EDA 811: Concepts and Theories of Educational Administration and Planning PDF

NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF EDUCATION COURSE CODE: EDA 811: COURSE TITLE: CONCEPT AND THEORIES OF EDUCATIONAL ADMINISTRATION AND PLANNING INTRODUCTION EDA 811: Concepts and theories of Educational Administr...

NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF EDUCATION COURSE CODE: EDA 811: COURSE TITLE: CONCEPT AND THEORIES OF EDUCATIONAL ADMINISTRATION AND PLANNING INTRODUCTION EDA 811: Concepts and theories of Educational Administration and Planning is a first semester year one, two credit, and 700 level Core Course. It will be available for all students offering M.ED Administration and Planning. It will also be suitable as ‘One-of” course for anyone who does not intend to complete a National Open University of Nigeria (NOUN) qualification, but wants to learn the Concepts and theories of Educational Administration and Planning course. This course will expose you to an understanding of many of the Concepts and Theories in Educational Administration and Planning. It will assist you to be able to apply these theories to the tasks and roles that you perform as School heads and Administrative Executives in the educational setting. The course will consist of 19 units which includes Course Guide, definition of Administration, concept of importance of motivation and communication in and administration, meaning and classification of organizations, Theories and Administration, Decision making, School Organization, Administration, Exercise of Power, Authority, Responsibility and Delegation, Administration and Student Services, Discipline and Students Control, School Community relations, Educational Planning, its approaches methodologies and tools and the practice and applications of all these to the educational setting in Nigeria. This Course Guide tells you briefly what the course is about, what course materials you will be using and how you can work your way through these materials. It suggests some general guidelines for the amount of time you are likely to spend on each unit of the course in order to complete it successfully. It also gives you some guidance on your tutor-marked assignments, which will be made available in the assignment file. There are regular tutorial classes that are linked to the course. You are advised to attend these sessions. WHAT YOU WILL LEARN IN THIS COURSE The overall aim of EDA 811; Concepts and Theories of Educational Administration and Planning is to introduce specific definitions, and acquaint you with the important concepts in Educational Administration and Planning. The context in which Administration is been practiced will also be explained. The organization which forms the bedrock of any administrative practice will be examined, the types of organizations, principles of organization, techniques in organization and organizational conflict. The historical trends in the development of Administration, highlighting the theories in the areas of personnel management, bureaucracy, scientific management and human relations. These developments later found relevance in the area of education. The understanding of these Concepts and Theories in Educational Administration; and planning is vital because it serves as a framework for the practice of Administration and the planning of educational programmes and other school activities. From time to time the Educational Administrator needs to make decisions, which will interpret the policies and programmes of the educational system in the country. During this course, you will learn about the school as an organization, school administration which will spell out the task and roles of the administrator, including the control of student services, and the type of relationships that the Administrator needs to cultivate with the students, parents and the community at large. The course will also expose you to an understanding of the concept of planning in Education, the various approaches to educational planning such as social demand approach, manpower approach, and cost-benefit approach. These are approaches that are applicable to educational planning worldwide. Specific reference will be made to the relevance of these approaches for meaningful educational development. You will also learn the methodologies of planning education. The actual process of planning within the Nigerian context will be broadly spelt out. This course will also refresh your knowledge on organizational structure of Education in Nigeria, the management and control of education. Finally you will learn to examine the tasks and challenges that are ahead of future Educational Administrators. COURSE AIMS The aim of the course can be summarized as follows: this course aims to give you an understanding of the meaning of the various concept of administration and planning. The theories underlying the study of administration the practice of administration with the help of such instrument like decision making, discipline and control of students, staff meeting and the use of authority, power, responsibilities and delegation. The structure in which all these administrative functions will find expression will also be explained. This will be achieved by aiming to: Introduce you to the definition and meaning of the concept and theories of Educational Administration and Planning. Describe the various classifications of organizations and the principles underlying its practice. Outline the methods and tools employed, in decision making in an organization Explain the practice of School Administration as its concerns both the students, staff, parents and community as a whole. Describe the concept of Educational Planning and its techniques and methodologies. Outline the main constraint in Educational Planning. Explain the organization, administration and control of education in Nigeria. COURSE OBJECTIVE To achieve the aims set out, the course sets overall objectives. Each unit also has specific objectives. The unit objectives are always included at the beginning of a unit; you should read them before you start working through the unit. You may want to refer to them during your study of the unit to check on your progress. You should always look at the unit objectives after completing a unit. In doing so you will be sure that you have followed the instructions in the unit.  