only a eld o practice but is also a eld

o study in the early part o the twentieth century that

2ducational Administration emerged as a separate eld o

study First, the courses in educational administration were

oered at the teachers 6ollege o the Dniversity o 6olumbia,


23/86

K2ducational Administration! was the Dniversity o Jew

2ngland

11. Educational Administration :"o we can conclude that

there are certain uniue aspects specic to 2ducational

Administration, as the aims and objectives as well as the

goals that are to be achieved are uite dierent rom those

o business and industrial organizations

1%. Educational Administration&%iscipline 2ducational

Administration is an applied eld and not a discipline li$e

chemistry or history As an applied eld it has much in

common with other applied elds, such as, engineering and

medicine 5e $now that engineering had to build on the

disciplines such as mathematics and physics

1&. Educational Administration&%iscipline medicine upon

anatomy and biology "imilarly, 2ducational Administration

had to build upon basic disciplines such as psychology,

sociology, political science and economics we must be under

stood that the concepts o those disciplines cannot be

borrowed indiscriminately but have to be adapted and tested

in educational settings

1(. Educational Administration&%iscipline 2ducational

Administration is a eld o study, mainly, or those who are

aspiring to be administrators or currently engaged as

teachers and lecturers in schools and colleges or universities

as well as or prospective teachers

http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-11-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-12-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-13-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-14-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-11-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-12-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-13-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-14-728.jpg?cb=1326529944


24/86

1*. Educational Administration&%iscipline It is true that

the teachers are aware o such problems and issues as

decision&ma$ing, leadership and communication rom the

perspective o the classroom teacher and not as an

administrator

1,. Educational Administrationcont 4 #he tas$ o

administration is to view these problems and issues rom a

new perspective, that o an administrator who must see the

organization as a whole, and not just as a teacherBlecturer in

a classroom situation

1/. Educational Administrationcont 4#he tas$ o

administration is to view these problems and issues rom a

new perspective, that o an administrator who must see the

organization as a whole, and not just as a teacherBlecturer in

a classroom situation

1. 5hat is the >ob of an Educational Administrator?

#he basic purpose o educational administration is to

enhance teaching and learning administration serves aninstrumental or supportive role and not a primary role many

administrative activities do not deal directly with students,

the relationships o these activities to teaching and learning

are not always apparent



25/86

1ob of an Educational Administrator?

#he basic purpose o educational administration is to

enhance teaching and learning administration serves an

instrumental or supportive role and not a primary role many

administrative activities do not deal directly with students,

the relationships o these activities to teaching and learning

are not always apparent

%=. 5hat is the >ob of an Educational Administrator?

one considers the range o activities that a school principal is

involved in, she or he can be viewed as a generalist needing

and relying on the e'pertise o others Indeed the e'pertise

that principals need to acuire is to $now how to t the

pieces together

%1. 5hat is the >ob of an Educational Administrator?

ecause the total program o teaching and learning, whether

in the more ormal arena o a classroom or in the school as a

whole, could be perormed better when it is co&ordinated

eectively by the principal In short, principals must help

shape a sae and positive environment by providing

adeuate acilities and resources, so that teaching and

learning is ostered more eectively

%%. 2unctions of an Educational Administrator #here

are a number o distinctive unctions that an administrator

should perorm to enhance teaching and learning #hese are4

sBhe should discern and inuence the development o a



26/86

shared vision or the educational institution or organization

that she or he leads

%&. 2unctions of an Educational Administratorcont :

"Bhe should articulate a shared vision and involve others in

setting the goals and developing the strategies, or the

realization o the shared vision #he goals may reside in the

culture o the community and o the school or the particular

organization and, i so, they should be identied and perhaps

made e'plicit

%(. 2unctions of an Educational Administratorcont #he

administrator should stimulate and direct the development o

programs to achieve the goals and purposes #he

administrator should establish the structures and processes

to co&ordinate and organize the implementation o the

programs "Bhe should procure and allocate the resources

needed to support the organization and its programs

%*. 2unctions of an Educational Administratorcont :

"Bhe should represent the organization to groups in the local

and larger community and whenever a necessity arises

mediate between the groups #his is perhaps one o the mostorthright and tough unctions that an administrator is called

upon to perorm

%,. 2unctions of an Educational Administratorcont :

