ACADEMIC YEAR 2025/ 2026

EDT 05102

PRINCIPLES OF MANAGEMENT AND ADMINISTRATION

JANUARY,2025
 UNIT 1

PRINCIPLES OF MANAGEMENT

EDT: 05102

CONCEPT OF MANAGEMENT

What is Management?

Key definitions of Management:

1. Is the process of planning, organizing, leading and controlling the work of organization
members and of using all available organizational resources to reach stated organizational
goals. (Jams Stoner) p.5 Edward Freeman).
2. Is the art of getting things done through others (Mary Park Follett).Means that managers
achieve organizational goals by arranging for others to perform whatever tasks may be
necessary not by doing or performing that tasks themselves.

3. Management is the process of planning, organizing, leading, and controlling resources

(such as people, finances, and materials) to achieve organizational goals and objectives
effectively and efficiently. It involves coordinating the efforts of individuals and teams within
an organization to ensure that tasks are completed, goals are met, and the organization as a
whole operates smoothly.
4. Management is the art and science of planning, organizing, leading, and controlling
resources - human, financial, physical, and informational—to achieve organizational goals
efficiently and effectively (Robbins & Coulter, 2018). It involves coordinating efforts to ensure
that an organization functions smoothly in dynamic environments.
5. Mary Parker Follett (1941) defines management as "the art of getting things done
through people."
6. Koontz and O'Donnell (1976) describe it as "the process of designing and maintaining
an environment in which individuals, working together in groups, efficiently accomplish
selected aims."

These definitions highlights management as “an ongoing set of interrelated activities”.

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 HISTORICAL BACKGROUND OF MANAGEMENT

Management as a discipline developed gradually with the growth of human society, trade, and
industry. Its evolution can be understood through the following stages:
1. ANCIENT PERIOD
Management practices existed in ancient civilizations:
Egypt – Planning and organization used in building pyramids
China – Principles of administration and discipline
India – Arthashastra by Kautilya discussed administration and management
Greece – Emphasis on leadership and governance (Plato, Aristotle)
2. MEDIEVAL PERIOD
 Management seen in churches, armies, and feudal systems
 Clear hierarchy, authority, and division of labo
 Guild system regulated trade and craftsmanship
3. Industrial Revolution (18th–19th Century)
 Growth of factories and mass production
Need for systematic management
Separation of ownership and management
Beginning of formal management thought
4. Classical Management Theory
 Focused on efficiency and structure:
 Scientific Management – F.W. Taylor
 Administrative Management – Henri Fayol
 Bureaucratic Management – Max Weber
5. Neo-Classical (Human Relations) Approach
 Emphasis on human behavior and motivation
 Elton Mayo and Hawthorne Experiments
 Importance of teamwork, morale, and communication
6. Modern Management Approach
 Management as a continuous and flexible process
 Systems Approach – Organization as a system
 Contingency Approach – No one best way to manage
 Use of technology and data-based decision making
GENERALLY:
Management has evolved from simple traditional practices to a scientific and human-centered
discipline, essential for all organizations including educational institutions.
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[Link] MANAGEMENT THEORIES
The classical theory focuses on structure, efficiency, and formal organization. It assumes that
workers are motivated mainly by money and that productivity increases through proper planning
and control.

MAIN FEATURES
i. Emphasis on division of work
ii. Clear hierarchy and authority
iii. Strict rules and procedures
iv. Workers seen as economic beings
v. Focus on efficiency and productivity

BRANCHES OF CLASSICAL THEORY

a) Scientific Management
Proposed by: Frederick W. Taylor
Work should be studied scientifically
One best way to do a job
Proper training of workers
Equal division of work between managers and workers
Goal: Increase productivity by improving work methods

b) Administrative Management
Proposed by: Henri Fayol
Focuses on management functions:
Planning, Organizing, Commanding, Coordinating, Controlling
Introduced 14 principles of management (e.g., unity of command, division of work)

c) Bureaucratic Management
Proposed by: Max Weber
Organization based on rules and regulations
Clear authority and hierarchy
Impersonal relationships
Promotions based on merit
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Limitations of Classical Theory
Ignores human and social needs
Assumes workers are only motivated by money
Too rigid and mechanical

2. NEO-CLASSICAL THEORY OF MANAGEMENT

The neo-classical theory focuses on human relations and behavior. It believes that employees are
motivated by social needs, recognition, and job satisfaction, not just money.
MAIN FEATURES
i. Emphasis on human relations
ii. Importance of teamwork and communication
iii. Informal groups affect productivity
iv. Workers are social beings
v. Human Relations Approach
vi. Hawthorne Experiments
Conducted by: Elton Mayo
Key findings:
Productivity increased due to attention given to workers
Social relationships influence performance
Employee morale and motivation are important
Behavioral Science Approach
Studies human behavior in organizations
Focus on motivation, leadership, and group dynamics
Based on psychology and sociology

ADVANTAGES OF NEO-CLASSICAL THEORY

Recognizes the importance of employees
Improves job satisfaction
Encourages cooperation and teamwork
Limitations of Neo-Classical Theory
Overemphasis on human factors
Less focus on structure and productivity
Sometimes unrealistic assumptions about behavior

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KEY FUNCTIONS OF MANAGEMENT:

Luther Gulick's POSDC framework outlines five core functions:

A. Planning: Setting organizational goals and establishing strategies and action plans to achieve
them. What needs to be done? How? When? Who? (e.g., Developing the school improvement
plan, curriculum mapping, budgeting).

B. Organizing: Arranging and structuring work, allocating resources, and assigning authority and
responsibility to accomplish the plans. How will work be divided? Who reports to whom?
Where are decisions made? (e.g., Designing the school timetable, defining departmental
structures, assigning teaching loads, establishing committees).

C. Staffing: Recruiting, training, and retaining personnel. Example: Hiring qualified teachers,
providing PD workshops, and succession planning.

D. Directing: Motivating, influencing, guiding, and communicating with people to achieve

organizational goals. It involves working with and through people. How to inspire staff and
students? How to communicate vision? How to resolve conflict? (e.g., Principal motivating
teachers, department head providing instructional leadership, teacher leading a classroom).

E. Controlling: Monitoring performance, comparing it to goals (standards), and taking corrective

action as needed. Are we on track? Where are we deviating? How can we get back on
course? (e.g., Analyzing student assessment data, monitoring budget expenditure, conducting
teacher performance appraisals, evaluating program effectiveness).

These functions are iterative and interconnected, forming a continuous management cycle.

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 Highlights:

 Planning feeds into Organizing, setting the groundwork.

 Organizing enables Staffing—deciding what roles are needed.
 Staffing ensures the right people are in place to support Directing.
 Directing guides and motivates staff, driving operations toward goals.
 Controlling monitors and measures progress, feeding results back into Planning.

CHARACTERISTICS OF MANAGEMENT:

(i). Goal-Oriented: Exists solely to achieve predetermined organizational objectives.

(ii). Universal Application: The fundamental principles of management are applicable to all types
of organizations (business, government, non-profit) and at all levels (top, middle,
lower/supervisory).

(iii). Social Process – It involves working with and through people.

(iv). Multidisciplinary: Draws knowledge and concepts from various fields like economics,
psychology, sociology, mathematics, and anthropology (Koontz &Weihrich, 2010).

(v). Continuous Process: Management is not a one-time activity; the POSDC functions are
performed continuously as situations change.

(vi). Dynamic Function: Management must adapt to changing external environments (social,
technological, economic, political) and internal conditions.

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 (vii). Integrative Force – It brings together various resources and coordinates them.

PRINCIPLES OF MANAGEMENT

Principles of management; are general guidelines that help managers plan, organize, lead, and
control organizational activities effectively. These are derived from experience, observation, and
analysis of successful managerial practices.

PRINCIPLES OF MANAGEMENT ACCORDING TO FAYOL (1949)

A. DIVISION OF WORK

Fayol argues that a job should be broken down into small parts and individuals are to work only on a
limited number of parts of job according to specialization. Division of work encourages specialization
and separation of power which permit reduction of number of objects to which attention and effort
must be directed. These acts result on an increasing productivity and / or services at a minimum cost.
In other words, work should be divided and sub-divided into smallest feasible tasks to take advantage
of gain from specialization.

B. AUTHORITY AND RESPONSIBILITY

Fayol defines authority as the light to give orders and power to exact obedience. Distraction should be
made between management official authority deriving from office and personal authority compounded
of intelligence, experience, moral worth and ability to lend. In the make-up of a good head, personal
authority is indispensable a complement of official authority. Authority should not be conceived from
responsibility, that apart from sanction, reward or penalty which are the exercise of power.
Responsibility is a collar of authority. It is a natural consequence and essential counterpart
wheresoever’s authority is exercised, responsibility arises, the need for sanction which has its origin in
the sense of justice is strengthened and the consideration, that is, in the general interest, useful actions
must be encouraged and their opposite discouraged.

C. DISCIPLINE

Discipline is in essence obedience application of behavior and outward marks of respect observed in
accordance with the standing agreements between the organization and the employees, whether the
agreement has been freely debated or accepted without prior discussion, whether they have been
written or implicit, whether they derive from the with of the parties or from rules and customs, it is
these agreements which determine the formalities of the discipline. Objective, rules, regulations,

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policies and procedures must be obeyed by each member of the organization being a superior or a
subordinate. There must be penalty for disobedience. Nevertheless, it is convinced that discipline is
absolutely essential for the smooth running of the business i.e. education and that without discipline no
institutions could prosper.