Below are the wider objectives of the course as a whole. By meeting these objectives you should have achieved the aims of the course as a whole. On successful completion of the course you should be able to: 1. Define the concept of Administration. 2. Describe who is an Administrator. 3. Explain the meaning of Educational Administration. 4. Explain the term organization. 5. Differentiate between formal and informal organizations. 6. Specify the principle of organization. 7. Explain the scientific management theory. 8. Describe the human relations theory. 9. Discuss the Behaviouralist/Rationalist approach to administration. 10. Explain the theories of bureaucracy. 11. Describe the theory and process of decision making in administration. 12. Explain the meaning of School Administration. 13. Discuss the task and roles of the principal. 14. Explain the application of Administrative instrument such as authority, power, responsibility and delegation. 15. Discuss the administration of student services, control and discipline in schools. 16. Define the concept of Education Planning. 17. Describe the three major approaches to planning. 18. Explain the constraints of Educational Planning. 19. Discuss the models of planning. 20. Specify the importance of each model of educational planning. 21. Discuss the organization and administration of the educational system in Nigeria. 22. Explain the organizational structure of the Ministries of Education in Nigeria. 23. Specify the various levels of educational control in Nigeria. 24. Identify the Federal and National Educational Agencies. 25. Discuss the foreign and International bodies concerned with educational development in Nigeria. 26. Discuss the task and challenges ahead of future Educational Administrators and Planners. WORKING THROUGH THIS COURSE To complete this course you are required to read the study units, read set books and read other materials provided by the National Open University of Nigeria (NOUN). Each unit contains self- assessment exercises, and at points in the course you are required to submit assignments for assessment purposes. At the end of the course, is a final examination. The course should take you about 17 weeks in total to complete. Below you will find listed all the components of the course, what you have to do and how you should allocate your time to each unit in order to complete the course successfully on time. COURSE MATERIALS Major components of the course are: Course Guide Study Units References Assignment file Presentation Schedule. STUDY UNITS The study units in this course are as follows: Course Guide Unit 1: The nature and purpose of Administration. Unit 2: Principles and Practice in Organizations. Unit 3: Historical trends in the development of Administration. Unit 4 : Classical Organizational thought and the Scientific Management Movement. Unit 5 : The Human Relation Movement. Unit 6 : The Behaviouralist/Rationalist perspective in Administration. Unit 7 : Theories of Bureaucracy. Unit 8: Concepts and theory of decision making in Administration. Unit 9: The School as an organization. Unit 10: Administration and control of student services. Unit 11: School Community Relations in Administration. Unit 12: Introduction to the Concept of Educational Planning. Unit 13: Approaches to Educational Planning. Unit 14: Education Planning process. Unit 15: Management and Planning Models for Educational System in Nigeria. Unit 16: The organizational Structure of the Education in Nigeria. The first two units explain the important terms and concepts in administration, specifying the place of educational administration and the context in which administration is been practiced that is in an organizational setting. The two types of organization were identified and the principles behind them explained. The next five units gives a historical trend of the development of administration and highlights the four major developments of theories in the areas of Personnel Management Scientific Management, Human Relations Movement and Bureaucracy. The next four units explains the actual practice of administration in the School system, using such concepts as decision making, control coordinating and managing of student services including the School community relations. This was followed with four other units, which tend to describe the concept of planning, the approaches, the process and the models for Educational Planning. The last three units explained the applicability of the various concepts and theories that have been studied with specific reference to what an offer in the educational system of Nigeria. In addition the task and challenges ahead of future Educational Administration and Planning in Nigeria was discussed. Each study unit consist of one to two weeks work, and includes introduction objectives, reading material, exercises, conclusion, summary, tutor-marked assignments(TMAs) and marking scheme, references, further reading and other resources. The units direct your work on exercises related to the required readings. In general, these exercise question you on the material ;you have just covered or required you to apply it in some way and, thereby, help you to gauge you progress and the reinforce your understanding of the material. Together with tutor-marked assignments, these exercises will assist you in achieving the stated learning objectives of the individual units and of the course. ASSIGMENT FILE There are eight assignments in this course. The eight course assignments will cover – 1. Definition of important concepts in Administration and classification of the types of organization (Course Guide Units 1 and 2) 2. The development of Administration and the theoretical foundations of Scientific Movement and the Human Relation Movement (Units 3 - 5) 3. The explanation of the Behaviouralist/Rationalist Movement (Course Guide Unit 6 ). 4. A comparative analysis of the theories of bureaucracy (Course Guide Unit 7). 5. The application of decision making metric to a given school problem (Course Guide Unit 8). 6. An understanding of the concept of School Administration and the various administrative functions of the school head, for effective and efficient management of the school and the community (Course Guide Unit 9, 10 & 11). 7. An explanation of the concept of Educational Planning and its processes (Course Guide Unit 12, 13, & 14).  