"Bhe should evaluate and monitor the efciency and

eectiveness o institutional operations "tarratt -MM?1



27/86

argues that the wor$ o an educational administrator is

dierent rom other elds o administration and

management, as it is shaped and directed by the core

business o teaching and learning

%/. 2unctions of an Educational Administratorcont ;e

been pointed out that educational administration has three

undamental unctions administering meaning administering

community administering e'cellence

%. Administering meaning Administrators are

e'pected to ensure that the schools are able to provide

opportunities or the students to discover meaning in their

world N the meaning o nature, o human aairs, and human

relationships enabling them to learn beyond memorizing

supercial $nowledge or success at e'aminations

%


28/86

&1. Administering )ommunit$ "n addition the

administrator introduces the concept o organic management

in administering community to mean management by

commitment rather than control

&%. Administering E@cellence Administering e@cellence

demands that the administrator promotes and encourages

high uality perormance in schools not only in terms o

productivity, innovations or technical virtuosity but more so

in terms o the students! character and molding him or her to

be a useul citizen and a member o the society

&&. Administrator oleother concept Another -a$ to

view the unctions o an organizational leaderBmanager,

whether it is in a department, school, college, university, and

an education authority or in an education system as a whole,

is through the ollowing categories4 Integrating the

organizational resources in the most efcient and eective

pursuit o its goals

&(. Administrator oleother concept Acting as theagent o introducing and institutionalizing desirable changes

)aintaining, supplementing and developing its resources

&*. 0he school represents perhaps the most important

institution in the child7s lie #he Importance o the "chool

Administration to "tudent Achievement.

http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-31-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-32-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-33-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-34-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-35-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-31-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-32-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-33-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-34-728.jpg?cb=1326529944http://image.slidesharecdn.com/admin-120114082919-phpapp02/95/educational-administration-35-728.jpg?cb=1326529944


29/86

Super6isor$ role of headmaster

1. "N0'D)0"'N

2ducation is the most prominent indicator o the socio&economic development. #he education rate at both the primaryand secondary level is signicant or the uplit o the everysegment o the society. In this regard, the institutions at thesecondary level have an important role in the academicoundation o every child. *resently, these institutions areacing multi&dimensional problems which are shortage o classrooms, lac$ o adeuate unds, dearth o the trained

teachers and above all, the competent supervision. #his studypurposely chose to report on the wor$ o the head teacher,herein reerred to as headmaster o the "econdary "chool-6aroline H Agnes, 8/1. #he major purpose was to describethe state o aairs as they e'ist based on the relationshipbetween the teachers and the headmaster.

#he teachers in public sector secondary school, in most o thedeveloping countries, are wor$ing in challenging circumstancesin terms o lac$ o physical resources. In *a$istan, the situation

is not dierent. In most o the public secondary schools in*a$istan, the teachers are conronted with lac$ o physicalresources which has contributed to a large e'tent in theirdemotivation towards their wor$ -)a$inde, M901. O:ecentstudies also point out that it is only the teachers7 wor$ingconte't which motivates or demotivates them. #he researchalso recommends or the e'ploration o actors within theschool conte't, which can contribute to teacher motivationP.:esearch assumes that when teachers7 wor$ conte't is

conducive or their motivation, then they are motivated-Conchar, M991. Giterature considers that the head master cancreate an environment in the school through hisBher inuentialrole, which motivates teachers towards their wor$. O#he headmaster!s approach heartened teachers to wor$ collaborativelytowards the achievement o their goals. ;e also involvedteachers in decision ma$ing and empowered them asautonomous proessionalsP. ;e developed riendly relationshipswith the teachers and appreciated their eorts -)uli, 8//>1.

%. S#E3"S'B '+E '2 4EAD 0EA)4E #he headmaster is the overall in charge o the school. ;eBshe


30/86

supervises the whole school program and bears the ultimateresponsibility or perormance, prociency and eectiveness o all school programs and peer counseling program inclusive.O#he headmaster!s supervision in the secondary school plays avital role through planning and developing the counselingprogram based on the students7 needsP. #he teacher throughcounseling relationship assists each student to understandonesel in relation to the social and psychological world inwhich the student lives -5ango H )ungai, 8//@1. #he studentthereore is able to accept onesel, develop personal decision&ma$ing competences and resolve personal problems. OAschool!s head is a planner and manager o educationale'periences o hisBher students which will contribute to thedevelopment o $nowledge, s$ills, personal ualities, habits o

thoughts, decision&ma$ing and proper attitude towardsthemselves and others as a preparation to adulthoodP-)uthondu, 8//@1.

#he head&teacher supervision acts as the peer coordinator byproviding counseling or peer group members and loo$ing aterthe welare o the students involved in the scheme, not only theimportant issue o their emotional welare, but ensuring that,time&wise, they can cope with their academic wor$. #he head&teacher supervision also organizes and provides appropriatetraining to the new teachers and helps the group maintain a

ow o new volunteers -)walala, 8//@1. OIn addition, heBsheprovides assistance with general administration especially whenit comes to raising money rom the school bursar and providingthe group with an administrative budget or publicity andbadges among othersP. #he teacher counseling acts as amediator within the group when problems arise and deals withdifcult issues within the group, or e'ample, a memberbreaching condentiality -Gydiah H Jasongo, 8//M1.