D. UNITY OF COMMAND

Fayol believes that for any action, an employee should receive order or instructions from one superior
only; he observed that there is wielding influence of conduct of affair. He argues that when the two
superiors wield their authority over the same person or department, uneasiness occurs and if it persists
disorder increases. Should we allow it to continue, the authority is undermined, discipline is in
jeopardy, order is disturbed and stability is threatened. Either the command ends in disappearance of
one of the superiors sand the organic well being is restored or else the organization continue to wither
away. Hence the purpose of unity of command is to avoid confusing and threatening the stability.

E. UNITY OF DIRECTION

Fayol expresses this principle as, one had one plan for a group of activities having the same objective.
This is a condition essential to unity of action, coordination of strength and focusing of effort. Unity of
direction is provided in a sound organization structure where as unity of command concerns the
functioning of the personnel.

F. SUBORDINATION OF INDIVIDUAL INTEREST OF GENERAL

INTEREST.

It advocates that the interest of one employee or a group of employees should not prevail over that of
the organization, that the interest of a family should come before that of its members and that that the
interest or a state should have price over that of its citizen. However, individual ambition, selfishness
and all human passion tend to cause the general interest to lose sight in favour of individual interest.
One of the problems is when there are two different interest of different order confront each other. It is
advised that the superior should be firm and a good example; agreements should be faire as possible
and must be constant supervision.

G. CENTRALIZATION

Centralization or decentralization is a simple question. It is matter of finding the optimum degree of a

particular concern. In small organization where the manager order goes directly to the subordinates,
there is absolutely centralization whereas in a large organization a long scalar chain is interposed
between a manage and a lower subordinate and counter information have to go through intermediates.

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What appropriate share of initiative may be left to intermediates, depends on the personal character of
the manager on his moral worth, or the reliability of his subordinates and on the conditions of the
business, the objective of decentralization is the optimum utilization of all faculties of the personal. If
the moral worth of the manager allows him to have a wide span of activities he will be carrying
centralization quite far and reduce his second in command to a mere executive agent. If he believes to
have greater recourse to the experience, opinions and counsel of his colleagues while reserving to
himself the privilege of giving general directives, he well effect considerable decentralization.

Pugh (1982) warned that anything which goes to increase the importance of subordinate‟s role is
decentralization and anything which goes to reduce it is centralization.

H. SCALAR CHAIN

The scalar chain is the chain of superiors ranging from the ultimate authority to the lowest rank. The
line of authority is the routes followed via every link in the chain by all communication which starts
from or go to the ultimate authority. This path is dictated by the need for some transmission and the
principle of unity of command.

I. ORDER

There is a formula which say, “A place for everyone and everyone in his place” social order
presupposes the successful execution of managerial activities, for instance proper recruitment of staff.
For a social order to prevail there must be an appointed place for every employee and every employee
be in his appointed place. Perfect order requires that the place should be suitable for the employee and
an employee for the place – In English idiom “The right man in the right place”. One the smooth
running of the school services have been decided upon and those to fill such posts have selected, each
employee occupies that post wherein he can render the most service.

J. EQUITY

Why equity and not justice? Justice is putting into execution established conventions, but conventions
cannot oversee everything it needs to be interpreted or is inadequacy supplemented. For the personnel
to be encouraged to carry out his tasks/duties with all devotion and loyalry of which he is capable he
must be treated with kindness and equity results from the combination of kindness and justice. It
should be noted that equality neither forcefulness nor sterner and to application of it requires much
hood sense, experience and knowledge.

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Fayol emphasize that desire for equity and equality of treatment are aspiration to be taken into account
in dealing with employees. In order to satisfy these requirements as much as possible without losing
sight of the general interest of a school, the head of school must frequently summon up his highest
faculties. He should strive to instill sense of equity throughout all levels of scalar chains.

A. TYPES OF MANAGEMENT
I. Strategic Management: Focuses on long-term planning and decision-making at the top
levels of the organization, often involving high-level goals, vision, and direction.
II. Tactical Management: Deals with the implementation of strategic plans, focusing on
mid-level goals and tasks. Tactical managers translate broad strategies into specific
action plans.
III. Operational Management: Focuses on day-to-day operations, ensuring that resources
are used efficiently and tasks are completed on time. Operational managers are
responsible for overseeing the execution of specific projects or activities.
IV. Administrative Management
Focuses on planning, organizing, directing, and controlling the organization.
Example: School principals managing staff and activities.
V. Scientific Management
Proposed by F.W. Taylor; emphasizes efficiency, standard methods, and productivity.
Example: Time-tables, standardized teaching schedules.
VI. Human Relations Management

Focuses on human needs, motivation, and relationships.

Example: Encouraging teachers and students through teamwork.
VII. Bureaucratic Management

Based on Max Weber’s ideas; emphasizes rules, hierarchy, and formal procedures.
Example: Government education departments.
VIII. Participative (Democratic) Management

Employees participate in decision-making.

Example: Teachers involved in school planning.
IX. Autocratic Management

Decisions are made by the manager alone.

Example: Strict administration with no staff involvement.
X. Laissez-faire Management

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 Minimal interference by management; employees work independently.
Example: Senior teachers managing their own classes.
XI. Strategic Management

Focuses on long-term goals and future planning.

Example: School development plans.
XII. Operational Management

Deals with day-to-day activities and operations.

Example: Managing classes, exams, and attendance.
XIII. Educational Management

Focuses on the Application of management principles in educational institutions.

Example: School and college administration.

SKILLS IN MANAGEMENT:
are abilities that help managers plan, organize, lead, and control an organization effectively.

MAIN SKILLS OF MANAGEMENT

A. Technical Skills: Knowledge of specialized tasks or processes relevant to the organization’s

field. Involves the ability to use specific knowledge, tools, and techniques.
Ability to work with, motivate, and understand people.
Example: Communicating with teachers, students, and parents.

B. Human Skills: The ability to interact effectively with others, including communication,
motivation, and conflict resolution.
C. Conceptual Skills: The ability to think strategically, understand the big picture, and make
decisions that consider both short-term and long-term impacts. Example: Planning school goals
and policies.
D. Communication Skills
Ability to convey ideas clearly both verbally and in writing.
Example: Giving instructions, conducting meetings.
F. Decision-Making Skills
Ability to choose the best option among alternatives.
Example: Solving student or staff-related problems.
G. Leadership Skills
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 Ability to guide, inspire, and influence others.
Example: Motivating staff to improve performance.
H. Time Management Skills
Ability to plan and use time effectively.
Example: Scheduling classes and examinations.
I. Problem-Solving Skills
Ability to identify problems and find solutions.
Example: Handling conflicts or discipline issues.

IMPORTANCE OF MANAGEMENT SKILLS

1. Improves efficiency and productivity
2. Builds teamwork and cooperation
3. Helps achieve organizational goals

CORE ELEMENTS OF MANAGEMENT:

 Goals: Management exists to achieve specific purposes (e.g., student achievement, institutional
growth).

 Resources: Management involves deploying people (teachers, staff), finances, facilities,

technology, and information.

 Efficiency: Minimizing waste of resources (e.g., time, money, effort). "Doing things right."

Effectiveness: Accomplishing the right tasks and achieving organizational goals. "Doing the right
things."

CHARACTERISTICS OF MANAGEMENT

Management is integrative process it combines human and other resources. Uses human and
nonhuman resources to realize or use the products.

1. Management is a multidisciplinary discipline

 All the knowledge must be combined i.e psychology, sociology, science & anthropology.

2. Management is universal activity based

 There‟s no human activity like management.

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 3. Management as a profession

 Body of knowledge
 Formal education management must acquire certain skills
 Representative organization management has body of code of professional conduct Ethical
standards
 Charging remuneration.
4. Management as a science
 Scientific method of inquiry
 Principles should be verifiable Ensure predictable results Universal application.

Fayol’s contribution to Management , he developed the following ;

 Planning, coordinating, organizing & evaluation

OBJECTIVES OF MANAGEMENT

The basic purpose of management of an enterprise is to achieve enterprise goals. For a business, the
main goal is to earn reasonable profits by providing want satisfying products to the customers. In order
to achieve this goal, the management may fix the following objectives for itself.

 To produce and distribute products required by the customers

 To keep the customers satisfied with good service and quality products.
 To build a team of good workers who are contended and happy
 To achieve workers cooperation in the achievement of organization goals
 To achieve good relations with the suppliers of raw materials and finance so as to continue in
production throughout the year
 The use of national resources judiciously by resources
 To improve the surrounding areas where the plant in located

A DESCRIPTION OF VARIOUS LEVELS OF MANAGEMENT

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 Chief Executive Top management

Department Management
Middle management

First line management

Supervisors /Foremen

Workers Operative workforce

EDUCATIONAL MANAGEMENT
Educational management: refers to the systematic process of planning, organizing, directing, and
controlling educational institutions and activities to achieve educational goals effectively. It
focuses on the efficient use of human, physical, financial, and academic resources to provide
quality education and promote overall institutional development.
OR Educational management: focuses on how schools, colleges and education system are run so
that teaching and learning happen smoothly.
THINGS INVOLVED IN EDUCATIONAL MANAGEMENT ARE:
1. Planning in Educational Management
Planning is the foundation of educational management. It involves setting educational
goals, defining objectives, and deciding in advance the policies, programs, and
strategies required to achieve them. Planning ensures that schools and institutions have
clear direction, proper curriculum design, academic calendars, staffing plans, and future
development strategies.
2. Organizing Educational Resources
Organizing refers to arranging and coordinating resources such as teachers, students,
infrastructure, finances, and learning materials. It includes defining roles and
responsibilities, establishing departments, and creating an effective structure that
supports teaching and learning. Proper organization helps institutions function smoothly
and avoids confusion or duplication of work.
3. Leadership and Direction
Leadership in educational management involves guiding teachers, staff, and students
toward achieving educational objectives. Educational leaders motivate staff, create a
positive learning environment, encourage innovation, and ensure discipline. Effective

