School Management  .

UNIT – 1

SCHOOL MANAGEMENT

1.0. INTRODUCTION
School management is a process of leading the school
towards development through not only the optimum use of the
human resources, physical sources, principles and concepts
that help in achieving all the objectives of the school but also
the proper coordination and adjustment among all of them.
The organizing role expects teachers to make arrangements
and develop an orderly structure to combine all elements in
classroom processes into a unified whole. Well organizing is
closely associated with systematic planning. Further, planning is
concerned with identification of appropriate activities, organizing
is concerned with making arrangements and structuring the
classroom to implement classroom activities. The role of
teacher as an organizer is to link planning with all other roles of
communicating, motivating and controlling.
1.1. SCHOOL MANAGEMENT: CONCEPT, DEFINITION,
MEANING, CHARACTERISTICS AND SCOPE
The term ‘management’ is very comprehensive. It is certainly
broader than organization and administration. Management
means the act of getting people together to accomplish desired
goals. Management comprises planning, organizing, resourcing,
leading or directing and controlling an organization (a group
of one or more people or entities) or effort for the purposes of
accomplishing a goal.
The word management comes from Latin, namely from the
origin of the word ‘manus’ which means hand and ‘agree’ which
means to do. The words are combined into ‘manager’ which mean
2.  UNIT 2 unit 1

handling. Managers is translated into English in the form of verbs

to manage, with the noun management, and managers for those
who carry out management activities. Management comes from
the word “to manage” which means to manage, regulate, drive,
control, handle, manage, organize, run, carry out, lead. In
the book written by Made Pidarta explained that in Terry’s
opinion, “management is a district process consisting of
planning, organizing, actuating, and controlling, performed
to determine and accomplished stated objectives by the use of
human beings and other resources” Management is an art and a
science; it is an art as it involves application of skills and it is a
science as it is a body of systematic body of knowledge developed
through experimentation and observation.
1.1.1. Definitions of Management
Some definitions of management given by eminent authors
are given below:
“Management is the art of getting things done through and
with the people in formally organized group” – Koontz
“Management is a multipurpose organ than manages worker
and work” – Drucker
“Management is the art of directing and inspiring people”
– Mooney & Railey
“ Management is the art and science of decision making and
leadership” – Donal J. Clough
“Management is a distinct process consisting of planning,
organizing, actuating and controlling performed to determine
and accomplish stated objectives by the use of human beings and
other resources” – George R. Terry
The use of means and resources for realizing the specific
objectives is known as management.
 School Management  .3

1.1.2. Meaning of School

GG School is a happy home, a sacred shrine, a social centre, a
state in miniature of society.
GG The school is one of the formal agencies deliberately
founded by man to fulfill some of the vital needs of the
human society.
Educational Management is a goal oriented activity. It
involves  group efforts and an organized work and performance 
towards the attainment of certain pre-determined goals in an
educational institution.
1.1.3. Meaning of School Management
GG School management means running the school along the
desired educational policies. It takes into account all aspects
of the school (policies, material and human resources,
programmes, activities, equipments etc.) and integrates
them into a fruitful whole.
GG In simple words ‘managing the affairs of a school’.
GG Good school management motives the best efforts of the
teachers and students.
GG According to Indian Education Commission 1964-1966 says
“the destiny of India is how being shaped in the classroom”.
GG Schools are to be the first class nurseries for the education
of children in democratic citizenship which India needs to
make its democracy permanently viable.
1.1.4. Definitions of School Management
EE Paul Monroe: (1913), states: “School management, as
a body of educational doctrine, comprises a number of
principles and precepts relating primarily to the technique of
classroom procedure, and derived largely from the practice
of successful teachers”.
EE According to K. Joshi says that “school is not a building
4.  UNIT 2
of bricks and mortor. It is a meeting place of a two souls –
teacher and taught. It is Spiritual development.
EE [Link] Page and [Link] has written in International
Dictionary of Education (1978): They say that Educational
Management is the “Theory and practice of the organization
and administration of existing establishments and systems”.
EE According to Balakrishna Joshi says that “The progress of
a nation is decided not in legislature, not in court, not in
factories, but in schools”.
EE According to John Dewey, “The school is a special
environment where a certain quality of life and certain types
of activities and occupations are provided with the object of
securing child’s development along desirable lines”.
Educational management is an arrangement in the field of
educational work carried out through planning, organizing,
staffing, coaching, coordinating, communicating, motivating,
budgeting, controlling, controlling, controlling, evaluating and
reporting activities systematically to achieve quality educational
goals. From the various statements above, a conclusion can be
drawn that education management is a system of management and
utilization of all educational resources to carry out systematic
and systemic cooperation processes so that effective education
implementation can be realized and efficient in order to realize
the national education goals that have been aspired.
School management is a process of leading the school
towards development through not only the optimum use of the
human resources, physical sources, principles and concepts that
help in achieving all the objectives of the school but also the
proper coordination and adjustment among all of them.
Thus, school/classroom management
GG Is a process
GG Is a social process
 School Management  .5