O#he supervisory role o the headmaster as perceived by thestudents in secondary schools is guided by the ollowingobjectives4 promoting personal development in helpers+creating a positive inuence on the emotional climate in theschool environment+ providing a bridge between troubled peersand riends4 by listening rather than necessarily giving advice+oering basic s$ills in supporting the other peers who mightneed psychological support or e'ample the bereaved,alienated and drug users+ enabling the individual to meetpersonal needs in order to be more ully unctional and ta$e

control o hisBher lie in dierent settings+ reducing the amounto bullying in school by supporting those involved+ acting as an


31/86

additional service to that provided by sta, that iscomplementing rather than competing with itP -($utu, 6humba,"hadrac$ H Curgat, 8/1.

%.1 +eadership and management

5ithout a headmaster, no institution can possibly unction.Geadership is an essential actor among all social animals romthe insects to man. O#he nature o leadership is largelydetermined by the nature o the organization and that o society. #here are varied styles o leadership in the mar$et suchas4 coercive leadership which is commonly labeled asdictatorshipP. In this style, those who are led have very little or

no say at all about the way things ought to be -Gydiah HJasongo, 8//M1. #here are some head masters and classteachers who still nd it ashionable to use this approach indealing with their teachers and pupils rather than allowing roomor reedom o e'pression. O#he head master and or the sta ma$e all decisions without consulting the sta and or pupils.Gaissez&aire leadership is a French phrase that literally meanslet people do what they wantP. ;ere the leader is just symbolic.

#he democratic leadership derives its power rom the governed. #he democratic leadership ollowers build up patterns o

response which yield results and give much satisaction as well.

#he head master unctions are varied within an educationalsetting. #he $ey unctional word that describes well theheadmaster is that o a manager and a leader in educationaldimensions. 2arlier writers on management have struggled withtwo related but distinct uestions4 what is management andwhat managers actually doQ 5ango -8//@1 separatesmanagerial unctions into our areas o planning, organizing,motivating and controlling. OInstructional leadership unctionsinvolve all the belies, decisions, strategies and tactics thathead master use to generate instructional eectiveness inclassrooms. )anagers ocus on Krunning a smooth ship!, whileinstructional leaders ocus on learning and instructionP.Although the role o the principal as instructional leader is veryvital in developing an eective school, headmaster cannot beeective instructional leaders i they are not good managers-($utu et al., 8/1.

%.% Administrati6e management and leadershipdelineation


32/86

In this study, the principal in trying to dierentiate betweenadministration, management and leadership aspects ended upsaying that, the headmaster does all these wor$, they are inter&related. O#here is no boundary and thereore giving a distinctionis not possible due to over&lapping. ;owever, managementtends to be reected on euitable use o both personnel andmaterial resources to achieve optimal benets. #his orms whatis called the ideal roles that leadership is a characteristic thatemanates rom the interpretation o the ideal roles and how oneeels it should be done as a person and this orms the actualrole o the headmasterP. #he principal said that due to thedynamism in schools, a school head master must domesticatethe ideal roles and ma$e them t into the situation in theirschools -Rudith H :ichard, 8/1.

%.& !anagement dimension

(ne o the tas$s that the headmaster is involved in terms o management includes budgeting. As mentioned earlier,accountability seems to be the agenda o many sta$eholders inthe education sector. O#his seems to emanate rom the aspecto corruption that has pervaded every sector o the economy inthe country. #he government has stipulated some policiesgoverning the nances o a schoolP. #hese stringent measuresare good as the headmaster asserted, but heBshe uic$ to say

that the introduction o ree tuition in secondary schools hadcomplicated her budgeting+ the reason is that the governmenthas been late in the disbursement o those unds -Gydiah HJasongo, 8//M1. O5hen the unds were nally available, heBshehad the school budget made underthe ollowing sub&headings each with a detailed cost+ sta i.e.teaching, non&teaching+ tuition which include school euipmentand stores+ local transport and travelling that include internaltraveling e'penses, teacher!s seminars+ electricity, water andconservancy, which cover charges and maintenance o the said

items+ contingencies concerns e'penditure on the school ofceli$e stationery, telephone and sta uniorms+ repairs,maintenance and improvement that cover minor repairs andmaintenance o buildings, euipment and urniture repairP-($utu et al., 8/1.

