What is Educational/School Management ?

1. What is Educational/SchoolManagement ?

2. Learning OutcomesConcepts & Models of Educational Administration • Students are able to: • Explain concepts pertaining to educational administration/management • Explain the importance of balancing managerial and leadership behaviors • Elaborate the process of administration • Utilizing organizational framework to explain the process of management • Explain the limitation of bureaucracies and scientific assumptions in managing an educational institution

3. Administration • Administration is a process concerned with planning, organizing, coordinating and controlling resources within an integrated system designed to accomplish predetermined objectives (Henri Fayole, 1949) • Educational administration is a discipline within the study of education that examines the administrative theory and practice of education in general and educational institutions and educators in particular. The field ideally distinguishes itself from administration and management through its adherence to guiding principles of educational philosophy. (Wikipedia)

4. National Key Result Areas NKRA(Bidang Keberhasilan Utama) • Reducing crime • Fighting corruption • Improving student outcome • Raising living standard of low-income households • Improving rural infrastructure • Improving urban public transport

5. Five Systems Aspirations of theMalaysian Education System • Access • Quality • Equity • Unity • Efficiency

6. Education NKRA • The four (4) thrusts: • 72% enrolment across 4+ and 5+ cohorts by 2010 • 90% literacy and numeracy by 2010 (LINUS screening Literacy and Numeracy Screening) • Target of 20 HPS (High Performing Schools) by 2010 • 2% of principals rewarded by 2010

7. Where Are WE? • PISA: Program for International Student Assessment • TIMSS: Trends in International Mathematics and Science Study

8. PISA 2009+ Ranking(Program for International Student Assessment) • Reading 1 Shanghai-China 2 Korea 3 Finland 5 Singapore 18 UK 53 Thailand 55 Malaysia 62 Indonesia

9. Mathematics 1 Shanghai-China 2 Singapore 3 Hong Kong 4 Korea 5 Taiwan 52 Thailand 57 Malaysia 68 Indonesia

10. Science 1 Shanghai-China 2 Finland 3 Hong Kong 4 Singapore 5 Japan 51 Thailand 52 Malaysia 66 Indonesia

11. 11 Shifts of Malaysian Education Blueprint(2013 – 2025) • Provide equal access to quality education of international standard • Ensure every child is proficient in Bahasa Malaysia and English Language • Develop values-driven malaysians • Transform teaching into the profession of choice • Ensure high performing school leaders in every school

12. Empower JPNs. PPDs, and schools to customise solutions based on needs • Leverage ICT to scale up quality learning across Malaysia • Transform ministry delivery capabilities and capacity • Partner with parents, community, and private sector at scale • Maximise student outcomes for every ringgit • Increase transparency for direct public accountability

13. Pelan Pembangunan Pendidikan Malaysia(2013 - 2025) • 11 Anjakan: • Menyediakan kesamarataan akses kepada pendidikan berkualiti bertaraf antarabangsa • Memastikan setiap murid profisien dalam bahasa Malaysia dan bahasa Inggeris • Melahirkan rakyat Malaysia yang menghayati nilai • Transformasi keguruan sebagai profesion pilihan • Memastikan pemimpin berprestasi tinggi ditempatkan di setiap sekolah

14. Mengupaya JPN, PPD dan sekolah untuk menyediakan penyelesaian khusus berasaskan keperluan • Memanfaatkan ICT bagi meningkatkan kualiti pembelajaran di sekolah • Transformasi kebolehan dan keupayaan penyampaian pendidikan • Bekerjasama dengan ibu bapa, komuniti dan sektor swasta secara meluas • Memaksimumkan keberhasilan murid bagi setiap ringgit • Meningkatkan ketelusan akauntabiliti awam

15. Phases of Transformation • Wave 1 (2013-2015) Turn around system by supporting teachers and focusing on core skills Key outcomes: 100 students literate in BM and numerate after 3 years of schooling 92% preschool, 98%primary, 90% lower secondary, 85% upper secondary enrolment 25% reduction in the urban-rural gap • Wave 2 (2016 – 2020) Accelerate system improvement Key outcomes: Malaysia’s performance at par with average at the next TIMSS and PISA cycle 100% preschool to lower secondary enrolment 90% upper secondary enrolment