8. An application of the various planning approaches to educational planning in Nigeria (Course Guide Unit 14 & 15). PRESENTATION SCHEDULE The presentation Schedule included in your course materials gives you the important dates for this year for the completion of tutor-marked assignments and attending tutorials. Remember, you are required to submit all your assignments by the due date. You should guard against falling behind in your work. ASSESSMENT There are three aspects to the assessment of the course: first are self-exercises, second are the tutor-marked assignments; and third, there is a written examination. In tackling the assignments, you are advised to be sincere in attempting the exercises; you are expected to apply information, knowledge and techniques gathered during the course. The assignments must be submitted to your tutor for formal assessment in accordance with the deadlines stated in the Presentation Schedule and the Assignment file. The work you submit to your tutor for assessment will count for 50% of your total course mark. At the end of the course, you will need to sit for a final written examination of ‘three hours’ duration. This examination will also count for 50% of your total course mark. TUTOR-MARKED ASSISGNMENT (TMAs) There are eight tutor-marked assignments in this course. You only need to submit five of the eight assignments. You are encouraged, however, to submit all eight assignments in which case the highest five of the eight marks will be counted. Each assignment counts 10% towards your total course mark. Assignment questions for the units in this course are contained in the Assignment File. You will be able to complete your assignment from the information and materials contained in your reading, references and study units. However, it is desirable in all degree level education to demonstrate that you have read and researched more widely than the required minimum. Using other references will give you a broader viewpoint and may provide a deeper understanding of the subject. When you have completed each assignment, send it together with a TMA (tutor-marked assignment) form, to your tutor. Make sure that each assignment reaches your tutor on or before the deadline given in the Presentation Schedule and Assignment file. If for any reason, you, cannot complete your work on time, contact your tutor before the assignment is due to discuss the possibility of an extension. Extensions will not be granted after the due date unless there are exceptional circumstances. FINAL EXAMINATION AND GRADING The final examination for EDA811 will be of three hours’ duration and have a value of 50% of the total course grade. The examination will consist of questions, which reflect the types of self- testing, practice exercise and tutor-marked problems you have previously encountered. All areas of the course will be assessed. Use the time between finishing the last unit and sitting for the examination to revise the entire course. You might find it useful to review your self-tests, tutor-marked assignments and comments on them before the examination. The final examination covers information from all parts of the Course. COURSE MARKING SCHEME ASSESSMENT MARKS Assignment 1-8 Eight assignments, best five marks of the eight count @ 10% each = 50% of course marks. Final Examination 50% of overall course marks. Total 100% of course marks. Total 1 Course Marking Scheme. COURSE OVERVIEW This table brings together the units, the number of weeks you should take of complete them, and the assignment that follow them. Weeks Assessment (end Unit Title of work activity of unit) Course Guide 1. The nature and purpose of Administration 1 Assignment 1 2. Principles and Practice in Organizations 1 3. Historical trends in the development of 1 Administration 4. Classical Organizational thought and the 1 Assignment 2 Scientific Management Movement 5. The Human Relations Movement 1 Assignment 3 6. The Behaviouralist/Rationalist perspective 1. in Administration 7. Theories of Bureaucracy 1 Assignment 4 8. Concept and theory of decision making 1 Assignment 5 in 9. Administration 1 The School as an organization 10. Administration and Control of Student 1 15. Management and Planning Services 3. Models in 11. School – Community Relations in Educational Educational Planning Planning Process Administration 1 12. Introduction to the concept of Educational 4. Planning Approaches to Educational Planning 1 Assignme nt 6 1 1 Assignme 1 nt 7 1 1 Assignme nt 8  16. The organizational structure of the 1 Education in Nigeria 17. The management and control Education 1 - in Nigeria. - 18. The future of Educational Administration in perspective Revision Total HOW TO GET THE MOST FROM THIS COURSE In distance learning, the study units replace the university lecturer. This is one of the great advantages of distant learning. You can read and work through specially designed study materials at your own pace, and at a time and place that suit you best. Think of it as reading the lecture instead of listening to a lecturer. In the same way that a lecturer might set you some reading to do, the study unit will tell you when to read your other materials. Just as a lecturer might give you an in-class exercise, your study units provide exercises for you to do at appropriate points. Each of the study units follows a common format. The first item is an introduction to the subject matter of the unit and how a particular unit is integrated with the other units and the course as a whole. Next is a set of learning objectives. These objectives let you know what you should be able to do by the time you have completed the unit. You should use these objectives to guide your study. When you have finished the unit you must go back and check whether you have achieved the objectives. If you make a habit of doing this, you will significantly improve your chances of passing the course. The main body of the unit guides you through the required reading from other sources. This will usually be either from a Reading Section of some other sources. Self-test are interspersed throughout the end of units. Working through these tests will help you to achieve the objectives of the unit and prepare you for the assignments and the examination. You should do each self-test as you come to it in the study unit. There will also be numerous examples given in the study units, work through these when you come to them too. The following is a practical strategy for working through the course. If you run into any trouble, telephone your tutor. Remember that your tutor’s job is to help you. When you need help, don’t hesitate to call and ask your tutor to provide it. 1. Read this Course guide thoroughly. 