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 leadership promotes teamwork, professional development, and a culture of continuous
improvement.
4. Coordination
Coordination ensures harmony among various academic and administrative activities. It
integrates teaching, evaluation, extracurricular activities, and administration so that all
efforts work toward common goals. Good coordination improves communication and
strengthens collaboration between departments, teachers, and management.
5. Staffing and Human Resource Management
Staffing involves recruiting, training, evaluating, and retaining qualified teachers and
support staff. Educational management emphasizes professional development, fair
workload distribution, and performance appraisal to maintain teaching quality and staff
satisfaction.
6. Controlling and Evaluation
Controlling ensures that educational activities are carried out according to plans and
standards. It includes monitoring academic performance, evaluating teaching methods,
assessing student outcomes, and implementing corrective actions when necessary.
Evaluation helps improve quality and accountability in education.
7. Decision-Making
Decision-making is a core concept in educational management. It involves choosing the
best course of action among alternatives related to curriculum, discipline, budgeting,
policies, and student welfare. Effective decisions are based on data, experience, and
educational objectives.
8. Financial Management
Financial management focuses on budgeting, allocation, and proper utilization of funds.
Educational institutions must manage resources responsibly to maintain infrastructure,
pay staff, and support academic programs while ensuring transparency and
accountability.
9. Quality Assurance
Quality assurance ensures that educational standards are maintained and continuously
improved. This includes curriculum review, teacher training, student assessment, and
institutional accreditation. It helps institutions meet national and global educational
standards.
IMPORTANCE OF EDUCATIONAL MANAGEMENT

1. Improves the quality of education

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 2. Ensures proper use of resources

3. Supports teacher and students

4. Helps school achieve academic goals

5. Creates a positive learning environment

APPLICATION OF PRINCIPLES OF MANAGEMENT IN SCHOOL CONTEXT

Management principles are not abstract theories in schools; they are the practical tools for creating
effective learning environments.

1. Division of Work: Subject departments, specialized staff roles like SENCO (Special Education
Needs Coordinator), administrative staff handling specific functions.

2. Authority and Responsibility: Department heads given authority over curriculum decisions
within their area; teachers responsible for student learning in their classes.

3. Discipline: School rules, code of conduct for staff and students, consistent enforcement.

4. Unity of Command: Clear reporting lines – teachers report to department heads/grade level
leads, who report to principal; avoids conflicting instructions.

5. Unity of Direction: All teachers in a department aligning their schemes of work to a common
curriculum framework and assessment policy.

6. Subordination of Individual Interest to General Interest: Staff commitment to the school's

mission and student needs, even when personal preferences differ.

7. Remuneration: Competitive salary scales, performance-related pay (where applicable), non-

monetary recognition.

8. Centralization: Major budgetary or strategic decisions centralized (Principal/SLT), while

classroom pedagogy decisions decentralized to teachers.

9. Scalar Chain: There is a communication chain from the Ministry of Education down to school
staff. Organizational chart showing Principal -> Deputy -> Heads of Department -> Teachers.

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 10. Order: Efficient timetabling, organized classrooms, well-maintained resources, clear staff
deployment.

11. Equity: Fair treatment of all staff and students, inclusive policies, addressing grievances
impartially.

12. Stability of Tenure of Personnel: Efforts to retain good teachers through professional
development, positive work environment, career progression opportunities.

13. Initiative: Encouraging teacher innovation in pedagogy, staff proposing new clubs/activities,
participatory decision-making.

14. Esprit de Corps: Staff collaboration (PLCs), whole-school events, celebrating collective
achievements, fostering a positive school culture.

SUMMARY

Management is the indispensable process of coordinating resources and people to achieve

organizational goals efficiently and effectively. Its core functions – Planning, Organizing, Staffing,
Directing, and Controlling – form a continuous cycle essential for any organized effort.
Management is a universal, multidisciplinary, dynamic, and goal-oriented process, blending
scientific principles with the art of human interaction. Fayol's timeless principles provide valuable
guidelines for managerial action. Nowhere is the skillful application of these principles more
critical than in educational institutions, where effective management directly shapes the
environment for teaching and learning, ultimately impacting student outcomes and the fulfillment
of the school's mission. Understanding these foundational concepts is the first step towards
becoming an effective educational leader or manager.

SELF-ASSESSMENT QUESTIONS

Q1. Define management in your own words. What are the key elements included in most definitions?

Q2. Explain the five core functions of management and provide a specific example of
how each function might be applied by a Headteacher of a primary school.

Q3. Discuss two key characteristics that describe the nature of management.

Q4. Choose THREE of Henri Fayol's 14 principles of management. For each principle:

(i). State the principle clearly.

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 (ii). Explain how it could be applied practically within a primary school context.

(iii). Suggest one potential challenge in applying it consistently in a school.

Q5. How does the principle of "Unity of Direction" differ from "Unity of Command"? Provide a
school-based example to illustrate the difference.

Q6. Why is the "Controlling" function essential in educational management? Describe two specific
tools or methods a school principal might use to perform this function effectively.

Q7. Imagine a school is experiencing low staff morale and high turnover. Which of Fayol's principles
might be most relevant to addressing this issue? Justify your answer and suggest concrete actions
based on those principles.

MANAGEMENT AND ADMINISTRATION FUNCTIONS IN ORGANIZATION:

ADMINISTRATION (the thinking function).

Is the process or activity of running a business ,organization. It focus on policy formulation, goal
getting, strategic planning and overall direction.

Key skills: conceptual and human skills.

Administration is decisive/determinative.

Administration in Education: refers to the process of planning, organizing, directing,

coordinating, and controlling educational institutions (like schools, colleges, or universities) to
achieve educational goals effectively.

OR Educational administration involves managing all activities of an educational institution

students, teachers, curriculum, resources, and policies—to ensure smooth functioning and quality
education.
OBJECTIVES OF ADMINISTRATION IN EDUCATION:
[Link] achieve educational goals
[Link] provide quality teaching and learning
[Link] use human and material resources efficiently
[Link] maintain discipline and a positive school environment
FUNCTIONS OF EDUCATIONAL ADMINISTRATION
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 Administration focuses on policy formulation, decision-making, and resource utilization.
IMPORTANCE OF ADMINISTRATION
J. Helps institutions run smoothly
II. Improves teaching and learning quality
III. Ensures proper use of funds and facilities
[Link] student development

Management And Administration: Meaning, and Key Differences:

Administration sets high-level policies and goals (thinking/deciding), while management executes
those plans and handles daily operations (doing/leading), with administration defining what and
when, and management focusing on how and who. Both are vital, complementary functions:
administration provides direction through planning and policy-making, and management
implements those strategies through organizing, staffing, directing, and controlling people and
resources to achieve objectives.
Administration (The "Thinking" Function)
Focus: Policy formulation, goal setting, strategic planning, and overall direction.
Level: Top-level, decisive, often linked to owners or government.
Key Skills: Conceptual and human skills.
Example: A board deciding to expand into a new market.
Management (The "Doing" Function)
Focus: Implementing policies, directing daily operations, resource allocation, and achieving goals.
Level: Middle and lower levels (executing).
Key Skills: Technical and human skills.
Example: A department manager organizing teams to launch the new market expansion.
Key Differences Summarized
Role: Administration is decisive/determinative; Management is executive/operative.
Scope: Administration sets the framework; Management works within that framework.

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 Orientation: Administration is long-term/policy-focused; Management is often short-term/task-
focused.

Management Administration
1. Getting things done through and 1. Formulation of objectives, plans,
with others (people) policies
2. Management refers to execution 2. Relates to derisible making
of decision. It‟s a doing function. 3. Relevant at higher levels
3. Relevant at lower levels of 4. Widely used in government
management
4. Widely used in
business organization
5.

INTERRELATIONSHIP BETWEEN MANAGEMENT AND ADMINISTRATION

Management operates under administration's guidance; administration relies on management for

execution.
Higher-level managers perform more administrative duties, while lower-level managers focus more
on operational management.

Relationship among the Management Functions.

Controlling Planning

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 Directing Organizing

Staffing

References

Bush, T. (2011). Theories of educational leadership and management (4th ed.). SAGE Publications
Ltd.
Drucker, P. F. (1974). Management: Tasks, responsibilities, practices. Harper & Row.
Eacott, S. (2017). School leadership and the cult of the guru: The neo-turn and the discourse of
disappointment. Routledge.
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Fayol, H. (1949). General and industrial management. (C. Storrs, Trans.). Pitman Publishing. (Original
work published 1916)
Koontz, H., &Weihrich, H. (2010). Essentials of management: An international perspective (8th ed.).
Tata McGraw-Hill Education.
Robbins, S. P., & Coulter, M. (2018). Management (14th ed.). Pearson. (Note: Later editions also
suitable)
Stoner, J. A. F., Freeman, R. E., & Gilbert Jr., D. R. (1996). Management (6th ed.). Prentice Hall.

UNIT 2

MANAGEMENT PRACTICES THAT CAN BE USED TO FACILITATE EFFECTIVE

MANAGEMENT IN CONTEMPORARY EDUCATIONAL ORGANIZATIONS.

