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School Management And Administration Is One Of The Famous Books. This Book Will Clearly Explain About School Administration And Educational Management To Institutional Planning For Those Who Are In The Field Of Any Type Of Studies And Education.
School Management And Administration Book Was Written By S. K. Kochhar. S. K. Kochhar Was One Of The Very Popular Authors. Educational Management Is A Field Of Study And Practice Concerned With The Operation Of Educational Organizations. Educational Management Is Centrally Concerned With The Purpose Or Aims Of Education.
These Purposes Or Goals Provide The Essential Sense Of Direction To Underpin The Management Of Educational Institutions. This Wonderful Book Also Prepares For Those Readers Who Face The New Challenges Of The Twenty-first Century In The Areas Of Educational Administration And Management.
“For All Those Who Are In The Field Of Education This Book Will Clearly Explain About School Administration And Educational Management To Institutional Planning. Is Also Prepares The Reader To Face The New Challenges Of The Twenty-first Century In The Areas Of Educational Administration And Management. The Well-defined Roles Of The Headmaster, Teacher And Pupil And The Elements That Go Into Making A School Like The Library, Office Etc.
Makes The Book As A Good Guide For Those Who Want To Start A School. The Book Is Also Comprehensive In Defining The School Curriculum And The Entire Internal Organizational Structure And Function Of A School Keeping In Mind The Socialistic Traditions Of Our Nation. Health Is Wealth, As They Say; Therefore, The Book Explains The Physical Education Aspect Of A School Student With Emphasis On Yoga. Contents: Unit I Administration And Management
Educational Administration • Educational Management • Educational Administration In Independent India • Nature, Objectives And Scope Of Educational Administration • Institutional Planning • The Educational Ladder • Inspection And Supervision • Communication In Educational Administration • Management Of School And Approaches Of Management • Central And State Agencies Of Education • The Present Pattern Of Education 10+2+3 • Educational Administration And Management: New Challenges Of The Twenty-first Century • Unit Ii Major Components Of School Management
School Management • Role Of The Headmaster • Role Of The Teacher • The Pupils • Unit Iii School Plants • School Building And Furniture • The School Farm And The Workshop • The School Office • The School Library • The School Exhibition And Museum • The School Hostel • Unit Iv Internal Organisation • Curriculum Construction • Co-curricular Activities • The School Timetable
Homework • Discipline In School • Student Government In School • Guidance Programme In School • Evaluation • Accountability In School Education • Unit V Social Aspects Of School • School And Home • Unit Vi Health Education • The School Physical Education Programme • Yoga For Educational Institutions “
1.1 Concept of Educational Management
The origin of development of educational management as a field of study began in the United States in the early part of the 20th century. Development in the United Kingdom came as late as the 1960’s Herding wrote a Practical handbook of School Management by Teachers.
(1) Some General Principles of Management Applied to the Problems of School System Franklin Bobbit of the University of Chicago published an article in 1913. (2) Jesse Newton published Educational Administration as a Social Policy (1934). (3) Koopman et.al, wrote Democracy in School Administration (1934).
Meaning of Educational Management
Educational management operates in educational organizations. As Tony Bush (1986), puts it, “Most of the definitions of educational management which have been offered by writers are partial because they reflect the particular sense of the author. Those which attempt a broader approach are often bland.”
“School management, as a body of educational doctrine, comprises a number of principles and precepts relating primarily to the technique of classroom procedure and derived largely from the practice of successful teachers. The writers in the field have interpreted these principles and precepts in various ways, usually be a reference to larger and more fundamental principles of psychology, sociology and ethics.” -Paul Monroe : (1913)
“Management implies an orderly way of thinking. It describes in operational terms what is to be done, how it is to be done, and how we know when we have done it. Management is not an arcane mystique. It is a method of operation. Good management should result in an orderly integration of education and society -Shelley Umana : (1972)
1.2 Need of Educational Management
While writing about the purpose of educational management Kandel says, “Fundamentally the purpose of educational management is to bring pupils and teachers under such conditions as well as more successfully promote the ends of education. “Sir Graham Balfour writes very aptly, “the purpose of educational management is to enable the right pupils to receive the right education from the right teachers, at a cost within the means of the state, which will enable pupils to profit by their learning.
In a democratic country like ours, educational management is a necessity. Some suitable, stable elements are properly motivated and organised in the machinery becomes necessary to withstand and survive the changes and upheavals caused because of changes in Governments. Superior educational management in fact is so basic to the satisfactory functioning of democracy.
Errors of judgement can be retrieved in a farm or factory but these can be fatal when we are concerned with
the moulding of ideas and values of society. An efficient and sound system of educational management is, in fact, the basis of a good democracy.
1.3 Nature of Educational Management
It is the management of educational institutions to foster teaching and learning. As a field of practice, it has some aspects in common with other fields of management, such as public administration, hospital administration and business management. As a field of study emerged first at the Teacher’s Training College of Columbia University and was followed shortly by the graduate programme of Stanford University, University of Chicago and other institutions in the U.S.A. Indian Universities had their place only in the 1670s.
Since the 1950s educational tradition has become a field of study in its own right. As an applied field it has much in common with other applied fields such as medicine, engineering, etc. It builds upon psychology, sociology, economics, political science and other behavioural sciences. For the past twenty to thirty years emphasis has increased on the development of theory and research in educational management. Also has increased understanding of educational Notes organization and the people working in them yet, there is much to be achieved.
The terms educational management and educational organization are frequently used in place of educational management.
(1) Dynamic Function
As a dynamic function, educational management has to be performed continuously, in an ever-changing environment. It is constantly engaged in the moulding of the enterprise. It is also concerned about the alternation of the environment itself so as to ensure the success of the enterprise. Thus, it is a never-ending function.
The school management must not be a bundle of theoretical principles but must provide practical measures to achieve the desired objectives Whatever the objective that is decided must be made achievable and practicable to avoid frustration.
(3) Distinct Process
Management is a distinct process to be performed to determine and accomplish stated objectives by the use of human beings and other resources. A different form of activities, techniques and procedures, the process of management consists of such functions as planning, organizing staffing, directing, coordinating, motivating and controlling.
(4) Needed at All Levels of the Organization
According to the nature of the task and the scope of authority, management is needed at all levels of the organization, e.g. top level, middle level and supervisory level. Like the executive, the lowest level supervisor has also to perform the function of decision-making in one way or another.
(5) System of Authority
Authority to get the work accomplished from others is implied in the very concept of management since it is a process of directing men to perform a task. Authority is the power to compel men to work in a certain manner. Management cannot work in the absence of authority since it is a rule-making and rule-enforcing body.
There is a chain of authority and responsibility among people working at different levels of the organization. There cannot be efficient management without well-defined lines of command or superior-subordinate relationships at
various levels of decision-making.
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