GG Involves group effort

GG Aims at achieving pre-determined goals
GG Is a distinct entity
GG Is system of authority
GG Is required at all levels of organisation
Management gains importance in the light of achieving the
objectives of a school and planning for the same. It involves
varied activities and co-ordination among all the stake holders.
Management is that function of an organisation concerned
with the co-ordination and cooperation necessary for attaining the
goal with reference to classroom processes.
Classroom management entails three basic functions viz.,
i. Planning, by which objectives, procedures are selected.
ii. Control, by which the conformity of performance to
plans is assured.
iii. Communication, by which information is transferred
both internally and externally.
1.1.5. Aims and Objectives of School Management
The followings are the aims and objectives of school
management,
GG To reflect and conserver basic values.
GG To carry out educational futures.
GG To manage social change.
GG To profit by experience.
GG To carry out modernization.
GG To propagate science.
GG To adopt technology.
GG To realize National Integration.
GG To form character and values.
6.  UNIT 2
1.1.6. Characteristics of Good School Management
1. Objective Based: It means to attain the objectives of
education and schooling.
2. Quality of Education: Good school management is
concerned with the quality of education being given in
schools.
3. Headmaster: He is a democratic leader of the school.
4. The best use of resources:  In order to promote efficient
functioning of the school. It makes the best possible use of
the material resources.
5. Joint Enterprise: It involves the joint enterprise all the
personnel connected with the school – Teacher, supervisors,
pupils, parents etc.
6. Professional growth: It brings out the best in the teacher
and supervisors and takes steps to promote their professional
growth.
7. Efficiency and Improvement: It tries to bring out over all
improvement and efficiency in the school.
8. Continuous process: It is a continuous process. It always
concerned with improvement and development of the
institution.
9. Input–Output Model:  It works on the input-out model.
It takes into account the efforts made and the outcomes
achieved.
10. Community oriented: It is alive to social needs and
requirement as the school is meant to serve the society.
1.1.7. Scope of Educational Management
The scope of educational management today is as vast as that
of education itself. Any activity conducive to the, achievement
of educational goal, is a part of educational management. Such
 School Management  .7