THE BEST MANAGEMENT PRACTICES:

Here are best management practices that help an educational organization (school, college, training
center, or coaching institute) run effectively, support learners, and achieve its goals. I’ve grouped
them so they’re easy to apply.
IT MUST HAVE:

1. Clear Vision & Strategic Planning

Define a clear mission, vision, and values
Set short-term and long-term goals
Align academic, administrative, and financial plans
Review and update plans annually
2. Strong Leadership & Governance
Ensure transparent decision-making

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Clearly define roles and responsibilities
Encourage participative leadership (staff involvement)
Provide leadership training for heads and coordinators
3. Effective Academic Management
Well-structured curriculum aligned with learning outcomes
Regular syllabus review and updates
Balanced focus on knowledge, skills, and values
Continuous assessment and feedback systems
4. Teacher & Staff Development
Ongoing professional development programs
Mentoring for new teachers
Fair workload distribution
Performance appraisal with constructive feedback
5. Student-Centered Practices
Safe, inclusive, and supportive learning environment
Academic counseling and mentoring
Encourage student participation and leadership
Address diverse learning needs
6. Efficient Administrative Systems
Use digital tools for records, attendance, and communication
Clear policies and procedures
Timely communication with staff, students, and parents
Data-driven decision making
7. Financial Management & Resource Use
Transparent budgeting and accounting
Efficient use of funds and facilities
Regular financial audits
Investment in learning resources and infrastructure
8. Quality Assurance & Continuous Improvement
Internal quality reviews and feedback systems
Student, parent, and staff surveys
Use feedback to improve teaching and services
Benchmark against best institutions
9. Technology Integration
Learning management systems (LMS)
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 Smart classrooms and digital resources
Teacher training in educational technology
Data security and ethical use of technology
10. Community & Stakeholder Engagement
Strong parent–teacher communication
Partnerships with industry and community
Alumni involvement
Social responsibility initiatives
11. Ethical Practices & Well-Being
Clear code of conduct
Promote mental health and well-being
Anti-bullying and safety policies
Equal opportunity and fairness
THE BEST MANAGEMENT PRACTICES IS THE ONE THAT INVOLVES HUMAN
RESOURCES MANAGEMENT:

RESOURCES USED IN AN ORGANIZATION

TYPES OF RESOURCES

The types of resources in an organization, which contribute to the attainment of the organization‟s
goals, are:-

 Human Resources

 Financial Resources

 Material Resources

 Time Resources

 Technological Resources

Question

 Why Human resource (people)is important than any resources in any organization?

 How do human resources differ from the other resource in organization?

 Human being is the most important resource

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 - It means different from others – they plan and make decisions -
More valuable than others – they produce everything e.g. money
- No organization can survive without people to work on it.
 Human being are unique creations – this means every human being is unique creation in the
work. No human being exactly resembles another in all aspects, in thinking and abilities. This is
contracted with machines; one million machines of a particular design look exactly similar not
only in physical appearance but also their performance.
Therefore managers should be tolerant to people (employees because of the natural
difference). And
Managers should treat people/human resources differently from non Human Resource.

Human being can‟t be standardized because they are different.

 The multiple membership characteristics.

It means human being belong to many organizations at the same time, e.g. belongs to his
family, churches, (religion) sports club, political party etc).
In each one of these organization, occupies different positions and perform different
activities, which influence his abilities and the behaviour. Behaviour is the function of
the person and the environment [B = f (P, E)]. At time either the person or the
environment predominates, but often behaviour is influenced by both variables.
 Human being do not always behave rationally i.e. in accordance with a predictable procedure of
sensible and logical reasoning. Human behaviour calls for analysis, it should not be taken for
granted. Human being can behave differently in a similar case for different reasons but machine
can do this.
 Human being is the only resource, which can establish dialogue with management, and they
have the ability to explain why they do this or not.
AIM OF HUMAN RESOURCES MANAGEMENT.

The overall purpose of Human resources management is to ensure that the organization/school is able
to achieve success through People.
HRM is concerned with achieving objective in the area-summarized bellow

• Resourcing and development

Ensure that the organization obtains and retains the skilled, committed and well-motivated
workforce it needs. This means taking steps to assess and satisfy future people needs and
develop the inherent capacities of people.
• Valuing employees.

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 Enhance motivation and commitment by introducing policies and processes, which ensure that
people are valued and rewarded for what they do and achieve and for the level of skills and
competence they reach.
• Relationships
Create a climate in which productive and harmonious relationships can be maintained through
partnerships between management and employees and where teamwork can be flourish.
HUMAN RESOURCES MANAGEMENT OR PERSONNEL MANAGEMENT

Traditionally the functions of managing people in work organizations used to be known as personnel
management involved largely three basic functions namely:

• Recruitment
• Training, and
• Compensation

These functions were performed basically as clerical functions without much regard for their
functional interrelationship with other managerial functions or eves their contribution towards the
achievement of organisational objectives.

In this way, personnel management was not regarded as a strategic management function in the mid of
1980 many personnel managers were managers in name only. They were just utilised as important
clerks and were not meaningfully involved in their organisations‟ management decision making. In
contrast, the functions of managing people in work organisations are nowadays known as human
resources management.

Human resources management thus differs from personnel management in the following four major
respects.

Age

HRM is a modem name of the occupation of managing people in places of work; personnel
management is an outdated name of the occupation, the profession of personnel management dates
back to 1912, in USA, While Human resources management as a distinct profession dates back in 1946
in USA, Germany, and South Africa.

Number of functions

Human resources management encompasses may more functions of managing people than did
personnel management. It encompasses seven core functions, namely as Human Resources;
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  Planning
 Recruiting (which will encompass interviewing, selection and placement) Training and
development
 Performance evaluation (Open performance review appraisal system –OPRS)
 Compensation
 Safety and health, and
 Labour relations

It includes also the non-core functions these are Human resources

 Job design and analysis

 Orientation and placement
 Career planning and development
 Motivation and job satisfaction
 Quality of life programmes
 Employee supervision
 Communication
 Disciplining
 Management of termination of employment contracts
 Research accounting, and auditing
 Information systems, as well as human resources policies and procedures.

Strategic function

Human resources management is organized as a strategic management function, at par with such
functions as procurement, production, marketing and finance due to the role of human resources in the
performance processes of the organisation, Human resources management is thus a proactive function
on which all the implementation processes of the organization‟s strategy depend. Personnel
management is an administrative function and thus it is reactive.

Complexity

Human resources management is not simple and straightforward; it is a complex field it requires a rich
understanding of the field or organization behaviour and the skills to utilize it in order to get the
organization‟s human resources to work towards desired standards of organizational performance. It
requires a good knowledge of organizational and environmental diagnosis as a basis understanding the
relationships among people‟s roles and for making correct and consisted decisions about people in a
dynamic work environment.

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Personnel management is an activity aimed primarily at non-managers whereas HEM is more
concerned with managerial staff.

HRM is much more of an integrated line management activity where as personnel management seeks
to influence line management.

According to the words of David Guest (1989) and Michael Armstrong (2001) the similarities
between Personnel management and Human resource management are as follows.

 Personnel Management and Human resource Management Strategy, both flow the business
strategy. (it is the art of planning in advance on how to succeed for the fulfilment of the
organization objectives)
 PM like HRM, both recognize that managers are responsible for managing people. (The
personnel functions provide the necessary advice and support services to enable managers to
carry out their responsibilities).
 The values of Personnel Management (PM) and of Human Resource Management (HEM) are
identical with regard to “Respect for the individual” balancing organization goals and
individual needs, and developing people to achieve their maximum king of competence both in
their own satisfaction and for the achievement or organization objectives.
 Both PM and HRM recognize that one of their most essential functions is that of matching
people to ever-changing organizational requirement; placing and developing the right people
in and for the right jobs.
 The same range of selection, competence analysis, performance management, training, an
management development and reward management techniques are both rich in HRM and PM.
 PM and HRM both attaches importance to the processes of communications and participation
within an employee selection.
 Personnel management is an activity aimed primarily at non-managers whereas HRM is more
concerned with managerial staff.
 HRM is much more of an integrated line management activity where as personnel
management seeks to influence line management (support).

LINE AND STAFF ASPECT OF HUMAN RESOURCE MANAGEMENT

All managers are in a sense of Human resource Managers, since they all get involved in an activity like
recruitment, interviewing, selecting and training employees in the work organizations.

Line Versus Staff Authority

 Authority – Is the right to make decisions, to direct the work of others and to give orders.
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  Line manager – Is a manager who is authorized to direct the work of subordinates and
responsible for accomplishing the organization‟s goals e.g. Head teacher, Headmaster, District
Education officers etc. Responsible for advising line managers in areas like recruiting, hiring
and compensation.

Line Manager’s Responsibilities

The line manager‟s responsibilities for effective Human resource management are:

 Placing the right employees in the organization

 Orienting new employees in the organization
 Training and developing the abilities of each employee for job that are new to them
 Improving the job performance for each person
 Gaining creative cooperation and developing smooth working relationship
 Interpreting the company‟s or school policies and procedure Controlling labour and
administration costs
 Creating and maintaining department morale.
 Protecting employee‟s health and physical conditions.

WHY IS HUMAN RESOURCE MANAGEMENT IMPORTANT TO ALL MANAGERS

 Human resource management is important because its concepts and techniques are very crucial
to the peacefully day-to-day running of the organization and for the purpose of achieving the
organization objectives and also all managers don‟t want mistakes while managing

For instance they don’t want to

 Hire the wrong person for the job

 Experience high turnover
 Finding their people not doing their best
 Waste time with useless interview
 Have their organization taken to court because of their discriminatory action
 Have some of their employees think that their salaries are unfair and inequitable relative to
others in the organization
 Commit any unfair labour practices

Therefore careful studying human resource management help to avoid mistakes like those above but
also help to ensure that you get the best results through people (others).

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  Our of four factors of production, namely as land, capital, entrepreneurship and labour. Labour
(human resource) is most crucial factor and is the most difficult to manage, this is because the
human resource in any organisation is the one which determine productivity.
 The world and Tanzania in particular is gating more and more democratic and school human
resource are getting more aware of their human and employment rights, from this argument
human resource management needs special attention and skills.
 The school organization environment is changing very fast and is getting more and more
complex. This requires improved human relations within the school and better approach to
managing school personnel.
 The education business in Tanzania is getting more liberated and competitive that in past. In
future successful school shall be those with the management that is able to retain and motivate
its personnel. Schools without proper human resource policies are going to be out of the list
(die). Perpetual transferring or hiring of human resources render school unstable and insecure,
where personnel are less motivated tomover is high.
 The free labour unions are getting stronger and their influence in school in future cannot be
taken into granted. School managers will need to develop special bargaining skills to manage
their personnel.