%.( Accountabilit$ and transparenc$

Apart rom the school bursar being e'pected to issue a receiptimmediately or any monies received and prepare paymentvouchers which the head counter chec$s beore signing, the

headmaster directs the accountant to prepare a trial balanceand ban$ reconciliation boo$s which helped her maintain a


33/86

watchul eye on the rivolities o e'penditure and payments-)uthondu, 8//@1. O#he headmaster tal$ed o accountabilitypassionately in an euivalence o "ocrates who wasaccountable unto death or his teaching and the sophists whowere accountable to their students, or here lay their means o livelihood. #oday the headmaster is legally accountable to theschool boards and morally accountable to sel, proession,community and nationP. As this principal tal$ed good o beingaccountable, the researchers sought to nd her views on theissue o perormance contracting that the government isserious on introducing in all sectors in the country -6aroline,8/1.

%.* Educational dimension

(ne o the priorities o headmaster o the school is to monitorthe teaching learning process in their schools. O)onitoringinvolves actions envisaged by the head to ensure that thingsare going according to the goals and objectives set at theschool and national levels at dierent points in time and also tosee to it that things are revolving according to plan and in linewith the targets setP -Gydiah H Jasongo, 8//M1. #he purpose o monitoring is, as such, to increase efciency and improveeectiveness o the systems in place in school since heads areinput variables in a school. O#he headmaster spent most o her

time in dealing with managerial issues. Although theeducational dimensions o the school heads are beingemphasized, it is hardly practiced+ hence, basically theheadmasterSs role is that o a manager. #he literature revealsthat the elementary school headmasters spent ?8.8T o theirtime on managerial issues and T on instructional leadershipissues, even ater undergoing training in in&service or the roleo instructional leaderP -Rudith, 8/1.

Figure . #heoretical Framewor$

&. D")SS"'NS

"chools can ma$e a dierence to students! achievement and

head master!s leadership is one o the actors which contributeto success or ailure. O(ther school actors that the


34/86

headmaster!s ought to address due to their inuence onstudents! behavior and scholastic achievement include4 amounto teaching and degree o academic emphasis+ the e'tent andnature o ability groupings+ teacher e'pectation+ styles o teaching and classroom management+ size o the school+patterns o discipline and characteristics o school climateP-Gydiah H Jasongo, 8//M1. ;eadmaster!s in eective schoolsthereore involve themselves in improving instruction andtraining and are responsible or day&to&day assignment o dutiesand supervision o the teachers. #eachers are nominallyreuired to ollow the directions given by the headmasters o whom they are liable or disciplinary action -($utu et al., 8/1.

#he oremost unction o educational management is the

assurance that sound policies, goals and objectives areormulated in a given school and that methods are determinedor the achievement o these objectives. O#he headmaster hasto ensure that policies and objectives o the school are clearlystipulated and well $nown to theschool community, that is, the teachers, students, parents, sta and other sta$eholdersP -Rudith H :ichard, 8/1. It is throughpolicies and objectives that the directions and destinations o the school!s activities can be patterned. O#he headmaster has aresponsibility to ensure that the long&term aims o the

education system are made easible through the short&termobjectives o the school. #his is achieved by ormulating soundschool&based policiesP. #hese policies have to be in line withthe national policies on education as ormulated by the ministryo education -6aroline et al., 8/1. )ore oten than not, schoolheads ail to be democratic in policy ormulation andimplementation, a act which builds up resentment and resultsin unrest in schools, and in turn aects student achievementnegatively -5e$esa, MM1.


35/86

Q&: )riticall$ e@amine the concept ofhuman relations and its importance ineducational scenario eeping in 6ie-

the relation bet-een headmasterteacher teacherstudent and teacherparent?

Sol:

#he term U;uman :elationV is the combination o two words4 ;umanand :elation which means the relation among variousindividuals on the surace o earth .It Vs the presence o humans thatma$e it possible or any organization to run eectively. It is importantthat wor$ers eel that they are the part o the organization and thattheir presence and wor$ is contributing to the well being o theorganization. I all the sta$e holders o the organization eel at easewith each other and understand each other properly only then theorganization will run happily .From educational point o view in

school U;uman :elationV mean screating conducive environmentor a team wor$ o the head administrator, teacher, learner and theparents, so that the institute can run smoothly and properly ourish.Among all the actors that inuence public none is as important as thehuman element. uildings, boo$s and buses, policies, practices andprocedures, money, materials and methods all the many instruments,mechanisms and devices o school organization are but means to theend o happy, healthy and eective people. #he school is a result o the action o people+ it unctions through the cooperative eorts

o people, its raw products and its nished commodities arepeople and the school business is people. #he school administrationcan easily achieve their objectives through close relationsamong its members that are, teachers, students, parents and otherallied members. *rinciples o human relations consist o the ollowingsteps.. Laining Cnowledge o the "el4 Cnowing onesel impliesproper assessment o one!s own short comings, strong points,

emotional conicts, rustration and i possible4 onessubconscious.8.