activities could be at the school level, at the college level, at the

university level or at the control level. Anything done to improve
the quality of education at any stage may be ranging from the
supply of material, human and financial resources to the highest
cultural or academic needs-comes under the scope of educational
management.
1.2. PARTICIPATORY AND NON- PARTICIPATORY
MANAGEMENT
Advantages of Participative Management
Undoubtedly participative approach to management
increases the stake or ownership of employees. But there is more
to it. The following points elucidate the same.
EE Increase in Productivity: An increased say in decision
making means that there is a strong feeling of association
now. The employee now assumes responsibility and takes
charges. There is lesser new or delegation or supervision
from the manager. Working hours may get stretched on their
own without any compulsion or force from the management.
All this leads to increased productivity.
EE Job Satisfaction: In lots or organizations that employ
participative management, most of the employees are
satisfied with their jobs and the level of satisfaction id very
high. This is especially when people see their suggestions
and recommendations being implemented or put to practice.
Psychologically, this tells the individual employee that, ‘he
too has a say in decision making and that he too is an integral
component of the organization and not a mere worker’.
EE Motivation: Increased productivity and job satisfaction
cannot exist unless there is a high level of motivation in the
employee. The vice versa also holds true! Decentralized
decision making means that everyone has a say and everyone
is important.
8.  UNIT 2
EE Improved Quality: Since the inputs or feedback comes
from people who are part of the processes at the lowest or
execution level. This means that even the minutest details
are taken care of and reported. No flaw or loophole goes
unreported. Quality control is thus begins and is ensured at
the lowest level.
EE Reduced Costs: There is a lesser need of supervision
and more emphasis is laid on widening of skills, self-
management. This and quality control means that the costs
are controlled automatically.
1.3. PLANNING, ORGANIZING AND CONTROLLING IN
EDUCATIONAL MANAGEMENT
Classrooms are now considered to be the centres to facilitate
learning among children. The NCF-2005 considers teachers as
facilitators of learning. Students are treated as creative learners.
The teachers are supposed to create congenial environment for
facilitating learning. This demands creative thinking, planning,
organisation and management of classroom processes on the part
of the teacher. It is very essential that teachers need to be trained
in these areas so as to make them the facilitators of learning in
real and practical sense.
1.3.1. Objectives of Planning, Organisation & Management
of School/Classroom Processes
EE Understanding the vision, mission and goals of an institution
in the planning process.
EE Become aware of different plans and organizing skills
required as an elementary school teacher and head of the
institution.
EE Develop an insight into the responsibilities and the leader in
professional growth, commitment, competencies, attitudes,
school development plan, physical and human resource
management, time management and community relations.
 School Management  .9

EE Train the teachers and head teachers in planning and

executing the curricular programs of the school.
EE Adopt ICT in the process of Planning and Organisation of
school activities.
EE Understand the needs of alternative education and integrate
it into the curriculum.
EE Develop in the student teachers the classroom management
skills.
EE Prepare the student teachers in using different tools and
techniques for continuous and comprehensive evaluation.
1.3.2. Planning
Planning is one of the important attributes of educational
management. To achieve the aims and objectives of education,
effective planning with organizing, staffing, directing and
controlling are required.
Plan is a commitment to a particular course of actions
believed necessary to achieve the desired results. According to
Terry “planning is the selection and relating of facts and making
and using of assumptions regarding the future in the visualization
and formalization of proposed activities believed necessary
to achieve desired results”. McFarland defines planning as “a
concept of executive action that embodies the skills of anticipating,
influencing and controlling the nature and direction of changes”.
Features of a plan:
1. Planning is a process rather than behavior at a given point
of time. The process determines the future course of action.
2. Planning is primarily concerned with looking into future,
which requires forecasting of the future situation.
3. Planning involves selection of suitable course of action.
4. Planning is undertaken at all levels of management and is
concerned with the future course of action.
10.  UNIT 2
5. Planning is flexible as commitment is based on future
conditions which are always dynamic.
6. Planning is a continuous managerial function involving
the process of perception, analysis, conceptual thought,
communication, decision and action.
7. A good plan should aim at the improvement of physical
facilities, teachers, library services, curricular, co-curricular
activities, participation in community programmes and the
like.
1.3.3. Organizing
Organization is a means to bring the plan into existence.
Organization is directly connected with planning and efforts of
the people. It is a medium, through which goals and the objectives
enlisted by the administration are achieved. According to J.B.
Sears an organization is “a machine for doing work. It may be
composed primarily of persons of materials of ideas, of concepts,
symbols, forms, rules, principles or more often of a combination
of these. The machine may work automatically or its operation
may be subject to human judgment and will”.
Organizing is the function of management that involves
developing an organizational structure and allocating human
resources to ensure the accomplishment of objectives. The
structure of the organization is the framework within which
effort is coordinated. The structure is usually represented by an
organization chart, which provides a graphic representation of
the chain of command within an organization. Decisions made
about the structure of an organization are generally referred to as
organizational design decisions.
The following principles are to be considered for a preparing
a good plan for organizing classroom processes.
i. The purpose of the plan must be determined. The
objectives to be achieved must be clearly identified.
 School Management  .11