16. Wave 3 (2011 – 2025) More towards excellence with increased operational flexibility Key outcomes: Malaysia’s performance on TIMSS and PISA in top third of systems Maintain and improve enrolment Maintain or improve urban-rural gap, 50% reduction in the socio-economic and gender gaps

17. Current Scenario • Currently there are 325,000 children aged 5 and 6 yrs either not attending pre-school at all or attending non-registered pre-schools • No of students who have not reached targeted literacy standard by end of year One (2008) :54,272/13% • Numeracy standard by year four (2008): 117,024 (24%) • Ratio of remedial teachers to schools from 1:1 to 1:15

18. High Performing Schools • Excellent academic achievement • Towering personalities • National and International awards • Linkages with institutions of higher learning • Strong network with other local and international schools, community, public and private organizations • Nationally and internationally benchmarked

19. Effective School Leaders • Instructional leadership • Primary change agents • Create a orderly and safe environment (An improvement of 1 Standard Deviation in leadership quality improves student achievement 10 percentile points)

20. Among The Stakeholders Schools Students Teachers Preschools 163,746 Elementary 7,695 2,899.228 230,449 Secondary 2,248 2,344,891 175,267 Jumlah 9,843 5,407.865 405,716

21. According to Cunningham and Cordeiro (2000) administration is divided into two major areas of responsibility, namely: Leadership Management

22. Leadership is: The process of influencing group activities toward the achievement of goals Influencing, guiding in direction, course, action and opinion Effective influence Building cohesive and goal-oriented teams Persuading others to sublimate their own self interests and adopt the goals of a group as their own Persuading other people to set aside … their individual concerns and to pursue a common goal that is important for the … welfare of a group (Bass & Stogdill, 1990)

23. Management • Leading is guiding improvement and infusing an organization with meaning and purpose • Management is involved with steward-ship and accountability for all types of resources (Cunningham and Cordeiro, 2000) • Management also focuses on implementing routines in an organization and ensuring its smooth operation. • Doing the right things vs. Doing things right (Peter Drucker, 1954) • You manage within a paradigm you lead between paradigms (Joel Barker, 1992)

24. Management is efficiency in climbing the ladder of success; Leadership is about determining whether the ladder is leaning against the right wall (Your thoughts!) • This indicates that management is about accomplishing tasks, whereas leadership is about perception, judgment, skill and philosophy

25. Loose Coupling • Loose coupling • “Educational Organisations as Loosely Coupled Systems” (Weick 1976) The school organization as a combination of loosely coupled system The elements of an educational organization are frequently only loosely coupled together. Karl Weick (1976) suggests that the subsystem (elements) are responsive to each other but that each still preserves its own identity and its own physical and logical separateness.

26. Five Functions and Two Dimensionsof Principalship • The five functions: Curriculum development (Internal) Instructional improvement (Internal) Student services (Internal) Financial and facility management (Internal) Community relations (External) • Two dimensions Managerial behaviors Leadership behaviors (Larry Hughes and Gerald Ubben, 1989) Implications?

27. The Organizational Iceberg • Formal Stated goals Written objectives Policies and procedures Job descriptions

28. Informal Individual needs, desires, feelings Differences in ideas about roles and missions Power and influence patterns Competitions and alliances Views of relevance and importance of work Feelings of trust and confidence Individual values Skills and abilities (Hughes and Ubben, 1989)

29. Pengurusan • Pengurusan mencakupi bagaimana sumber-sumber seperti kewangan, manusia dan alat digembeleng dan digunakan untuk mencapai matlamat organisasi. Ia juga tertumpu kepada isu-isu berhubung dengan tingkah laku ahli organisasi iaitu bagaimana motivasi, sikap, kepakaran dan daya ahli-ahli itu dipertingkat supaya organisasi tersebut mencapai tahap prestasi yang dikehendaki (Shukur, 1988)

30. Functions of Administration • Plan • Organize • Direct • Coordinate • Control/evaluate

31. Demands, Constraints, Choices • Demands: Things that principals must do. Determined by: school outcome specifications, legal requirements, rules and regulations, and etc. • Constraints: Determined by norms and values that exist in school/community, availability of human and material resources, and etc. • Choices: Opportunities to do the same things differently and to do other things that are not required or prohibited. Rosemary Stewart 1982

32. Minzberg 10 Managerial Roles • Interpersonal: Figurehead role Leader role Liaison role • Informational: Nerve center role Disseminator role Spokesman role • Decisional role: Entrepreneur role Disturbance handling role Resource allocator role Negotiator role