2. Organize a study schedule. Refer to the Course Overview for more details. Note the time you are expected to spend on each unit and how the assignments relate to the tutorials, and the date of the first day units. Important of the Semester will be made available. You need to gather all this information in one information e.g. place, such as your diary or a wall calendar. Whatever method you choose to use, you details of your should decide on and write in your own dates for working on each unit.  3. Once you have created your own study schedule, do everything you can to stick to it. The major reason that students fail is that they get behind with their course work. If you get into difficulties with your schedule, please let your tutor know before it is too late for help. 4. Turn to Unit 1 and read the introduction and the objectives for the unit. 5. Assemble the study materials. Information about what you need for a unit is given in the “Overview” at the beginning of each unit you will always need both the study unit you are working on and one of your references, on your desk at the same time. 6. Work through the unit. The content of the unit itself has been arranged to provide a sequence for you to follow. As you work through the units, you will be instructed to 7. read sections from your other sources. Use the unit to guide your reading. Well before the relevant due date check your Assignment File and make sure you attend to the next required assignment. Keep in mind that you will learn a lot by doing the assignments carefully. They have been designed to help you meet the 8. objectives and the course and, therefore, will help you to pass the exam. Submit all assignments not later than the due date. 9. Review the objectives for each study unit confirms that you have achieved them. If you feel unsure about any of the objectives, review the study material or consult your 10. tutor. When you are confident that you have achieved a unit’s objectives, you can then start on the next unit. Proceed unit by unit through the course and try to face your study so that you keep yourself on schedule. 11. When your have submitted an assignment to your tutor for marking do not wait for its return before starting on the next unit. Keep to your Schedule. When the assignment is returned, pay particular attention to your tutor’s comments, both on the tutor-marked assignment form and also written on the assignment. Consult your tutor as soon as possible if you have any questions or problems. After completing the last unit, review the course and prepare yourself for the final examination. Check that you have achieved the unit objectives (listed at the beginning of each unit) and the course objectives (listed in the Course Guide) TUTORS AND TUTORIALS There are 17 hours of tutorials provided in support of this course. You will be notified of the dates, times and location of these tutorials, together with the names and phone number of your tutor, as soon as you are allocated a tutorial group. Your tutor will mark and comment on your assignments, keep a close watch on your progress and on any difficulties you might encounter and provide assistance to you during the course. You must mail your tutu-marked assignments to your tutor well before the due date (at least two working days are required.). They will be marked by your tutor and returned to you as soon as possible. Do no hesitate to contact your tutor by telephone, e-mail, or discussion board if you need help. The following might be circumstances in which you would find help necessary. Contact your tutor if: You do not understand any part of the study units or the assigned readings. You have difficulty with the self-test or exercise. You have a question or problem with an assignment with your tutor’s comment on an assignment or with the grading of an assignment. You should try your best to attend the tutorials. This is the only chance to have face to face contact with your tutor and to ask questions which are answered instantly. You can raise any problem encountered in the course of your study. To gain the maximum benefit from course tutorials prepare a question list before attending them. You will learn a lot from participating in discussions actively. SUMMARY EDA 811 intends to introduce the concepts and theories of Educational Administration and Planning to you. Upon completing this course, you will be equipped with the basic knowledge of the important concepts and theories in Educational Administration and Planning. You will be able to answer these kinds of questions: What is Administration? Who is an Administrator? What is Education Administration? Why is motivation and communication relevant in Administration? How would you define organizations? How many types of organization exist? What are the principles of organization? How do we explain organizational conflict? What does the scientific management theory stand for? How can we apply human relations theories to Administrative practice? How can we determine the difference between theory X and Y? What impact does the theory of bureaucracy have on the practice of administration? Why do we make decision in schools? What are the functions of the school principal?  How can we differentiate between Authority, Power, Responsibility and Delegation? How do we administer student services? How do we control discipline in school? What impact does guidance and counseling services have on school administration? How do we explain the relationship between the school and the community? What is the meaning of Educational planning? What are the planning processes that you know? What are the planning approaches that you can explain? What are the major planning constraints? How can we overcome these planning constraints? Why do we apply models in planning education? How do we describe the organizational structure of education in Nigeria? Who do we have foreign and international bodies concerned with educational development? What are the task and challenges ahead of Educational Adminsstrators and Planner in Nigeria? Of course the list of questions that you can answer is not limited to the above list. To gain the most from this course you should try to apply the principles and concepts to your every day life and practice of Administration in your organizations. We hope you enjoy your acquaintances with the National Open University of Nigeria (NOUN). We wish you every success in the future. EDA 811: CONCEPTS AND THEORIES OF EDUCATIONAL ADMINISTRATON AND PLANING COURSE DEVELOPMENT Course Developer Dr. (Mrs.) Rosemond B. Ayanniyi Course Writers Dr. (Mrs.) Rosemond B. Ayanniyi Course Coordinator Ajadi Timothy 0 School of Education NOUN V/I Lagos Programme Leader Dr Salawu I. 0 School of Education NOUN V/I Lagos. F71 ;7:;"` 40.1 So, — iai is NATIONAL OPEN UNIVERSITY OF NIGERIA. EDA 811 Concepts and Theories of Educational Administration and Planning Unit 1 The Nature And Purpose Of Administration Table of contents 1.0 Introduction 2.0 Objectives 3.0 The meaning of Administration 3.1 Who is an Administrator? 