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THE NATURE, SCOPE, AND FUNCTION OF
SCHOOL ADMINISTRATION
THE NATURE, SCOPE, AND FUNCTION OF
SCHOOL ADMINISTRATION
DEM 325
RAMIL P. POLINTANStudent, Ph.D. EM
EDUCATION ACT OF 1982
Landmark in the history of the Philippine Educational System
Human Uplift Social Progress
The act restates the policy of the state to establish and maintain a complete, adequate, and integrated system of education relevant to the goals of
national development, and it delineates specific provisions relevant to various concerns of the educational enterprise.
A Challenge to School Administrator
1. Perform his duties to the school by discharging his
responsibilities in accordance with the philosophy, goals,
and objectives of the school;
The Education Act of 1982 provides that every school administrator shall:
A Challenge to School Administrator
2. be accountable for the efficient and effective
administration and management of the school;
The Education Act of 1982 provides that every school administrator shall:
A Challenge to School Administrator
3. develop and maintain a school atmosphere conducive to the
promotion and preservation of academic freedom and effective teaching and learning and to
harmonious and progressive school-personnel relationship;
The Education Act of 1982 provides that every school administrator shall:
A Challenge to School Administrator
4. assume and maintain professional behaviour in his work and in his dealings with students, teachers, academic non-teaching personnel, administrative staff,
and parents or guardians;
The Education Act of 1982 provides that every school administrator shall:
A Challenge to School Administrator
5. render adequate reports to teachers, academic non-teaching personnel, and non-academic staff on their actual performance and counsel them on ways to improve
the same;
The Education Act of 1982 provides that every school administrator shall:
A Challenge to School Administrator
6. observe due process, fairness, promptness, privacy,
constructiveness, and consistency in disciplining
his teachers and other personnel;
The Education Act of 1982 provides that every school administrator shall:
A Challenge to School Administrator
7. maintain adequate records and submit required reports to the Department of Education.
The Education Act of 1982 provides that every school administrator shall:
Educational Community
Educational community refers to “those persons or group of persons as such or associated in institutional involved in
organized teaching and learning system.”
AMINISTRATOR
The Nature of School Administration
PEOPLE
for the tasks of organization that 1. they know what they are to do, 2. they know how to go at the task
together, 3. they get it done, and
4. they are rewarded for doing it.
People
Educational Administration
Social Process, in terms of:
Objective, because it desired end as a whole is human and social
development.
Directly Indirectly
People
Educational Administration
Social Process, in terms of:
Content, because the substance or subject matter of its decision-making function involves or affects
people directly or indirectly.
Directly Indirectly
People
Educational Administration
Social Process, in terms of:
Method,utilizes procedures, and
techniques which involve or affect human beings directly
or indirectly.
Directly Indirectly
The Nature of Educational Administration
Two complementary Views
foundational view functional view
“why” one behaves as he does, and it utilizes
established and emerging theoretical frameworks for analysing the antecedents, predictors, correlates, or
outcomes of administrative behaviour.
“what” one does or should do as a school administrator, and it focusses on the tasks and activities in which one must be competent if he is
to be an effective school administrator.
Scope
Scope and Function of School Administration
function
1. To help community translate the overall, and somewhat nebulous, goals (education for all, for example) into concrete and achievable goal and plans
(for a given school for instance).
Five Major Functions in Educational Administration
2. To direct and supervise the amazingly complex task of bringing together the necessary teachers,
students, and support personnel, along with the required physical plant and educational equipment and materials, into an operating unit known as a
school.
Five major Functions in Educational Administration
3. To establish and maintain effective “feedback” circuits so that an adequate
evaluation of “how are we doing” is always available. This will include research
operations of two kinds: (1) research to gather data and present an accurate picture of the operation “as is”; (2) experimental research to utilize new facts from the
physical and human sciences along with new theories of learning in an effort to produce improved teaching and learning situations.
Five major Functions in Educational Administration
4. To initiate new structures, processes, or procedures that become necessary for goal achievement or for changing existing goals and purposes.
The necessity for such initiatory activities and the indication of the kind needed will be derived from the
aforementioned evaluation.
Five major Functions in Educational Administration
5. To communicate with the body politic regarding all phases of the
educational institution. This involves two-way communication, not a simple
one-group telling another process but a true and continuous conversation-a
dialectic concerning education.