HUMAN RESOURCES MANAGEMENT ACTIVITIES

The key activities of Human resource management, carried out by both line managers and human
resource professionals are:-

 Organizational /School design – Developing an organization / school which caters for all the
activities required, group them together in a way which encourages integration and
cooperation, operate flexibly in response to change and provides for effective communication
and decision making.
 Employment relationship

Improving the quality of the employment relationship by creating a climate of trust, developing
a more positive psychological contract.  Resourcing
• Human resource planning: - Assessing future people requirements in terms of number
and of levels of skills and competence and formulating and implementing plans to meet
those requirements
• Recruitments and selection

 Obtaining the number and type of people the organization needs Human Resource
Development

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 • Providing employee with learning opportunities to develop their capabilities, realize
their potential and enhance employability.
 Reward Management

• Pay system –development pay structures and systems which are equitable fair and
transparent.
• Contingent pay – relating financial rewards to results, competence, contribution, skills
and efforts
• Non-financial rewards – providing employees win non-financial rewards such as
recognition, increased responsibility and the opportunity to achieve and grow. 
Performance Management
• Getting better results from the organization, teams and individuals by measuring and
managing performance within the agreed frameworks of objectives Employee
relations
• Industrial relations – managing and maintaining formal and informal relationship with
trade unions and their members.
• Employee involvement and participation – giving employee (them) a voice, sharing
information with employee and consulting them on matters of mutual interest.
 Communications – Creating and transmitting information of interest to employee.

CHALLENGES FOR HUMAN RESOURCE MANAGERS TODAY

The growth in the role of human resources management pauses important challenges to all human
resources practitioners in all kinds of social organisations. HR practitioners need to master the sources
of these challenges and prepare to deal with them. let us discuss these challenges.

 Globalization

Globalization requires organizations to move people, ideas, products, services such as education and
information around the world to meet local needs. New and important ingredients must be added to the
mix when making strategy; e.g political situations, global education issues, fluctuating exchange rates
and unfamiliar cultures.

 Technological changes

New technologies pause another challenge to human resources managers. In general, technological
changes affecting human resources management are widespread, but probably none are more dramatic
than those related to computers. In addition to using computers in performing the traditional functions
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of accounting and payroll calculations, computers today can be used to maintain and facilitate access
to employee data that are valuable in job placement and human resources deployment. Computers can
also be used in employee training; manpower planning, management of employee exit programmes, as
well as compensation management cyberspace and the internet are changing the way human resources
managers are used to operating. Today, it is possible for a human resources manager to conduct
research using electronic databases, recruit personnel, and disseminate information to various
departments and employees, networking, as well as conducting useful group meetings at minimum
cost.

 Diversity in the work force

A first dimension id increase in the number of employees above the age of 55 years after Parliament
increased voluntary retirement age from 50 to 55 and compulsory retirement age from 55 to 60 years
for all employees in Tanzania. The older employees will likely be more experienced, reliable, and
stable, but possibly less adaptable to change and less responsive to retraining.

The second dimension of diversity is related to the increasing globalisation of economies in the world
today. The whole will see a greater diversity of both suppliers and customers of a yet greater diversity
of goods and services Specifically, what challenges and contributions will increasing diversity in the
work force present to HR practitioners.

Then HR practitioners must start to genuinely recognize diversity among employees i.e. getting away
from the tradition of fitting all employees into a single straight jacket. People are diverse; they will not
look and act the same. Organisations must create new HR policies to guide managers in
decisionmaking so as to enable them to respond better to the unique needs of employees as individuals.

Increasing diversity will create certain specific challenges but also make significant contributions.
Globalization for instance will likely create communication problems e.g misunderstandings among
employees and managers, as well as creating the necessity for organisations to translate verbal and
written materials into several new languages. In order to respond to these problems, organisations will
have to conduct training programmes to equip employees with such basic skills as writing and problem
solving.

Increasing diversity will present organisations with new opportunities e.g a culture of greater tolerance
of different behavioural styles and views. Such an opportunity will lead to better business decision and
certainly enhance the capability of employees to respond to diverse group of customers.

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 Structural Changes.

Modem work organisations are undergoing many structural changes that present another challenge for
human resources managers. The most common of these changes are usually those caused by
reengineering, downsizing of the workforce, rightsizing, as well as outsourcing.

• Re-engineering refers to a fundamental rethinking and radical redesigning in cost control guilty
reassurance service and changes in management approaches well as changes in organizational
structures
• Downsizing is the process of lying off of large numbers of employees in order to strike a
balance between the desired size of the workforce in relation to the available quantity of work.
Due to poor human resources planning, the workforce in most organisations being privatized by
the Public Service Reform Programme in post-socialist Tanzania had to be downsized.
Downsizing the workforce is a process that the non-HRM specialists commonly refer to as
“manpower rationalization”

• Rightsizing is closely related to downsizing. Rightsizing is the continuous and proactive

assessment of mission-critical activities of the organisation and its staffing requirements with
the objective of ensuring that staffing levels remain meaningfully relevant to current and
foreseen mission-critical activities. The real difference between rightsizing and downsizing is
that the former is an ongoing planning process to determine the optimal number of employees in
every area of the organisation.
• Outsourcing is the decision to subcontract work to an outside organisation that specializes in a
particular type of work. Examples of work that is normally contracted out to outside
organisations include consultancy services to formulate HR policies and procedures, review of
staffing levels, review of organisational structures, design of training programmes etc.
Managerial Changes

New changes in management approaches to recruiting, organising, design of work processes are posing
a challenge to human resources managers to day. In post-socialist Tanzania, many organisations are
approaching the recruitment function more professionally than before, in order to curb the problems of
recruiting persons with the wrong qualifications. In the same spirit, most organisations are opting for
contract rather than permanent terms of employment, in order to induce their employees to earn their
stay in the organisations rather than merely “remaining around and being careful not to rock the boat”

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Also may organisations are avoiding the build- up of fleets of pool vehicles, and opting for hiring
transport services when they require them, or encouraging their managers to own private vehicles and
chauffeur themselves for the hiring of services for their support function e.g cleaning services and
grounds maintenance services.

UNIT 3:

APPLICATION OF MANAGEMENT THEORIES TO PERFOM LEADERSHIP

OPERATIONS.

MANAGEMENT PRINCIPLES INCLUDES:

Management Principles are the fundamental rules or guidelines that help managers organize,
plan, lead, and control resources efficiently to achieve organizational goals. Some classic
principles (from Fayol, Taylor, etc.) include:
Planning: Setting goals and deciding how to achieve them
Organizing: Arranging resources and tasks
Leading: Guiding, motivating, and communicating with people
Controlling: Monitoring performance and making corrections

Leadership operations is the practice of managing an organization's day-to-day activities,

focusing on efficient execution, resource optimization, and problem-solving to achieve strategic
goals, ensuring smooth workflows, high quality, cost control, and employee empowerment through
clear processes and performance monitoring. It's about translating high-level strategy into
actionable tasks, driving efficiency, and maintaining stability and consistency in core business
functions.
Core Responsibilities
Process & Efficiency: Developing and implementing clear policies, procedures, and workflows for
seamless daily operations, minimizing errors.

35
 Performance Monitoring: Tracking key metrics, evaluating performance data, and making
necessary adjustments to meet objectives.
Problem Solving: Identifying and resolving operational bottlenecks, challenges, and constraints
quickly and effectively.
Resource Management: Efficiently allocating human, financial, and technological resources.
Quality & Safety: Ensuring high standards for products/services and overseeing workplace safety.
Employee Empowerment: Equipping and motivating teams with the skills and clarity to perform
their roles.

THE FOUR PILLARS.

[Link]: Working smartly to optimize output and minimize waste.
2. Effectiveness: Ensuring activities align with overall goals.
3. Cost Control: Managing and mitigating operating expenses.
4. Quality: Upholding standards in production and service delivery.

KEY SKILLS REQUIRED

Critical thinking and problem-solving.
Strong communication and leadership.
Analytical skills.
Adaptability and time management.
Big-picture thinking (to align with strategy).

Management Theory

The term „theory‟ refer to set of statements or principles devised to explain group of act or
phenomena, especially one that has been repeatedly tested or is widely accepted and can be used to
make perdition about natural phenomena. Management theories are implemented to help increase
organization productivity and service quality. Not many managers use a singular theory or concept
when implementing strategies in the workplace, purpose and workforce.

Scientific Management Theory

Fredric Winslow Taylor [march 20, 1856-March 21, 1915] commonly known as father of scientific
management started his care as an operator and rose to the position of chief engineer. He conducted
various experiments during this process which form the basis of scientific management. It implies
application of scientific principles for studying & identifying management.

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According to Taylor, scientific management is an art of knowing exactly what you want your men to
do and seeing that they do it in the best and cheapest way. In tailors view, if a work is analysed
scientifically it will be possible to find one best way to do it. Hence scientific management is a
thoughtful. Organized dual approach towards the job of management against hit or miss or Rule of
thumb

Principles of scientific management

 Development of science for each part of men job [ replacement of rule of thumb]

• This principle suggests that work assigned to any employee should be observed
analyzed with respect to each and every element and pat of time involved in it .
• This means replacement of rule of thumb by the use of method of enquiry,
investigation, data collection, analysis and framing of rules.
• Under scientific management ,decisions are made on the basic of facts and by the
application of scientific decision
 Scientific selection, training &development of workers

• They should be scientifically designed procedure for the selection of workers

• Physical; mental & other requirement should be specified for each and every job.