3.1.1 What is Educational Administration? 3.1.2 The relevance of Motivation and Communications in 4.0 Administration. 5.0 Conclusion. 6.0 Summary 7.0 Tutor-marked Assignment References 1.0 Introduction This unit is the foundation unit to this course and it would expose you to the meaning of the major concepts in Administration. It will also assist you to understand the use and applications of these concepts in the educational setting. 2.0 Objectives By the end of this unit, you should be able to: Define the concept of Administration? Describe who is an administrator? + Explain the concept of Educational Administration and Management? NOUN 3 Concepts and Theories of Educational Administration and Planning EDA 811 3.0 The Meaning of Administration Administration is a social process concerned with identifying, maintaining, motivating, controlling and unifying formally and informally organized human and material resources within an integrate system designed specifically to achieve predetermined objectives. Administration has to do with getting things done with the accomplishment of defined objectives. In prehistoric times it has been discussed that human beings come together for one activity or the other. Such activities became useful and achieved some level of success due to spirit of group work. For example the construction of the Egyptian pyramid indicates that there was recognition for planning, organizing, and controlling of group activities. From this explanation, it should be clear to you that Administration is a social process which can also happen at the level of the family, where the parents and children as a group together makes things to happen. At the village level, communal labour is often employed in other to get things done. For instance, the building of Commmunity Schools is carried out by the members of the community with the assistance of government in some cases. Whatever happens, the planning, organizing and controlling of the various aspect of the project will spell out what administration is. That is the bringing together of people with a common purpose to achieve a specific recognized goals. On a broader perspective Administration could be seen as an integral part of any organization. It is crucial for maintaining and expanding the relevance, effectiveness and productivity of complex institutions. Such as Government Department, Prisons, School Systems, Universities aFTrO.n," For example, the survival of all our organization, like the School and other institutions is dependent largely on the quality of administrative services available. Administration therefore influences the results to be achieved, the direction to be pursued, and the priorities to be recognized within the organization. Administration, according to Enaohwo and Eferakeya (1989) can be defined as the process by which goals are achieved through collective and cooperative human effort in a suitable environment. NOUN EDA 811 Concepts and Theories of Educational Administration and Planning This definition specifies four important points: First, Administration is a process, which involves the manipulation of certain operations. Second, Administration is goal oriented. Thirdly, a collective and cooperative human effort is required in administration, and of a suitable environment, where participants can maximize performance. itcpth pc irt 1" S (5 r ri Exercise 1.1 From the various definitions of Administration mentioned four important points to consider? Administration may be defined as 9 Administration is essentially about "getting things done" Yes/No? 3.1 Who is an Administrator? In the last 45 minutes, you have been exposed to various definitions and meanings attached to Administration. The next important concept that you will learn in this unit is who is an Administrator? There can be no simple statement as to who an administrator is, because our idea of an administrator depends to some extent on our perception of him/her especially of the way he/she carries out the task or deals with problems facing him/her. For example, the Administrator is regarded by some people as a Director, because the administrator gives orders and gets things done quickly without question In a school situation, the administrator may be regarded as disciplinarian, and a manager because of the way discipline is been handled and the affairs of the school being run. The Administrator may also be described as the executive head of an organization because of the ways of making decisions and implementing policies and programmes. In additioran administrator is a coordinator, who has to organize activities in such a way that things must work smoothly, quickly and efficiently. Other word used to describe the administrator includes; NOUN 5 Concepts and Theories of Educational Administration and Planning EDA 811 'Boss"Leader", 'Director', 'Adviser', 'Problem solver',' Manager' and so forth. All these terms mean different things to different people because o f t he c om ple x act i vi tie s t ha t ha ve t o be ca rr ie d o ut i n di ffe re nt organizational settings. However, in most of these settings, the administrator has to perform certain functions in coordinating the efforts of the people in the organization. In achieving its primary goals) the administrator must demonstrate certain abilities in making decision< in initiating goals, in inspiring ()theft° act, in understanding and analyzing problems and finding solutions to them. Indeed, anyone who carries out these and similar activities could rightly be regarded as an administrator. The administrator uses a body of knowledge as a basis for deriving answers or approached to specific situations. The Administrator also seeks principles capable of guiding the application of general ideas to specific situations. Administrators are not charged in random behaviour, there is a definitive behavioural commitment to goal