Five major Functions in Educational Administration
Resources
Broad Functional Areas of Administration
Policy Execution
is defined as a statement of
those objectives that guide the actions of substantial
portion of the total
organization.
people, money, authority, and materials. Decision-
making is also used by the administrator in dealing
with resource-allocation .
integration and a
synthesis of resources and policies that
are interrelated to achieve a purposeful organization
Task of School Administrator
1. Instructional program;2. Staff personnel;3. Student-personnel;4. Financial and physical resources; 5. School-community relationships.
Tasks referring to “what is expected to be done” by the school administrator in providing leadership for the improvement
of the school.
Areas of Responsibility of Administrator
1. Purposing-2. Maintaining-3. Allocating- 4. Evaluating-
EDUCATION ACT OF 1982
Function of the School
School Administrator
all persons occupying policy-implementing position having to do with the “function”, “functional
areas”, “tasks”, “areas of responsibility”, and “functional
categories” are referred to educational administration.
System Analysis
System Approach to School Administration
System Synthesis
Kaufman (1970)
Steps in system analysis:1.Identifying the problem; and2.Determining solution requirements and alternativesSteps in system synthesis:3.Choosing a solution strategy from alternatives;4.Implementing the solution strategy; 5.Determining performance effectiveness.
“Efficiency,” and “Effectiveness”
Gibson and Hunt (1965) described their concept of “efficiency” as
“the ratio of realized outcomes to input of personnel identified with
the school material” and they express it in the following formula:
Ef = _____RO______ R (P, S) + M
“Efficiency,” and “Effectiveness”
Other authors described their concept of effectiveness as “the ratio of realized outcomes to
intended outcomes,” and express it, formula-wise, as follows:
Ef = ____RO___ IO
sometimes referred to as purpose or objectives, give direction to the
educational effort.
ENDS
The curriculum is the means utilized to attain the ends.
It includes the concepts and factual data selected, the methodology
employed, the experiences contrived, and the organizational stratagems
used.
Efficiency of Means
Efficiency of Means and Effectiveness of Means as Applied to
Evaluation of Curriculum
Involves time and money
“Will the curriculum means accomplish the attainment
of the intended goal within the reasonable time and for
reasonable amount of money?”
Efficiency of Means
if a particular means is both appropriate and valid but
requires too much time, then it does not meet criterion of efficiency. Or a given means
may be very quick to accomplish the intended objectives, but if it’s
extremely costly to employ, then it does not meet the efficiency criterion.
Effective of Means
content, methodology, organizational arrangements, experience.
“Are the curriculum ends actually attained?” “Do the
students learn what is intended for them to learn?” “Are the desired objectives realized?” “Do the arrangement of time, space, and staff maximally
contribute to the attainment of the intended objectives?”
Institutional Effectiveness
School Administration
Individual Efficiency
Social System Theory
Effectiveness relates to the
accomplishment of cooperative
purpose, which is social and non-
personal in character.
Efficiency relates to the satisfaction of
individual motives and is personal in character.
Theory of X
School Administration
Theory of YMcGregor (1960)
Theory X views behaviour in terms of organization,
control and direction.
Theory Y views behaviour in terms of human growth, self-expression, self-direction,
and self-fulfilment.
Organization
Two Vital Aspects of School Administration
Management
is the restructuring of individuals and functions into productive
relationship. It is concerned mainly
with the formal and rational aspects of administration.
refers to the direction of
individuals and functions to achieve
ends previously determined. It
involves the human and generalizing
factors.
Distinction between Administration and
Management
Distinction between Administration and
Management
Administration
Management
Administration Management Nature of Work
It is concerned about the determination of objectives and major policies of an organization.
It puts into action the policies and plans laid down by the administration.
Type of Function It is a determinative function It is an executive function Scope
It takes major decisions of an enterprise as a whole.
It takes decisions within the framework set by the administration.
Level of Authority It is a top-level activity. It is a middle level activity. Nature of status
It consists of owners who invest capital in and receive profits from an enterprise.
It is a group of managerial personnel who use their specialized knowledge to fulfil the objectives of an enterprise.
Nature of Usage
It is popular with government, military, educational, and religious organizations.
It is used in business enterprises
Decision Making
Its decisions are influenced by public opinion, government policies, social, and religious factors.
Its decisions are influenced by the values, opinions, and beliefs of the managers.
Main Function
Planning and organizing functions are involved in it.
Motivating and controlling functions are involved in it
Abilities
It needs administrative rather than technical abilities.Administration handles the business aspects such as finance.
It requires technical activities.Management handles the employees.