• Workers should be selected &trained to make them fit for the job

• The management has be provide opportunities for development of workers having

better capabilities
• According to tailor efforts should be made to develop each employee to his greatest
level and efficiency &prosperity.

 Co-operation between management & workers or harmony not discord Taylor believed
in co-operation and not individualism.
• It is only though co-operation that the goals of the enterprise can be achieved
efficiently.
• They should be no conflict between managers& worker.

• Taylor believed that interest of employees should be fully harmonized so as to secure

mutually understanding rations between them Division of Responsibility
• This principle determines the concrete nature of roles to be played by different level of
managers & workers

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 • The management should assume the responsibility of planning the work whereas
workers should be concerned with execution of task.
• Thus planning is to be separated from execution. Mental Revolution
• The workers and managers should have a complete change of outlook towards their
mutual relation and work effort.
• It requires that management should create suitable working condition and solve all
problems scientifically.
• Similarly workers should attend their jobs with utmost attention, devotion and
carefulness. They should not waste the resources of enterprise .
• Handsome remuneration should be provided to workers to boost up their moral.

• It will create a sense of belongingness among worker.

• They will be disciplined, loyal and sincere in fulfilling the task assigned to them.

• These will be more production and economical growth at a faster rate. Maximum
Prosperity for Employer & Employees
• The aim of scientific management is to see maximum prosperity for employer and
employees
• It is important only when there is opportunity for each worker to attain his highest
efficiency
• Maximum output & optimum utilization of resources will bring higher profits for the
employer & better wager for the workers.
• There should be maximum output in place of restricted output.

• Both managers & worker should be paid handsomely.

TECHNIQUES OF SCIENTIFIC MANAGEMENT

 Time Study

• It is a technique which enables the manager to ascertain standard time taken for
performing a specified job.
• Every job or every part of it is studied in detail

• This technique is based on the study of an average worker having reasonable skill and
ability.
• Average worker in selected and assigned the job and then with the help of a stop watch
time is ascertained for performing that particular job.

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 • Taylor maintained that Fair day‟s work should be determined through observations,
experiment and analyses by keeping in view an average worker.
Standard Time X Working Hours = Fair Day‟s Work
Motion Study
• In this study, movement of body and limbs required to perform a job are closely
observed.
• In other words, it refers to the study of movement of an operator on machine involved
in a particular task.
• The purpose of motion study is to eliminate useless motions and determine the bet way
of doing the job.
• By undertaking motion study an attempt is made to know whether some elements of a
job can be eliminated combined or their sequence can be changed to achieve necessary
rhythm.
• Motion study increases the efficiency and productivity of workers by cutting down all
wasteful motions.
 Functional Foremanship

Factory Manager

Planning in –charge Production in –charge

Instruction Route Time & Disciplinarian Gang Boss Repair Boss Inspector
Cost Speed Boss
Card Clerk Clerk

Worker

• Taylor advocated functional foremanship for achieving ultimate specification

• This technique was developed to improve the quality of work as single supervisor may
not be an expert in all the aspects of the work.
• Therefore workers are to be supervised by specialist foreman

• The scheme of functional foremanship is an extension of principle of specialisation ay

the supervisory level.

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 • Taylor advocated appointment of 8 foramen, 4 at the planning level & other 4 at
implementations level.
 The names & function of these specialist foremen are:-

• Instruction card clerk concerned with tagging down of instructions according to which
workers are required to perform their job.
• Time & cost clerk is concerned with setting a time table for doing a job &specifying
the material and labor cost involved in it.
• Route clerk determines the route through which raw materials has to be passed

• Shop Disciplinarians are concerned with making rules and regulations to ensure
discipline in the organization.
• Gang boss makes the arrangement of workers, machines, tools, workers etc.

• Speed boss concerned with maintaining the speed and to remove delays in the
production process
• Repair boss concerned with maintenance of machine, tools and equipments
Inspector is concerned with maintaining the quality of product. Standardization
• It implies the physical attitude of products should be such that it meets the
requirements & needs of customers.
• Taylor advocated that tools & equipments as well as working conditions should be
standardized to achieve standard output from workers.
• Standardization is a means of achieving economics of production  It seems to
ensure
- The line of product is restricted to predetermined type, form, design, sixe, weight,
quality. Etc
- There is manufacture of identical parts and components -Quality & standards
have been maintained.
- Standard of performance are established for workers at all levels

 Differential Piece Wage Plan

• This tech of wage payment is based on efficiency of worker

• The efficient workers are paid more wages than inefficient one

• On the other hand, those workers who produce less than standard no of pieces are paid
wages at lower rate than prevailing rate i.e worker is penalized for his inefficiency
• This system is a source of incentive to workers who improving their efficiency in order
to get more wages.
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 • It also encourages inefficient workers to improve their performance and achieve their
standards
• It leads to mass production which minimizes cost and maximizes profits  Other
Techniques
• Various other techniques have been developed to create ordeal relationship between
management and workers and also to create better understanding on part of works
• Those include use of instruction cards, strict rules & regulations, graphs, slides, charts
etc. So as to increase efficiency of workers.

CRITICISMS OF SCIENTIFIC MANAGEMENT

Although it is accepted that the scientific management enables the management to put resources to its
best possible use and manner, yet it has been spared of severe criticism.
 WORKERS’ VIEWPOINT

• Unemployment – Workers feel that management reduce employment opportunities

from them through replacement of men by machines and by increasing human
productivity less workers are needed to do work leading to chucking out from their
jobs.
• Exploitation – Workers feel they are exploited as they are not given due share in
increasing profits which is due to their increased productivity. Wages do not rise in
proportion as rise production. Wage payment creates uncertainty & insecurity (beyond
a standard output, there is no increase in wage rate)
• Monotony – Due to excessive specialization the workers are not able to take initiative
on their own. Their status is reduced to being mere cogs in wheel. Jobs become dull.
Workers lose interest in jobs and derive little pleasure from work.

• Weakening of Trade Union – To everything is fixed & predetermined by management.

So it leaves no room for unions to bargain as everything in standardized, standard
output, standard working conditions, standard time etc. This further weakens trade
unions creates a rift between workers according to their wagers.
• Over Speeding – The scientific management lays standard output, time so they have to
rush up and finish the work in time. These have adverse effect on health of workers.
The workers speed up to that standard output, so scientific management drives the
workers to rush towards output and finish work in standard time.
 EMPLOYER’S VIEWPOINT

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 • Expensive – Scientific management is a costly system and a huge investment is
required in establishment of planning dept, standardization, work study, training of
workers. It may be beyond reach of small firms. Heavy food investment leads to
increase in overhead costs.
• Time consuming – Scientific management requires mental revision and complete
reorganizing of organisation. A lot of time is required for work. Study, standardization
& specialization. During this overhauling of organization the work suffers.
• Deterioration of Quality – The quality of value of products or service declines.

 ADMINISTRATIVE MANAGEMENT THEORY

The first expert of Administrative Management Theory was Fayol (1841 – 1925). Fayol is called the
“Father of Modern Management”. Henri Fayol was a French industrialist and a management
consultant. He started the functional approach to management. In his book titled “Industrial and
General Administration” published in 1916, Henri Fayol gave following ‟14 principles of
management‟
• Division of work
• Discipline
• Authority and responsibility
• Subordination of individual interest to General interest
• Remuneration
• Centralisation
• Order
• Equity
• Initiative
• Esprit De Corps
• Stability of Tenure
• Unity of Direction
• Scalar Chain, and
• Unity of Command
Henri Fayol also classified (divided) the business activities into:-
• Technical
• Commercial
• Financial
• Accounting
• Security, and
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 • Management Activities
According to Henri Fayol, there are five functions of management, viz.
• Planning

• Organising

• Commanding (Directing)

• Coordinating and

• Controlling
According to Fayol, a manager requires the following qualities and skills:-

• Physical Qualities

• Mental qualities

• Moral qualities

• General education

• Special knowledge, and Work experience

CRITICISM OF ADMINISTRATIVE MANAGEMENT THEORY

Henri Fayol‟s management principles and functions are used even today for managing the
organisations. However, his Administrative Management Theory is criticised on the following
grounds:-
• Management Oriented Theory – The administrative management theory is
management oriented. It does not give much attention to the problems of the workers
• Lack of Importance to Informal Organisation – The administrative management
theory does not give any importance to informal organisation or groups. It gives
importance only to the form organisation structure.
• Concepts Borrowed from Military Science – Some of the concepts of administrative
management theory were borrowed from military science. They tried to apply these
concepts to the social and business organisations. For e.g Henri Fayol gave importance
to “commanding” and not “directing” the workers.
• Mechanical Approach – The administrative management theory has a mechanical
approach it does not deal with some of the important aspects of management such as
motivation
BUREAUCRATIC MANAGEMENT THEORY

43
Max Weber (1864 – 1920), a German sociologist; described a theory to operate an organization in
effective way which is also known as the Bureaucratic Management theory or Weberian bureaucracy.
Max Weber‟s work was oftentimes interpreted as a caricature of modern bureaucracies with all of their
shortcomings. But it was more than that. Weber‟s work was indented for displacing the old
organizational structures of industrialization period. Bureaucratic theory is not suitable for business
organizations but may be suitable for government organizations.
According to Max Weber, Bureaucratic management approach emphasized the necessity of
organizations to operate in rational way instead of following the “arbitrary whims” or irrational
motions and intentions of owners and managers. He found different characteristics in bureaucracies
that would effectively conduct decision-making controlling resources, protecting workers and
accomplishment of organizational goals.