achievement. Lastly, and administrator can be describase, as an individual who directs the affairs of an organization in such a way 'tto achieve its primary goals and objectives and who can get things done quickly and efficiently. This will involve: Planning: identify and decide on what to do and how to do it. Organizing: to arrange what is to be done in order Supervising: oversee the activities by rendering expertise. : :. Controlling: to see that things are done based on rules and regulations. Evaluating: an assessment of the activities in relation to goals and objectives. Exercise 1.2 Mention at least five words that can be used to describe an Administrator? List four things that an Administrator must be able to do? Itemize the five behavioural commitments of an Administrator 3.1.1 What is Educational Administration? Now that you understand the meaning of Administration and can describe who is an Administrator, it is important to be able to relate Administration in the context of Education or School Organizations. To be able to do that, we 6 NOUN EDA 811 Concepts and Theories of Educational Administration and Planning would define Education Administration as a means of achieving the goals of Education through effective and efficient manipulation of available inputs. Aderonmu & Ehametalor (1981) defined Educational Administration as "essentially a service, activity or tool, through which the fundamental objectives of the educational process may be more fully and efficiently realized". Educational Administration is therefore concerned with the utilization of adequate resources and the harmonization of relationships and interactions in a suitable environment, in order to foster the attainment of the goals of teaching and learning. In addition, Educational Administration involves prudent management of resources and high degree of accountability on the part of organizational members. Finally, Educational Administration broadly means running of educational institutions, which involves guidance, leadership, and controlling of the efforts of individuals in the achievement of the goals of the institution (Ayanniyi 1999). Educational Administration also involves management of resources; human, material, and evaluation or appraising the result of educational efforts. In other to drive our discussions home, you will agree with me that administration in an educational organization otherwise known as Educational Administration is aimed at directing all activities towards the attainment of the goals of teaching and learning. All the people working in an educational institution will have to contribute towards the accomplishment of these goals. Teachers and other professional staff are involved, such as parents and lay members of the community. Also involved are members of Schools Boards, Local Education Authorities, Inspectors, Ministries of Education and so forth. Exercise 1.3 Identify two major goals of Educational Administration? All the people working in an educational institution will contribute towards the accomplishment of these goals. List at least four categories of such group of people? NOUN Concepts and T/,eories of Educational Administration and Planning EDA 811 3.1.2. The Relevance of Motivation and Communication in Administration It is in the nature and purpose of Administration for people, who have the duty to organize, plan or control a group of others in other to satisfy those people who look for them. Such heads will want to be sure they are passing down instructions as expected, and that the subordinates are responding appropriately. When this happens the administration is said to be motivating his workers as well as communicating with them. These are two important issues for administrator: Motivation and Communication. Motivation is a factor, which closely affects the performance of work and the overall efficiency of an organization. Many distinguished scholars have written about motivation: Skinner, Maslow Chris Argyris, Herbzerg, Vroom, Campfield and Douglas Mcgregor. Our purpose is not to go into all that they have done. We are interested in how our administrators especially those in Schools can motivate their workers and students to achieve more. The school will not be able to realize its goals fully until students!, teachers, and administrators themselves are sufficiently motivated. Motivatron can thus be defined as the inner drive, which prompts people to act in a certain way. Motivation is concerned more with intangible things such as leadership morale and so on. From a management point of view, motivation is useful when it is applied to staff to discover what prompts people to behave in a certain way. When it is applied to schools, it means why certain learners are highly motivated, others moderately and some less, even though the same incentives are available to all. An outstanding feature of motivation is that if the staff are properly motivated, this can change an otherwise mediocre group into a highly productive team. Judged purely from the performance of students, schools which have teams of motivated teachers tend to be better than those schools in which qualifications and experiences of staff may not be inferior, but the lack motivation. Motivation is related to leadership, for good leadership sets an example provides guidance, encouragement, and instruction and can be one of the Greatest motivations of all. Schools with effective Principals have motivated staff and students. 8 NOUN EDA 811 Concepts and Theories of Educational Administration and Planning The famous Hawthorne experiments in America in the 19205 proved that when staff are consulted about changes, they invariably produce more and better work than previously. In schools where staff meetings are democratic, and there is also student involvement in sdhool affairs, the teaching efficiency of staff and learning experiences of students tend to be better. A study of motivation means a study of the causes of human behaviour, rather than its effects. Many school disputes and problems could easily be avoided if there were better motivation of staff and students. Knowledge of motivation can help every administrator to understand his subordinates and it can equally be of assistance to top management when framing policies. Let me summarize the issue of motivation in Administration by saying that there are at least three major ways by which the School Administrator can prepare the proper atmosphere that will motivate his/her