36/86

"eeing (nesel #hrough the2yes o (thers4 its good to judge yoursel as others would do. It gives the

room or sel improvement.. "el :ealization4 "el :ealization is the top most objective o any humanbeing who is wor$ing to achieve any goal. I any organization helps itswor$ers through this goal then its wor$erswill be loyal and aithul.0. 6ounseling ;elpul4 human beings need to $eep up with the changeand under these circumstances counseling is very useul or the

wor$ers o any organization. 6ounseling can also help students andtheir parents in ma$ing the right choices or academics reasons andtheir lie.>.Cnowing Ealues o (thers4 as an organization is a group o people toachieve a common goal, there are many people involved, who can becompletely dierent rom each others. Cnowing what other peoplethin$ is helpul or creating healthy relationship among varioussta$eholders o the school organization and ma$ing them eel

acceptable.?.*articipating in *lanning4 IF any organization gives a chance to itsemployees and other sta$eholders to participate in ma$ing o thelongterm and short term policy o the organization they eel that they ownthe organization and its success become important to them.

@.Cindness4 Cindness is a principle which many not be acceptedand practiced by an authoritarian administration, but researches showthat $indness always leads to happy results. Cindness can bringa positive change in the attitude o a person+ on the otherhand, punishment wrongly awarded may lose the individual or ever.9.2valuation4 #imes are gone or the administrator to rely on his rationalconsiderations alone or mere impressions gathered through unreliablesources. "ocial sciences can provide scientic methods to avoid wasteo time, money and energy and help the organization in ma$ing theirpolicies successul in modiying them, through a process o evaluations.


37/86

elationship bet-een the head master and

teachers

"N0'D)0"'N

#he relationship between the ;ead master and teachers in theschool organization has always been the ocus o muchdiscussion. #he discussion has centered on how the actions andbehaviors o the ;ead master aect the wor$ that teachers doand ultimately the students they instruct. #eachers7 willingness

to persist in their eorts to tech difcult student, to try dierentstrategies, even to participate in innovations has been relatedto their sense o efcacy -;oy H 5oolor$, MM1. :oss -MM>1 inhis research on teachers7 sense o efcacy demonstrated thatteachers who believe they are eective set more challenginggoals or themselves and their student, ta$e responsibility orstudent outcomes, and persist longer when aced withobstacles in teaching students who are having difculty.:esearchers has supported the position that teachers7 efcacy

signicantly relates to student achievement -Jemman H :utterH "mith, M9M1 and teachers7 receptivity to change. In thiswor$, :oss -MM>1 suggests that eorts to improve studentlearning should include attention to teachers7 sense o efcacy.

Geithwood -MM81 provides support to the claim that principalsdemonstrate strategies and behaviors that can increaseteachers7 efcacy. In his studies, he described ;eads7 leadership

behaviors as having a direct aect on innovation and change aswell as teacher perormance both in class and out o class.Geithwood -MM01 dened behaviors such as models behavior,inspires group purpose, provides contingent reward, holds highperormance e'pectations, and provides support as beingimportant to teachers in the school organization. lasW andlasW -M9M1 ound that ;eads who gave constant andimmediate eedbac$ ostered among their teachers strongereeling o efcacy.


38/86

#eachers7 eectiveness may also be correlated to bac$groundvariables such a gender, in&service training, years oe'perience, and educational level. -:oss, MM>1. 2dwards-MM?1 in her study indicated that emales responded with

stronger sense o efcacy with regard to problems in theclassroom than males and that there is no correlation witheducational level. ibson and rown -M981 ound thate'perienced teachers -more than ve years1 have a strongsense o efcacy than beginning teachers. (ther studies ail tosubstantiate the ndings that years o e'perience relate toefcacy. #here is limiting and conicting evidence thatbac$ground variables o gender, years o e'perience, in&servicetraining and educational level may have moderating eects on

teachers7 efcacy. I teacher efcacy aects teacherperormance and student achievement, than it is worth loo$ingat what bac$ground variables aect teacher efcacy in order tobetter understand what we can do in the school organization toma$e teachers eel more able to do their wor$.

"tatement o the problem

In *a$istan, at the time o independence, the education systemwas largely comprised o private and local schools run bydistrict councils and municipal governments. At that time theseschools were much independent and much decisions o theschool matter were ta$en by the head and teachers o theschools. It was a system in which the central and provincialministries o education played only a limited role in theoperation o schools -Ahmad and )irza, M@>1. #his trendcontinued till the year M@8. #hat year mar$ed thenationalization o all private schools with the implementation o)artial law regulation 9 -Lovernment o *unjab, M981. Dnderits provisions, the rights, properties and assets o privatecolleges and schools were ta$en over by the central andprovincial governments without compensation to the owners.

#he salary scale and conditions o employment or teacherpreviously in private institutions were brought to par with thosein government schools.