 SIX PRINCIPLES OF BUREAUCRATIC MANAGEMENT THEORY

• Proper Division of Labor

- Division of lalor specialization should be fixed and there should be a balance
between power and responsibilities.
• Chain of Command
- The chain of command or organizational hierarchy should be constructed in a way
that information related to decision and works can flow effectively from top to
bottom.
• Separation of personal and official property

- Owners and organization‟s assets are separate and can to be treated as same by the
owner or the organization.
• Application of Consistent and Complete Rules
- There should be proper ruler and regulations in the organization for running the
organization. These rules should be followed in every steps of the organization
and they are equally applicable for every member of organization. Selection
and Promotion Based on Qualifications
- The selection and promotion of workers should be based on equalization‟s like;
skills, experience age. It should not be influenced by personal relations and
benefits. Training in job requirements and skills. There is a difference between
management and other parts of organization and training and improving skills of
management is important.
 FEATURES OF BUREAUCRATIC ORGANIZATION

44
From the principles of bureaucratic organization we can find these characteristics or features of
Bureaucratic Organization are as follows:-
• High degree of Division of Labor and Specialization

• There is a well-defined chain of command

• It follows the principle of Rationality, Objectively and Consistency

• The relationship among the member of the organization is formal and impersonal
relations. And it‟s based on positions and not on personalities.
• Rules and Regulations are well defined and it indicates the duties and rights of the
employees. These rules apply to everyone from to bottom of organization and must be
strictly followed.
• Selection and Promotions is based on Technical qualifications.

• Only Bureaucratic or legal power in given importance.

CRITICISM OF BUREAUCRATIC ORGANIZATION

Bureaucratic Management Approach of Max Weber also has some fault-lines and received criticism
for it.
• The emphasis only on rules and regulations

• There will be unnecessary delay in decision-making due to formalities and rules of

Bureaucratic Organization.
• Coordination and communication hampered because of too much formality and rules.

• Bureaucratic involves a lot of paper work and has just too much level of authority
which results in lot of wastage of time, effort and money. Not ideal for efficiency.
• Because of its too much formality, Bureaucratic approach is not suitable for business
organization. Bureaucratic model may be suitable for government organizations.
• Too much importance is given to the technical qualifications of the employees for
promotion and transfers. Dedication and commitment of the employee is not
considered.
• Limited scope for Human Resources (HR). No importance is given to informal groups
and neither any scope is given to form one.
Max Weber‟s bureaucratic approach worked as a solution to problems of traditional administrative
systems. But it‟s was not the prefect or “close to perfect” solution. The bureaucratic structure gives all
the importance and power to the top level management.

45
And the rules and level of authority are just too much. It gives a greater sense of security to the
employees. But bureaucratic management gives window for “red-tapism”.

ITS APPLICATION TO PERFORM LEADERSHIP OPERATIONS:

Applying management principles to leadership; means using structured frameworks (like
POLC: Planning, Organizing, Leading, Controlling) to guide vision, make strategic decisions,
develop people, and manage resources, transforming abstract leadership into actionable results
through clear communication, delegation, motivation, and fostering continuous learning, ultimately
empowering teams to achieve goals effectively. It's about blending the 'what' (goals) with the 'how'
(process) for organizational success.

a) Planning
Application in Leadership:
Leaders use planning to set clear goals, define strategies, and anticipate challenges to:
Set goals and strategies
Create a project roadmap
Organize
Allocate resources & tasks
Assign roles based on skills

Example: A school principal plans a student mentoring program by outlining objectives, required
resources, and a timeline.

b) Organizing
Application in Leadership:
Leaders organize teams and resources to execute plans efficiently. They assign roles based on
skills.
Example: A project leader assigns tasks to team members according to their strengths, ensuring no
duplication and smooth workflow.

c) Leading / Directing
Application in Leadership:
Management principles emphasize motivation, communication, and guidance. Leaders inspire and
influence others to perform effectively.

46
 Example: A team captain encourages members, provides feedback, and resolves conflicts to keep
morale high.

d) Controlling
Application in Leadership:
Leaders monitor progress, compare it with goals, and take corrective actions when necessary.
Example: A manager checks weekly sales reports, identifies underperforming areas, and adjusts
strategies.
Integrating Leadership Styles with Management Principles
Democratic Leadership: Uses planning and organizing but involves team members in decision-
making.
Autocratic Leadership: Strongly emphasizes controlling and directing, less on consultation.
Transformational Leadership: Focuses on motivating and inspiring teams while still following
management principles like planning and controlling for results.

e)Leading (The Core Connection):

Motivation & Delegation: Inspiring and empowering team members by matching tasks to
strengths, providing resources, and fostering ownership.
f)Communication: Clear, consistent communication builds trust, resolves conflicts, and ensures
everyone understands the vision.
g)Mentoring & Coaching: Identifying developmental opportunities for team growth, helping them
build new skills.

h)Structured Decision-Making: Principles offer a systematic way to evaluate options, reducing bias
and increasing objectivity, as noted in BYJU'S.
i)Contextual Adaptation: Leaders don't just follow rules; they adapt principles to their specific
environment, understanding stakeholder needs and organizational culture.
j)People-Centric Approach: Applying management principles, like developing employees, shifts
focus from command-and-control to empowering individuals, as seen with leaders like Satya
Nadella.
Achieving Results: The combination ensures that inspirational leadership is grounded in practical
execution, turning vision into tangible outcomes and fostering high-performing teams.

IMPORTANCE OF MANAGEMENT PRINCIPLES:

I. Helps to structure the planning activities.

47
II. Makes easy communication activities
III. Helps in leadership, organizing, and controlling processes.
IV. Helps the organizations to achieve the goals.

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 UNIT 4:

APPLICATION OF MOTIVATION TECHNIQUES TO ENHANCE EFFECTIVE

EDUCATIONAL MANAGEMENT FUNCTION:

MOTIVATION:
The word Motivation derives from the Latin word “Movere”. The Latin word “Movere” means “To
move”, “To drive” or “To drive forward”

Is the inner drive or reason that compels a person to act, initiating, guiding, and sustaining goal-
directed behavior. What is Motivation? The process of stimulating and inspiring people at work to
contribute to the best of their capability for the achievement of organization.

MOTIVATION TECHNIQUES:

Involve strategies like setting clear, small, achievable goals, tracking progress, rewarding yourself
for wins, creating accountability with others, changing your environment, and understanding your
core "why," all to build momentum and make tasks feel less overwhelming, whether for personal
goals or managing others.
For Self-Motivation:
a) Break Down Goals: Turn big projects into small, manageable steps to build momentum and a
sense of accomplishment.
b) Track & Reward: Monitor your progress (checking things off) and reward yourself for
completing milestones to boost morale.
c) Build Habits: Schedule specific times to work on tasks to make it automatic, reducing reliance
on willpower.
d) Find Your "Why": Connect deeply to the underlying reason for your goal to fuel intrinsic
motivation.
e) Create Accountability: Tell a friend or create friendly competition to encourage follow-through.
f) Change Environment: Set up a dedicated, inspiring workspace or simply alter your
surroundings.
g) Practice Gratitude & Mood Lifting: Focus on positives and engage in mood-boosting activities.

For Motivating Others (Workplace/Team)

a) Provide Meaningful Feedback: Offer praise and validate achievements.

49
 b) Involve & Empower: Ask for input, create mentorships, and provide resources for skill
development.
c) Celebrate Milestones: Acknowledge small successes along the way.
d) Foster a Positive Culture: Radiate positivity and create an inspiring environment.
Key Principles
 Start Small: Overcome inertia by tackling the easiest parts first or committing to short time
blocks.
 Be Realistic: Plan for imperfections and avoid overly optimistic expectations.
 Focus on the Next Step: Don't get overwhelmed by the whole; just focus on the immediate
action.
 Motivation Techniques: How to Get Started and Keep Going
Build momentum by checking off small, easy tasks. Seeing progress, no matter how minor keeps
you moving forward. Make the Task More Doable. Break It Down. Take ...

MOTIVATIION THEORIES :

Motivation in management is the process of stimulating and inspiring employees to exert high
levels of effort, driven by internal needs and desires, to achieve either individual and
organizational goals, acting as the “why” or driving force behind productive behavior. It involves
managers understanding what moves each team member and creating an environment that
encourages enthusiasm, engagement, and commitment to reaching company objectives.

KEY ASPECTS OF MOTIVATION IN MANAGEMENT

A. Internal Drive: Motivation stems from an inner desire, needs, values, and goals, making it a
psychological process that can't be forced but must be nurtured, according to [Link] and
Geeks for Geeks.
Action-Oriented: It's about moving people to act and continue acting enthusiastically towards
desired outcomes, as defined by this MBA Knowledge Base article and this [Link] article.
Manager's Role: Managers use motivational techniques (like rewards, recognition, creating
meaning, or ensuring fair treatment) to align employee efforts with organizational goals, notes this
Indeed article and this [Link] article.
Two Types of Motivation in management:
Intrinsic Motivation: Comes from personal interest, satisfaction, or values in the work itself,
explains Team starter. Example: Feeling proud after completing a challenging project.

50
B. Extrinsic Motivation: Driven by external factors like salary, bonuses, or recognition, according
to Team starter.
In essence, motivation in management is the art and science of activating, directing, and sustaining
employees' efforts to achieve shared goals, fostering a productive and positive work environment,
notes this MBA Knowledge Base article and this Indeed article. Example: Receiving Employee of
the Month award.

IMPORTANCE OF MOTIVATION IN MANAGEMENT

i. Improves Productivity: Motivated employees are more focused and willing to give extra
effort.
ii. Enhances Job Satisfaction: Motivation increases morale, reducing absenteeism and
turnover.
iii. Encourages Initiative and Creativity: Motivated employees are more likely to suggest new
ideas and take ownership of their work.
iv. Helps Achieve Organizational Goals: Motivation aligns individual goals with company
objectives.
v. Reduces Conflict: A motivated workforce is usually more cooperative and harmonious.