staff. The first is by providing immediate attainable goals towards which the staff should work. The second way of facilitating motivation among staff is to ensure that means are provided for attaining goals set for the staff Like, high quality teaching, backed up with provision of teaching — learning material and lastly, motivation is provided through feedback, which are immediate and specific. The comments by an Administrator/ principal must be specific so that teachers have clear notions of what they did well and where they need improvement. Besides, teachers can be helped to develop self-evaluation skills. When teachers learn the qualities desired in a performance, and obtain experience in judging their qualities desired in a performance, and obtain experience in judging their own work in terms of these criteria, they are better able to provide their own feed-back. Exercise 1.4 In your own words describe motivation? List at least four things that a principal of a school can do to motivate his teaching staff? Mention two basic things that motivation can do? My dear students, now that we are sure that motivation is relevant to Administration and Administrative practice, we shall discuss the last aspect of this unit, which has to do with communication. NOUN 9 Concepts and Theories of Educational Administration and Planning EDA 811 Communication is intended for conveying information, instructions, advice, feelings, opinions, and facts correctly and accurately from one person to another person or group of people. The above description of communication explains precisely what an administrator does to his workers and therefore justifies the need for good communication by an Administrator. Good communications help to stimulate enthusiasm and raise the interest and motivation of those to whom they are directed such as staff, students, parents friends and so on. Communication, is not an inborn thing, every administrator has to learn how to communicate. For example, teachers are trained in various methods of transmitting skill and knowledge to students. These methods include clear speaking, writing, etc. Communication is a central concept in the study of educational administration because it offers an additional concept for examining the school as a social organization. The goals of the school become known and useful when they are communicated. Thus, establishing communication is the first task of the administrator. Like authority, communication involves two people — a sender and a receiver. An administrator communicates not with himself alone, but with the public, students, teachers and other employees. Secondly, there must be meaning. Communication does not take place unless the receiver interprets exactly the information being transmitted. The school administrator, for instance, wants such receivers as parents, teachers, and students to understand and accept the proposed ideas and the information being transmitted. As administrators we are always looking for effective communication. The basic requirements for good communications are as follow: Have something to say, for example, as a school administrator, you might wish to interpret school policies and instructions, initiate new programmes, what is important in communication is knowing exactly what to say. Clarify all your ideas on the subject before seeking to communicate to others. For instance, if you, as a principal, is going to talk about the school regulation as handed down to you from the ministry, you must know those regulations thoroughly and be aware of their implications for the development of ;your school. + Be prepared, prior preparations, requires full consideration of the purpose of communication, the audience, the scope of the subject, where, when and how best to present the will need to decide whether your message will be presented orally, in a face-to-face meeting, or printed in a memo, 10 NOUN EDA 811 Concepts and Theories of Educational Administration and Planning letter or newspaper. All these diversities of alternative means of communicating make planning essential. + Develop a natural style of delivering your communication. Use simple, straight forward language, whenever possible. Check and recheck whether your message talk/instruction has been properly understood. :* Seek to be understood all the time and also to understand. Communication is a two-way process. It is necessary to be a good listener too. Thus, communication is purposive. Its primary administrative functions are informing, instructing, or directing someone, evaluating someone or something, and influencing another's thought or behaviour. (Musaazi 1982). Exercise 1.5 Mention two things that the school administrator expects to happen when he/she communicates? List at least four basic requirements for good communication? Is communication relevant to administration? Yes/No 4.0 Conclusion In this unit, you have learned the nature and purpose of Administration. This was done by acquainting you with the basic concept of Administration and t he pr in ci ple s u nde r lyi n g i t s p ra cti ce. It has b ee n ex pl ai ne d that administration is purely and exhibition of rational behaviours, manifested in some behavioural activities such as Planning, Organizing, Supervising, Controlling and Evaluation. The person who does all the above has been described as an administrator. The unit also made it clear that Administrator takes place in the context of an organization of which the school belongs. This reasoning explains the description of Educational Institutions and what is been carried out in terms of achievement of the goals and objectives of teaching and learning as Educational Administration. The later part of the unit identified two vital issues that could enhance effective and efficient administration. Such issues as motivation and communication were discussed, emphasizing their relevance and contribution to the process of Administration in Organizations. NOUN Concepts and Theories of Educational Administration and Planning EDA 811 5. 0 S u m ma r y What you have learnt in this unit has exposed you to the meaning of Administration, the concept of 'Administration', the understanding of what Educational Administration is, and a discussion of the relevance of Motivation rid Communication to the practice of Administration. 6.0 Tutor-Marked Assignments what do you understand by the concept Educational Administration Imagine you are a principal of a Secondary School, what administrative guidelines would you consider in running the affairs of your school. 