Administration
Educational
Governance
concerned with the process of administering, the execution of public affairs in educational
organizations, the performance of executive functions, guiding, controlling, and directing of
educational organizations, and the judicious use of means to accomplish
educational ends.
Administration
Educational
Governance
is concerned with the political function of policy-making in education; the
organization and machinery through which political units such as agencies, states and local school exercise authority and
perform functions; and the complex political institution, laws, and customs
that comprise the setting for the performance of administrative functions
and responsibilities.
“Management”
is the highest order of administration. Management is the
evidence of quality administration, but the trust of the management role
is still action-oriented.
Management is concerned with internal functions which enable the
organization to realize its established aims and goals.
“Administration”
exist to serve and facilitate the effective operation of the various
phases of the school’s total program.
In this context management refers to various ways through which human and material resources can be mobilized to work toward attaining the school
goal.
“Administration”
Sergiovanni defines administration in its management sense as “the science and art of achieving organizational objectives in a
fashion which is cost-effective and which obtains sufficient teacher and
consumer satisfaction to ensure their continued participation and
support.”
Bottom line
Educational Administration
Educational Leadership
The educational leader is very much concerned with the
issue of purpose and direction.
Resources
Administration
Policy Execution
Decision-Making
Policy-Making
Programmed
Policies are not only formulated
Communicated
Monitored
Evaluated
pattern of action involving a cycle of activities referred to as policy cycle, Figure
1.
Policy Agenda
Policy Formulation
Policy Adoption
Policy Implementation
Policy Evaluation
The Policy Cycle
Policymaking Process
Video of K+12 Enhanced Basic Education Program
Policymaking Process• Problem Identification and Agenda
Setting Problem Identification
– What is the problem? What happens if, we do nothing?
– Demand for government action to resolve a problem or take advantage of an opportunity
– Getting the government to see the problem
– Problems capture the attention of policymakers through indicators, focusing events (disasters), crises, feedback or problems just fade away
– Budget (money makes the world go around) is a special problem
Policymaking ProcessAgenda Setting
– Those items policymakers are discussing and seriously considering
– Getting the government to begin to act on the problem
– Output that transform the problem into an ISSUE
• Issue – conflict between two or more identifiable groups over procedural or substantive matters relating to the distribution of positions and resources
Policymaking Process
• Policy Formulation
–Development of a plan to solve the problem–Government’s proposed solution to the
problem
Policymaking Process• Policy Adoption/Legitimation
– Decision – making state– Development of support for a specific proposal
such that the policy is legitimized or authorized– Getting the government to accept a particular
solution to the problem– Policy decisions rests on public officials or body
to adopt, modify or reject a preferred policy alternative
Policymaking Process• Policy Implementation– Application of the adopted policy by the government’s
bureaucracy to the problem – Execution of a program that has been adopted by
legislation or by executive or judicial order– Control (designed to cause people to do things, refrain
from doing things, or continue doing things that they otherwise would not do) Ex. Coercive/non coercive, inspection, licensing, contracts, taxation, sanctions, etc.
– Compliance (induce people to act in accordance with governmentally prescribed rules and regulations)
Policymaking Process• Policy Evaluation – estimation, assessment, or
appraisal of policy including its content, implementation and effects
– Effectiveness: Has the valued outcome been achieved?– Efficiency: How much effort was required to achieve a
valued result?– Adequacy: To what extent does the achievement of a
valued outcome resolve the problem?– Equity: Are costs and benefits distributed equitably
among different groups?– Responsiveness: Do policy outcomes satisfy the needs,
preferences or values of particular groups?– Appropriateness: Are desired outcomes (objectives)
actually worthy and valuable?
DepEd Order No. 31 s. 201
Policy Guidelines on the Implementation of
K to 12 Basic Education Curriculum
pattern of action involving a cycle of activities referred to as policy cycle, Figure
1.
Policy Agenda
Policy Formulation
Policy Adoption
Policy Implementation
Policy Evaluation
The Policy Cycle
Policymaking Process
Video of K+12 Enhanced Basic Education Program
Tangibles
Educational Administration
Intangibles
the humanization of administration, the encouragement of
academic freedom, the exercise of democratic
leadership, the strengthening of group
dynamics, the maintenance of good public relations, and the development of the
child.
school site, laboratory facilities, library facilities, faculty, medical-
dental, and security services, and co-
curricular or special facilities such as audio-visual aids, speech clinics, and
guidance and counselling centers.
Tangibles
Administrative Accountability
Intangibles
the administration should be aware not only of its responsibility but also of its accountability to its clientele, the students, and the society at
large.
School Administration