ii. Planning, organisation and management of classroom

activities must be formulated on clearly defined vision
and mission.
iii. Plans for catering to the varied needs and interests of
students must be organized.
iv. Standards to be achieved by the planning, organizing
and management must be set and performance
monitored.
v. Plans must be flexible to allow for modification/
innovation in light of experiences.
vi. Full communication of all concerned in operating the
plan.
vii. Plans must be achievable.
Elements of School Organization
i. The elements of school organization include:
ii. Decision Making
iii. Budgeting
iv. Planning – it includes planning of
v. Material Equipment
vi. Human Equipment
vii. Allocation of Work
viii. Co-curricular Activities
ix. Health Education Programmes
x. Community–oriented Programmes
xi. Providing Instruction
xii. Providing Co-curricular Activities
xiii. Organizing
xiv. Directing
xv. Coordinating
xvi. Controlling or Supervising
12.  UNIT 2
xvii. Evaluating
xviii. Maintaining Records
1.3.4. Controlling
Controlling involves ensuring that performance does not
deviate from standards. Controlling consists of three steps, which
include
1. Establishing performance standards,
2. Comparing actual performance against standards, and
3. Taking corrective action when necessary.
Performance standards are often stated in monetary terms
such as revenue, costs, or profits but may also be stated in other
terms, such as units produced, number of defective products, or
levels of quality or customer service.
Effective controlling requires the existence of plans, since
planning provides the necessary performance standards or
objectives. Controlling also requires a clear understanding of
where responsibility for deviations from standards lies. Two
traditional control techniques are budget and performance audits.
An audit involves an examination and verification of records
and supporting documents. A budget audit provides information
about where the organization is with respect to what was planned
or budgeted for, whereas a performance audit might try to
determine whether the figures reported are a reflection of actual
performance. Although controlling is often thought of in terms of
financial criteria, administrators must also control production and
operations processes. Compliance with company policies, and
many other activities within the organization.
The management functions of planning, organizing, and
controlling are widely considered as the best way to classify
accumulated knowledge about the study of management.
 School Management  .13

1.3.5. Suggestions in effective Planning, Organisation and

Management of classroom process.
i. Emphasis on qualitative improvement.
ii. Emphasis on practical aspects of educational planning
and organisation with reference to curriculum planning,
planning co-curricular areas, personality development,
evaluation and the related aspects.
iii. Organizations of activities related to quality
improvement are focused on clusters and the blocks.
There is a need for both the planners and the participants
at the cluster/block level to understand the components
of planning and organisation.
iv. Monitoring and supervision of the educational
activities.
v. Emphasis on programs which need talent and hard
work.
vi. Adequate evaluation and research.
vii. Prioritization of the activities for student development.
viii. Manpower needs at the primary education.
1.4. RESOURCE MANAGEMENT: HUMAN RESOURCE,
MATERIAL RESOURCE, FINANCIAL RESOURCE.
1.4.1. Human Resource
Marry Parker Follet defines management as the art of getting
work done through people. This definition means that a manager
is tasked with managing and directing others to achieve
organizational goals. James Stoner Ricky defines management
as a process of planning, organizing, leadership and controlling
the efforts of organizational members and the use of all
organizational resources to achieve the goals set effectively and
efficiently.
According to Suhardan education management is a
management process in implementing educational tasks by
14.  UNIT 2
efficiently utilizing all resources to achieve goals effectively.
According to Mulyasa, education management is a system of
management and structuring of educational resources, such as
education personnel, students, communities, curriculum, funds
(finance), educational facilities and infrastructure, governance
and educational environment.
The functions of human resource management include
planning, organizing, mobilizing, controlling, procuring,
developing, compensating, integrating, maintaining, disciplining,
and terminating an institutions needs in helping the realization
of goals.
EE Organizing, is an activity to organize all employees by
determining the division of labor, work relations to achieve
goals.
EE Directing (directing), is the activity of directing all
employees, so they want to work together and work
effectively and efficiently in helping the achievement of
institution, teachers, and community goals.
EE Control (controlling), is the activity of controlling all
teachers, so that they comply with the institution regulations
and work according to plan.
EE Procurement (procurement), is the process of withdrawal,
selection, placement, orientation, and induction to get
teachers in accordance with the institution needs.
EE Development (development), is the process of improving
technical, conceptual, and moral skills of employees through
education and training. The education and training provided
must be in accordance with current and future employment
needs.
EE Compensation (compensation), is the provision of direct
and indirect services, money or goods to employees as
compensation for services provided to the company.
 School Management  .15