#his situation was a great dismal or the democratic anddecentralized school system in *a$istan. Jot only ;ead

teachers but teachers also were aected in terms o decisionma$ing and authority. #he head masters and principals o the


39/86

schools came under the direct control o ministries oeducation. #op level ofcers started to decide the mattersrelated to the admissions, curricula and teacher aairs insteado teachers o the school or the head masters o the school.

%ue to this centralized situation ;ead teachers also becamerigid and undemocratic which resulted ineective teachers.:esearch has supported that teacher is the main actor in theeducation o a child, thereore he must be well euipped withnecessary tools o teaching e.g certication status, e'perienceand necessary teacher training -demographic characteristics1,moreover with these things he must be satisy with hisproession, $nowledge and s$ills -;ipp, MM>1,

#his study will e'amine how the leadership behaviors o ;eadmasters as perceived by teachers at the secondary school levelcorrelate with their efcacy in the "chools o ;yderabad%ivision. Also, the e'tent to which this relationship ismoderated by the select teacher bac$ground variables ogender, years o e'perience, and educational level will bestudied.

0he importance of teacherCstudent relationships

#he teacher&student relationship is very important or

children and adolescents or improving their mental health.

6hildren spend around > to @ hours a day with a teacher or

almost / months a year. All o us have gone through schooling,

and we have had a many number o avourite teachers. A

positive relationship between the student and the teacher is

difcult to set up, but can be originate or both individuals at

either end. Improving students! relationships with teachers has


40/86

essential, constructive and long&lasting implications or

students! academic and social development. Battistich, Schaps,

& Wilson, 2004; Birch & Ladd, 1997; Hamre & Pianta, 8//

have e'posed *ositive teacher&student relationships X

evidenced by teachers! reports o l ow conict, a high degree o

intimacy and support, and little dependency X have been

shown to support students! adjustment to school, add to their

social s$ills, uphold academic perormance, and oster students!

resiliency in academic perormance. Birch & Ladd, 1997; Klem

& onnell, 2004 have

stated that teachers who e'perience close relationships with

students reported that their students were less li$ely to avoid

school, appeared more sel&directed, more supportive, and

more engaged in learning. #he communication between the

student and the teacher serves a connection between the two

and which provides a better atmosphere or a classroom

environment. A teacher then needs to understand the value o

the students7 senses o belonging which can be o greater value

to overall development o the students in all aspects

irrespective o the racial conrontations.

Need for studentteacher relationship:


41/86

#he student&teacher relationship is very important or

children and adolescents or improving their mental health.

6hildren spend appro'imately > to @ hours a day with a teacher

or almost / months a year. All o us have gone through

schooling and we have had a many number o avorite

teachers. A positive relationship between the student and the

teacher is difcult to establish. Improving students! relationship

with teachers has essential, positive and long lasting

implications or student!s academic and social development.


42/86

Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997;

Hamre & Pianta, 8// have e'posed *ositive teacher&student

relationships X evidenced by teachers! reports o low conict, a

high degree o intimacy and support, and little dependency X

have been show n to support students! adjustment to school,

contribute to their social s$ills, uphold academic perormance,

and oster students! resiliency in academic perormance. It is

the duty o a proessional teacher to bring out the potentiality

o a student. Jobody is ool and it is also oolish to call a

student a ool. "igmund Freud has told that i a dozen children

were entrusted to him, he would ma$e one an engineer, one a

doctor, one a carpenter, one a rowdy, etc. From this we can

perceive that a students! mental growth depends upon a

balanced eeding o constructive $nowledge imparted by a

teacher. ;ere the relationship between the teacher and the

student is strengthened in a positive way.

Necessit$ for teachers in6ol6ement and interaction:

According to Birch & Ladd, 1997; Klem & onnell, 2004, it

is stated that teachers who e'perience close relationships with

students reported that their students were less li$ely to avoid


43/86

school, appeared more sel&directed, more supportive, and

more engaged in learning. #he communication between the

student and the teacher serves a connection between the two

and which provides a better atmosphere or


44/86

a classroom environment. A teacher then needs to understand

the value o the students7 senses o belonging which can be o

greater value to overall development o the students in all

aspects irrespective o the racial conrontations.

y ma$ing a student li$e the school, heBshe reaps

important social advantages such as building riendship,

gaining respect or peers and adults and learning social s$ills.

#hese side by side help the student get good academic records

and perormance. #he student&teacher relationship is made

strong by the teachers! inspiring the students to interact

constructively in the classroom situations. #he teacher should

behave in such a way that a student should love himBher with

respect. As -)ontalvo, )anseld H )iller, 8//@1 have

suggested, adults oten assume that children li$e school due to

the opportunities it oers or peer interaction. Although

previous studies support that notion, research also indicates

that certain teacher traits serve as strong indicators o

students! li$e or disli$e or school. In addition, ndings indicate

that students attain better grades in classes taught by their

teachers they li$e.