THEORIES OF MOTIVATION IN MANAGEMENT

Here are some key theories managers use:
[Link]’S HIERARCHY OF NEEDS
Employees have 5 levels of needs:
i. Physiological (salary, food, sleep, water)
ii. Safety (job security, protection)
iii. Social (friendship, teamwork)
iv. Esteem (recognition, confidence, respect)
v. Self-actualization (personal growth, achievement, reaching full potential)
Managers motivate employees by addressing these needs.
➡ Basic needs must be met before higher ones matter.
1. DRIVE REDUCTION THEORY
We are motivated to reduce discomfort.
Example: Hunger makes you eat; thirst makes you drink.
2. INCENTIVE THEORY
Behavior is driven by rewards or avoiding punishment.
51
Example: Studying to get good grades.
3. INTRINSIC VS EXTRINSIC MOTIVATION THEORY
Intrinsic: Motivation from within (enjoyment, interest)
Example: Drawing because you love it
Extrinsic: Motivation from outside (rewards, grades)
Example: Studying for a prize
4. ACHIEVEMENT MOTIVATION THEORY
Focuses on the desire to succeed and avoid failure.
Some people are motivated by achievement, others by fear of failure.
5. VROOM'S EXPECTANCY THEORY:
Motivation depends on the belief that effort leads to performance, performance to rewards,
and rewards are valuable (Expectancy x Instrumentality x Valence).
6. GOAL-SETTING THEORY (LOCKE):
Specific, challenging goals with feedback lead to higher performance.
7. EQUITY THEORY (ADAMS): Employees compare their input/output ratio to others
and seek fairness.
8. REINFORCEMENT THEORY (SKINNER): Behavior is a function of its
consequences (rewards, punishments).

9. SELF-DETERMINATION THEORY (SDT): Emphasizes intrinsic motivation from

autonomy, competence, and relatedness.

10. HERZBERG’S TWO-FACTOR THEORY

Hygiene factors: Salary, working conditions, job security (prevent dissatisfaction)
Motivators: Recognition, responsibility, growth opportunities (increase satisfaction)

11. MCGREGOR’S THEORY X AND THEORY Y

Theory X: Assumes employees are lazy → need strict supervision
Theory Y: Assumes employees are motivated → allow autonomy and responsibility
Vroom’s Expectancy Theory
Motivation depends on:
Expectancy (belief that effort leads to performance)
Instrumentality (belief that performance leads to reward)
Valence (value of reward to the employee)

52
WAYS MANAGERS CAN MOTIVATE EMPLOYEES
[Link] Rewards: Bonuses, incentives, pay raises.
2. Recognition: Praise, awards, “employee of the month.”
3. Career Development: Training, promotions, growth opportunities.
4. Good Work Environment: Supportive culture, teamwork, comfortable workplace.
5. Autonomy & Responsibility: Let employees make decisions and take ownership.
6. Goal Setting: Clear, achievable, and challenging goals to keep employees engaged.

EFFECTIVE MOTIVATION TECHNIQUES FOR ACHIEVING YOUR GOALS

Effective Management motivation techniques involve a blend of intrinsic and extrinsic rewards,
focusing on clear goals, recognition, development, and a positive environment, including setting
SMART goals, offering financial/non-financial incentives, providing growth opportunities, regular
feedback, fostering autonomy, ensuring work-life balance, and celebrating achievements to make
employees feel valued and connected to their work's purpose.
INVOLVES ACTIVITIES LIKE:
I. Recognition & Rewards (Extrinsic)
II. Praise & Validation: Offer immediate, specific positive feedback for good work.
III. Incentive Programs: Use bonuses, profit-sharing, extra time off, or public recognition.
IV. Rewards for Milestones: Celebrate small wins to maintain momentum on long projects.
V. Training: Offer personal enrichment courses and skill development.
VI. Mentorship: Implement programs to guide and encourage employees.
VII. Challenging Work: Design roles with variety, responsibility, and purpose.
VIII. Environment & Culture (Intrinsic/Extrinsic)
IX. Positive Culture: Build trust, support, and open communication.
X. Work-Life Balance: Promote flexibility and manageable workloads.
XI. Autonomy: Give employees ownership and control over their work.
XII. Feedback: Encourage open-door policies and regular, two-way feedback.
XIII. Goal Setting & Alignment (Intrinsic)
XIV. Clear Goals: Set specific, measurable, achievable, relevant, and time-bound (SMART)
goals.

Its Application in Management

53
 Managers use these theories to design jobs, set goals, provide feedback, and create a positive
culture by understanding if employees are driven by money (incentives), recognition, growth, or
feeling part of a team, notes this page from Indeed and this page from Atlassian.

SELF ASSESSMENT QUESTIONS:

Give an explanatory meaning on the following terms:
1. Motivation
2. Motivation techniques
3. Self determination theory

Recommended Readings

Bakhda, S. (2004). Management and evaluation of schools. Nairobi: Oxford University Press.
Cohen, L., Manion, L., Morrison, K. (2010). A guide to teaching practice, 4th edition. London:
Routledge. Chapter 14 (pgs 331-383).
Isabu, M. O. (2017). Causes and management of school related conflict. African Educational
Research Journal, 5(2): 148-151.
Mbiti, D. M. (2007). Foundations of school administration, revised edition. Nairobi: Oxford
University Press.
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing
time and space, student behavior, and instructional strategies . ASCD.

54
Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: Teaching
self-control and responsibility. Sage.
Shodiq, S. (2019). Student Management: A Philosophy of Contemporary Islamic
Education. Journal of Education, Teaching and Learning, 4(2), 314-320.
Surya, P. (2011). Educational management: handbook for school of education
students. Yogyakarta State University.
UNESCO (2005). School management: a training manual for educational management. UNESCO
International Institute for Capacity Building in Africa.
Wango, G. (2009). School administration and management: quality assurance and standards in
schools. Nairobi: The Jomo Kenyatta Foundation.

55
 COMENIUS POLYTECHNIC INSTITUTE (CPI)

“Education for Development”

DEPARTMENT OF BUSINESS AND SOCIAL STUDIES

ASSESSMENT PLAN

FIRST SEMESTER, ACADEMIC YEAR 2025/2026

MODULE CODE: EDT05102

MODULE NAME: PRINCIPLES OF MANAGEMENT AND ADMINISTRATION

TOTAL CREDITS: 11

AWARD: TECHNICIAN CERTIFICATE IN EDUCATIONAL MANAGEMENT AND

ADMINISTRATION (NTA LEVEL 5)

INTRODUCTION

This assessment plan has been prepared by the Comenius Polytechnic Institute for the
module named Principles of Management and Administration to enable the candidate to use
skills and knowledge in repeated tasks/ activities under close supervision.

56
 The assessment plan was submitted on 5TH January, 2025 to be implemented in the Academic
Year 2025/2026 for students at NTA Level 5 (Technician Certificate in Educational
Management and Administration). The course is designed within the requirements of
Competence-Based Education and Training (CBET) as per NACTE guidelines.

ENABLING OUTCOMES AND SUB ENABLING OUTCOME

1.1. Apply principles, theories, 1.1.1 Analyze principles of management

practices and change of 1.1.2 Analyze the theories and practices of
educational management in educational management
managing educational 1.1.3 Describe the management change in
institutions. educational organization

SPECIFICATION OF COMPETENCES

Competenc
e to be 18
Assessed
N
Sub-enabling outcomes and related tasks
o.
Understandi

Assessment
Continuous
Knowledge

attributes

Semester
provided
Wider

under

Exam
Skill

and
ng

C
1.2.1 Use best management practices to facilitate SE
A
effective management in contemporary
educational organization.

 List the management practices

 Explain each of the practices of

management

 Outline the application of practices of

management in contemporary
educational organization

57
 1.2.2 Apply management principles to perform
leadership operations

 List the management principles

 State each of the management

principles

 Explain the application of management

principles to perform leadership
operations

1.2.3 Apply motivation techniques to enhance

effective educational management

 Define: motivation,

 motivation techniques

 Outline types of motivation

 Identify motivation techniques

 Explain motivation techniques to

enhance effective educational
management

 Explain the importance of motivation

to enhance educational management

a) Assessment will be based on the following assignments and weights:

Written tests 20%
Individual assignment 10%
Group assignment 05%
Portfolio 05%
Semester exam 60%
58
b) The pattern of the examination paper with marks distribution:

Type of No. of Marks/quest Total

question questions ion Marks
Short 6 6 36
Response
Extended 2 12 24
Response
Total 6 60

c) The duration of the examination will be 2½ hours.

Recommended books:

Bush, T., Les Bell, and David Middlewood. (2010). The Principles of Educational Leadership and
Management. Thousand Oaks, CA: Sage Publications Inc.
Core, G. A. (2004). Management Theory and Practice. Book Power.
Dembowski, F. L. et al. (2008). Educational administration: The roles of leadership and
management. New York, NY: National Council of Professors of Educational Administration
(NCPEA).

Felicien, A., Andimignon, M., & Jawawi, R. (2013). Foundations of Educational Leadership Course
Guide. Buranby, BC: Commonwealth of Learning.

Jones, T. (2009). Organisation Theory, Design, and Change, 6th Edition. Prentice Hall.

Sindhu, I. S. (2012). Educational administration and management. Pearson, India.

Stillman, R. (2009). Public Administration: Concepts and Cases, 6th Edition. Wadsworth: Cengage
Learning.

Tony, M. (2011). Principles of Management, 2nd Edition. Ashgate.

UNESCO (2005). School excellence: a training manual for educational management. UNESCO
International Institute for Capacity Building in Africa.

59