EE Integration (integration), is an activity to unite the interests

of the institution and the needs of employees, so as to create
harmonious and mutually beneficial cooperation.
EE Maintenance (maintenance), is an activity to maintain or
improve the physical, mental, and loyalty of employees, so
that they will continue to work together until retirement.
EE Discipline, is the most important function of management
of human resources and the key to the realization of goals
because without good discipline it is difficult to realize
maximum goals. Dismissal (separation), is the termination
of a person’s employment relationship from an institution.
The scope of human resource management (HR) includes
1. Staff planning,
2. Staff procurement,
3. Staff development and development,
4. Staff and transfer,
5. Staff dismissal,
6. Staff and
7. Staff evaluation.
All of that needs to be done properly and correctly so that what
is expected can be achieved, namely the availability of education
staff needed with appropriate qualifications and abilities and can
carry out good and quality work.
In the field of educators and education personnel,
school education units carry out programs with the following
management standards:
1. Schools / madrasas arrange educational empowerment
programs and education personnel.
2. Educator and educational empowerment program:
16.  UNIT 2
• Compiled by taking into account the standards of
educators and education personnel;
• Developed in accordance with the conditions of the
school / madrasas including the distribution of tasks,
overcome when there is a shortage of personnel, determine
the reward system, and professional development for each
educator and education staff and apply it professionally,
fairly, and openly.
1. The appointment of additional educators and education
staff is carried out based on the provisions stipulated by the
administration of schools / madrasas.
2. Schools / madrasas need to support efforts:
GG Promotion of educators and education personnel based
on the principles of expediency, appropriateness, and
professionalism;
GG Development of education and education personnel
who are systematically identified according to individual
aspirations, curriculum needs and schools / madrasas;
GG Placement of education staff is adjusted to the needs of
both the number and qualifications by setting priorities;
GG The transfer of educational staff from one position to another
is based on an analysis of the position followed by the
orientation of the task by the highest school / madrasah
leadership which is carried out after four years, but can be
extended based on reasons that can be accounted for, while
for additional educational staff there is no mutation.
In general, human resources is:
GG Human resources are people who work in an organizational
environment (often referred to as personnel, labor, employees
or employees)
GG Human resources are human potential as the activator of an
 School Management  .17

organization in realizing its existence.

GG Human resources are potentials and are assets and function
as capital (non-material / non-financial) in the organization,
which is realized as physical and non-physical potential in
realizing the existence of the organization.
GG Human resource development is an effort to develop the
quality or ability of human resources through the process
of planning education, training and management of
personnel or employees to achieve an optimal result.
1.4.2. Material Resource
Most of the material resources in different schools workshop
are poorly managed for instructional activities in electrical/
electronic technology. The improper management of material
resources is manifested in the large number of obsolete and
unserviceable equipment prevalent in school shops. The upshot
of improper management of material resources is dearth of
functional tools and equipment and this cripples effective teaching
and students’ acquisition of skills
Material resources according to Odigbo (1999) refers to
either fixed or movable objects, equipment, supplies and facilities
which may be private, public or government property that may be
turned into educational use for attainment of set goals. Material
resources in technical education are the essential concrete
features that enable the instructor teach effectively in Industrial
Technical Education workshop and classroom (Okoro, 1999 and
Oranu, 1994). Wang (1993) stated that material resources which
he called physical faculties helped the teacher to convey intended
messages effectively so that learner receives, understands, retains,
and applies experiences gained to reach overall educational goals.
Material resources for teaching of electrical/electronic
technology among others include; workshop, laboratory,
workbenches, wiring boards, meters, Drilling machines (portable),
18.  UNIT 2
cold chisels, power hand drills, electric soldering iron, universal
pipe bending machines, Drill bit set, files (assorted), screw
drivers (assorted), Hydrometers, Batteries (assorted), Hammers,
(assorted), Steel rules (assorted), Magnets (assorted), Relays,
Switches (assorted), Tubes (assorted), Thermostats, Conduit
pipes, Joint junction boxes, Socket outlets, Plugs (assorted),
Digital meters, Analogue meters, Oscilloscopes, Function
generators, Television receivers, Radio receivers, Variable power
supply, Inductors (assorted), Lead sucker, Side cutters, etc.
These resources are of great importance to teaching of electrical/
electronic technology. Britton in Chukwuani (1989) stated that
material resources for technological education must be in perfect
condition for success to be achieved. He added that for teaching
to be a pleasure that the material resources needed in a laboratory
or workshop must be of appropriate number through proper
planning. Onyemaechi (2004) stated that the effectiveness of any
tool, equipment, and machine in performing specific function will
be the outcome of effective management by lecturers, instructors,
students and school administrators alike. This is why Uzoagulu
(1995) pointed out that for technological education to be effective,
a culture of prudent management of available local and imported
materials must be developed to avoid wastage of resources.
1.4.3. Financial resource
Finance is one type of resources, respectively, inputs into the
production process. Financial resources are from an economic
perspective part of the assets (property) of the organization.
Financial resources is a term covering all financial funds
of the organization. From an economic perspective financial
resources are the part of the organization’s assets (property).
Sometimes financial resources are reffered just as Finance, often
with some attributes (such as Business finance, Personal finance,
Public finance).
 School Management  .19