)ombined responsibilit$:


45/86

oth a student and a teacher should be aware that a school is a

place to learn when they enter the school building every day.

Apart rom


46/86

this, it is the job o the students as well as the teachers to ma$e

sure that the relationship the two have is a good one. I a

student is constantly giving a teacher a rough time about

everything, the student cannot have a good relationship with

the teacher.

#he student&teacher relationship is li$e a bridge that connects

$nowledge, e'perience and efciency o a teacher to bring out

the potentiality o a student with hisBher aspirations. #he

distance between the two should be the distance we cross the

bridge. Apart rom the syllabus allotted to the students, the

teachers should give inormation about the critical society in

which they are living. For this, they should not be conned

themselves to the wor$ o completing their allotted portions but

they are supposed to introduce the students to a wider

$nowledge o the world in which they are living

Adaptabilit$ of changes:

5e should understand that the world in which the teachers

lived is dierent rom the world in which their students are

living. #here is a vast and tremendous change in which our

present students are going to ace as the world has shrun$ in

many aspects. A student should not be constrained with

imposition o the past. #hey should be given reedom to thin$

whether the past or the present is desirable. #he world is going

so ast and there is a necessity that we have to adopt the

changes that are


47/86

inevitable and reasonable. A good teacher by imparting all

these changes with mi'ing o classroom situations can create

the best students. #he present students are going to meet a

more complicated world which is entirely dierent rom the

world which the teachers o ty to si'ty years old have met.

For instance, a teacher who is running ty years now has not

heard about OA#)P and Ocell phone sP while they were young,

whereas the present students are uite acuainted with these.

In the very uture one may as$, O5here are you goingQP #he

other may reply that heBshe is going to moon. #he present

teacher&student relationship is related to these changes. In this

world o computers and internet, the system o education and

curriculum should be ramed to meet these needs and

problems. #he student&teacher relationship is li$ely to be

dierent now rom the past. 5e have travelled a long way rom

the Luru$ula system in India. India is a country consisting o

many states, religions, cultures and climates and even ashions.

"ystem o education is dierent rom state to state. #his may

ma$e the relationship between a student and a teacher

dierent. *recisingly saying, the student&teacher relationship

will be ruitul by ta$ing into account the environment, social


48/86

problems, necessities o the people o the society and the

comparison o the social problems with others.

Aspiration for achie6ement:

(nly a human being can achieve. #here is no second

thought in it. #he present world is a contribution o the

intellectuals, scientists, e'plorers and persons o e'cellence in

the world. #he oremost thing is to create a child to achieve

e'cellence through the means o education. For that the

student&teacher relationship is considered to be a must to

create a better and prospective earth consisting o human

beings. #o clear this point again, the author li$es to say that

only a human being can achieve and not any other animal.

#he crucial period in a human being!s lie is the adolescent

period. It may be constructive or destructive as per the

temperament o the particular human being. #here may be

various causes or this. #he student&teacher relationship plays a

very important role in establishing a constructive one. #he

author once happened to see a statement in the garden o a

college she visited O(ne should not waver hisBher mind during

the period o achievementP. ;ere stands the teacher as a great


49/86


50/86

conscientiousness. A teacher also has three levels o

responsibility to his students in relation to giving advice.

Initially a teacher should ull the prereuisite o getting to

$now hisBher students individually to probe the innermost

depths o their hearts as well as e'amining the outer details o

their lives. Je't, a teacher must e'press toward his students

and it is this aection that

dissolves the students! natural tendency to resist being told

what to do. Dltimately, a teacher must ta$e time to reect upon

his students7 progress, rening and adjusting his vision o how

best to inuence them toward positive change.

Suggestions to mae studentteacher relationshipsuccessful:

. #eachers and students must succeed together. For this, it

is necessary to build teacher&student interaction in the

classroom on the principles such as airness, integrity,

honesty and respect that guide in everything they do.

8. #he interaction must be two&way trafc, but teachers

must lead and must eel condent that they will be able to

succeed in establishing and maintaining a sound and

producing rapport with students.


51/86

. #he teachers must understand the students and nd out

what they need. For e'ample, an important part o the

teacher&student relationship is getting to $now each

student in terms o their cultural bac$ground, intellectual

prole, learning strength and academic potential as well

as their interests outside o school and what they do or

un.

0. (ne should remember that many students will need to

learn how to both give and receive respect.

>. )ost o the teachers probably avour an assertive

discipline model, which is clear, consistent, and, when

conducted properly, promotes an eective middle path

between hostility at one end o the spectrum and passivity

o the other.

?. #he student should be oered interesting activities.

Activities must be devised in such a way that enable the

students to engage with the learning, have some un, and

develop a sense o belonging to a cohesive group. "uccess

is more li$ely i the students have some element o control

and choice over both what they do and how they do it.