33. Process of Administration P Planning O Organizing S Staffing D Directing Co Coordinating R Reporting B Budgeting Luther Gulick (1937)

34. Conceptual Framework andSchool Organization • Classical Theory Division of labour Span of control Hierarchy Goal definition Extrinsic rewards Formal rules

35. Social System Human relations Informal groups Peer pressures Intrinsic rewards Psychological needs • Open System Theory Input-output Cycle of events Environmental exchanges Information theory

36. Bureaucratic Administration • Hierarchical structure • Division of labor • Control by rules • Impersonal relationships • Career orientation • According to Weber, these principles should lead an organization toward higher levels of maximum efficiency

37. Scientific ManagementFrederick Taylor (14 Point) • Efficiency is measured solely in terms of productivity. • Human beings are assumed to act rationally: Important considerations in management are only those which involve individuals and groups of individuals heading logically toward their goals. • Members need detailed guidance from their superiors therefore they do not value the freedom of determining their own approaches to problems. • Clear limits to jobs need to be defined and enforced • It is possible to predict and establish clear-cut patterns of future activities and the relationships among activities.

38. 6. Human beings prefer the security of a definite task 7. Management involves primarily the formal and official activities of individuals 8. The activities of a group should be viewed on an objective and impersonal basis without regard to personal problems and characteristics 9. Workers are motivated by economic needs 10. People do not like to work, therefore should be supervised closely

39. 11. Coordination should be planned and directed from the top 12. Authority has its source at the top of a hierarchy and is delegated downward 13. Simple tasks are easier to master therefore a narrow scope of activity is more preferable. 14. Managerial functions have universal characteristics

40. Formal and InformalOrganization • Formal organization (Organizational Iceberg): Authority Formal structure Rules, roles, span of control Standard Operating Procedures Division of labor Channels of communication Chain-of-command

41. Informal organization: Coalitions, psychological needs, power, informal leadership, conflict, grapevine, morale, informal norms, sentiment, social codes, loyalty, multiple perspectives, friendship bonds, personal goals, emotional feelings, risk-taking behavior School administrators/managers who do not understand how the informal organization operates in their schools are in real trouble!

42. The Limits of TraditionalManagement Theory • The usefulness of this theory ends • where nonlinear conditions begin • Loosely structured conditions begin • The goal is to bring about extraordinary commitment and performance

43. Nonlinear conditions: Dynamic environments Loose management connections Tight cultural connections Multiple and competing goals Unstructured tasks Competing solutions Difficult-to-measure outcomes Unsure operating procedures Indeterminate consequences of actions Unclear and competing lines of authority

44. Loosely structured conditions One noticeable example is the connection of teachers to rules Schools are managerially loose but culturally tight • Ordinary and extraordinary commitment and performance A fair day’s work for a fair day’s pay? Reasons for such phenomena: The theory is based on authority The theory is based on standardization and routinization

45. NASSP Research onSuccessful School Administration • The ability to: 1. Plan and organize work 2. Work and lead others 3. Analyze and solve problems 4. Communicate orally and in writing 5. Perceive the needs and concerns of others 6. Perform under pressure Condensed from the 12 discrete skills

46. Tugas Utama Pengetua/Guru Besar • Pengurus kurikulum (ikhtisas) • Pembangunan diri pelajar • Pengurusan dan pembangunan Pelajar Pengurusan personel Kewangan Kemudahan fizikal • Pembangunan organisasi dan diri • Pembangunan kendiri

47. Skills needed • Leadership • Problem analysis • Decision making • Implementing • Delegation • Supervising and motivating • Interpersonal sensitivity • Oral and written communication • Research measurement evaluation • Legal, policy and political applications • Public relations • Technology

48. Operational Areas • Curriculum and instruction • Human resource development • Finance • Research and development • Business and logistics • Physical plant • Pupil personnel

49. Ethical standards • Honesty • Integrity • Promise keeping • Fidelity • Fairness • Concern for others • Respect for others • Law abiding/civic duty • Pursuit of excellence • Personal accountability

50. Interstate School Leaders Licensure Consortium(ISLLC) Standards for School Leaders • A school administrator is an educational leader who promotes the success of all students by: Standard 1: Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community Standard 2: Advocating, nurturing, and sustaining a school culture and an instructional program conducive to student learning and staff professional growth