In terms of finance control, financial resources are structured

as follows:
i. Business funds - cash, deposits with financial
institutions and cash equivalents (securities, checks,
etc.)
ii. Corporate capital - the sum of all money invested in
the organization’s total assets (equity capital + liability
(foreign capital)
iii. Other financial resources - resources of funds creation
and corporate capital (flow variable - the sum of
“inflow” of money into the company for a certain
period)
For a designation of financial resources is also used the
concept of financial assets
Sum up use bullets for all points
Management is a process consisting of planning, organizing,
mobilizing, and supervising, which is carried out to determine
and achieve the goals set by using human / people and other
resources.
School management, as a body of educational doctrine,
comprises a number of principles and precepts relating primarily
to the technique of classroom procedure, and derived largely from
the practice of successful teachers.
Anything done to improve the quality of education at any
stage may be ranging from the supply of material, human and
financial resources to the highest cultural or academic needs-
comes under the scope of educational management.
The teachers are supposed to create congenial environment
for facilitating learning. This demands creative thinking, planning,
organisation and management of classroom processes on the part
of the teacher.
20.  UNIT 2
Planning is one of the important attributes of educational
management. To achieve the aims and objectives of education,
effective planning with organizing, staffing, directing and
controlling are required.
Organization is a means to bring the plan into existence.
Organization is directly connected with planning and efforts of
the people. It is a medium, through which goals and the objectives
enlisted by the administration are achieved.
Effective controlling requires the existence of plans, since
planning provides the necessary performance standards or
objectives. Controlling also requires a clear understanding of
where responsibility for deviations from standards lies. Two
traditional control techniques are budget and performance audits.
The management functions of planning, organizing, and
controlling are widely considered as the best way to classify
accumulated knowledge about the study of management.
The functions of human resource management include
planning, organizing, mobilizing, controlling, procuring,
developing, compensating, integrating, maintaining, disciplining,
and terminating an institutions needs in helping the realization
of goals.
Human resources are potentials and are assets and function
as capital (non-material / non-financial) in the organization, which
is realized as physical and non-physical potential in realizing
the existence of the organization.
Material resources refers to either fixed or movable objects,
equipment, supplies and facilities which may be private, public or
government property that may be turned into educational use for
attainment of set goals.
Finance is one type of resources, respectively, inputs into the
production process. Financial resources are from an economic
perspective part of the assets (property) of the organization.
 School Management  .21

References: cut and paste at the end.. correct in alphabetical

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27
22.  UNIT 2
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22. Amirullah and HarisBudiyono. (2004). Introduction to
Management. Malang: Science Graha.
23. AzharArsyad. (2002).Fundamentals of Management,
(Yogyakarta: Student Library.
24. Amirullah and HarisBudiyono. (2004). Introduction to
Management, (Malang: GrahaIlmu).
25. Ara Hidayat and Imam Machali. (2010). Educational
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Management: Concepts, Principles and Applications in

Managing Schools and Madrasas, (Yogyakarta: EDUCA
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26. Awarmayanti. (2013). Human Resource Management.
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add unit end questions

24.  UNIT 2