@. #he teacher should enjoy being in the company o their


52/86

students. #hey spend a lot o time with them each wee$

and i they ma$e the eort to see time spent with students

a pleasant e'perience, the relationship with their class

stands a better chance o being successul. #he teacher

should maintain certain proessional distance as they are

their teachers and not their riends.

9. #he teacher must be sure that both sides win and get

what they want, but not at the e'pense o the other.

M. #here should be both verbal communication as well as

non&verbal communication. It is easy to assume that what

is very clear to a teacher as a teacher is also clear to

students.

6lassroom synergy always suers when students lac$

motivation which in turn oten leads to a brea$down in

classroom control.

#he author!s ideas and ndings mentioned above are all or the

child&adolescent mental health. 5hen we nd a balanced

mental health in the students, we can achieve the desired

eect such as to ma$e the children into useul citizens o a

particular country. #hough there are ever so many resources

rom which a nation gains economically, the real source is


53/86

young students. #hat is why we pay due concentration on the

mental health o particularly the school students. ;ere we are

badly need o a good student&teacher relationship.

Q(: Discuss the purpose of school

discipline -hat -ill $ou suggest factors

measures for a teacher to maintain

e7ecti6e discipline in the class?

Sol: #he word discipline has been derived rom the Gatin word

Y%iscipleZ,Y%iscipulusZ which means ollowers, and pupil. According to

dictionary, discipline means mental and moral training, bringingunder control. 5esterns dictionary gives three basic meanings to the

word discipline4

.

It states that it is training that correct mold or preects.8.it states that it is control gained by enorcing obedience

.It states punishments. I we combine rst and second meaning wecan say that discipline involves the conditioning or molding o behaviorby applying rewards or penalties. #he third meaning is narrower inconte't+ it pertains only to the act o punishment o wrongdoers.%iscipline in the broad sense means orderliness [ the opposite oconusion. It simply means wor$ing, cooperating and behaving innormal and orderly way. y the above discussion we come to theconclusion that school disciplines needed to maintain harmony in

the school, to assign tas$s to the teachers and students, to be ableto do most wor$ in short time, to be able to $eep up with the changing


54/86

time. It is also necessary to maintain discipline in the schools becauseit creates good impression on the society. #he disciplined student andwor$er o today will be disciplined leader, citizen or breadwinner o itsamily tomorrow. #he actors that aect the school discipline can be

divided in three groups4.Internal %iscipline8.2e'ternal %iscipline."ocial %iscipline. Internal discipline is not provided by any outsider it comes rom within

the student and wor$er, li$e sel control, sel motivation, andcooperation with others. I some wor$er or student lac$s this $ind odiscipline then the school or classroom discipline is disturbed.2e'ternal discipline is ounded on the basis o ear and it isimposed rom the outside. #his may include target deadlines,attendance, punctuality, uniorm or dress code, conduct etc. Ithese actors are not imposed properly they can rapture the overdiscipline o the school.

#he social actors are outside the authority o the school, but they havesignicant impact on the discipline o the school. #he actorsthat may aect school discipline are4. :eaching to school late4 coming late to school or wor$ or to study havea great aect on school discipline and creates bad e'ampleor others.8.

#al$ing in the class4 this can be the result o any unheeded ideaor uninteresting lesson on part o the teacher.. %estroying school property4 damaged school property portraysa negative image o any school. "tudents should be punished or thisand some nes should be imposed on them, as ar as possible.0. Jeglecting homewor$4 children may not be doing their

homewor$ properly or regularly. #eacher should realize that amount


55/86

o homewor$ given should be minimal and i there is someone attheir homes to help them with the homewor$.

>.ullying the younger students4 i this continues it can aect the overalldiscipline o the school. #hereore disciplinary action should beta$en again the oender.?.

#elling lies4 students and wor$ers are not being honest with theadministration.@.

Dnwanted *arent Involvement4 all the parents li$e to $eep up with theprogress o their child, but some parents meddle too much in theaairs o school. #his intererence can harm school discipline to a greate'tent+ it should be controlled on part by the school administration.9.(verburdened #eachersB wor$ers4 overburdened wor$ers tend to getbitter towards the administration and are unable to dotheir wor$ honestly. "chool administration should ta$e care o thewor$load o its wor$ers and $eep in mind the amount o wor$ given to

the employees. #hese are some o the actors that aect the disciplineo any school. #here is no hard and ast rule to determine these actorsbecause they vary rom place to place, but administration should comeup with a strategy to cope with these.

Suggestions factors measures for a teacher to

maintain e7ecti6e discipline:

#he main purpose o school is to provide students with an

educational oundation rom which they can build successul


5

Documents

School Organization Asgmt No 1