7.0 References A d e ro n un mu , W. O. & Eh iam eta lo r , E.T. ( 19 8 1 ) In tr o du cti o n to Administration of Schools in Nigeria. Ibadan: Evans Brothers (Nigeria Publishers Ltd). A ya n n i yi R.B. (1999) " Le a d e r s h i p roles of the Primary School Administrator" Ghana Journal of Education and Teaching. Published by City Publishers Accra. Vol. 1, No 1, Pp. 125— 129. Boyan, N.J. (1988) Handbook of research on Educational Administration. New York: Longmans. Enaohwo, J.O. & Eferakaya, 0.0. (1989) Educational Administration. Ibadan: Paperback Publishers Limited. Hanson, E.M. (1991) Educational Administration and Organizational behaviour Third Edition. Boston: Ally and Bacon. Hoy, W.K. & Miskel, C.G (1987) Educational Administration: Theory Research and practice Third Edition. Boston: Ally and Bacon New York: Random House. Musaa zi, J.C. S. (1982 ) The Theo r y an d Practice o f Educati onal Administration London and Basingstoke: the Macmillan Press Ltd Ozigi, A.O. (1977) A handbook on School Administration and Management Lagos: Macmillan Nigeria Publishers Ltd. 12 NOUN EDA 811 Concepts and Theories of Educational Administration and Manning Unit 2 Principles and Practices in Organisations Table of contents 1.0 Introduction 2.0 Objectives 3.1 What is Organization? 3.1.1 Types of Organization 3.1.2 Principles of Organizations 3.1.3 Organizational Conflict 4.0 Conclusion 5.0 Summary 6.0 Tutor-marked Assignment 7.0 Reference 1.0 Introduction In Unit 1,we studied the nature and purpose of Administration. We learnt the meaning of Administration, and examined who an Administrator is, in an organizational setting, like the school. Now, in Unit 2, we will discuss Principles and Practices in Organizations. We will learn other additional content as specified in the Objectives below. 2.0 Objectives By the end of this unit, you should be able to; C. Describe the concept of organizations C. Identity the two types of organizations NOUN 13  Concepts and Theories of Educational Administration and Planning EDA 811 Explain the principles of organization Describe organizational conflicts. 3.1 What are Organizations? We are constantly surrounded by organization. They employ us, sell to us, provide for us, protect us and give us along with others what we want, need, or are required to do. An organization may be small (like the mechanic's workshop) or large (like the Federal Ministry of Education). Large organizations are however, usually complex as they have multiple goals and more people working in them. One characteristic that all organizations share is that they are composed of people. These people have in common the fact that their activities are coordinated and that they, therefore cooperate with each other directly or indirectly in other to achieve a goal. Cooperation in a venture that requires the efforts of a number of people means that actions must occur and jobs be done' in short, people must behave in certain ways so that the organization fulfils its purposes. In Nigeria for instance, we have organizations like the Nigerian Union of Teachers, the Nigerian Science Teachers Association, the Nigerian University Students Association, the National Association of Educational Administrators and Planners (NAEAP), the Nigerian Chambers of Commerce, the Nigerian Bar Association, Taxi drivers Association, Schools, Colleges, Universities, Hospitals, and so on. According to Misaazi (1982) organizations are needed to provide a structural framework for communication, command, and coordination of activities and people's efforts. No enterprise, large or small, can operate successfully when duties are so vaguely defined that everybody can meddle in everything and nobody is responsible for anything. Therefore, to operate successfully an enterprise, a school or a government unit must have an organizational structure which provides for the clear allocation of functions and responsibilities to the various sections and departments of the establishment: poor organizational structure is often a major cause of inefficiency and indecision. But a good organization establishes clear lines of responsibility and communication and limit the span of authority and command, so that no one person takes responsibility for more than he can adequately supervise. From the above explanations it is clear that to describe an organization , one requires the consideration of a number of properties it possesses. NOUN EDA 811 Concepts and Theories of Educational Administration and Planning Eminent researcher has found it difficult to define organizations in general. Subsequently Musaazi (1982) observed that organizations come into being because certain people have identified a common purpose, have been able to communicate with each other, and have shown willingness to contribute action. An organization establishes conditions that will enhance the effectiveness of the organization in attaining its goals. For example, in order to realize the educational goals of a school, we need suitable physical facilities, qualified trained and experienced teachers, motivated learners, who have high aspirations, effective leadership and healthy human relation within the school and with Ministry of Education, and the community at large. Exercise 1.1 What are or gani zatio ns? Mention some basic characteristics of organization? List at least three to four organizations, which you know in Nigeria? Now, my dear students, let us continue this second unit with a step further by trying to identify the various types of organization that exit. 3.1.1 Types of Organizations Can yo u remember that o r ga n i za t i o n s are human creations?, t h at organizations makes possible the benefits of modern living? Are you convinced that organizations help us to order large-scale and complex social life? Then, be prepared to learn about two different types of Organization that will answer the above questions and many more. These organizations are often referred to as: " Fo rmal" Or gani zatio ns "Informal" Organizations A formal Organization is established basically for purposes of achieving certain goals. For instance, a Church or a Mosque mainly looks after the spiritual life of its members. An educational institution produces teachers, lawyers, engineers, economist, etc. the life of a formal organization is longer than that of the actors in it, because the actors come and go but the organization remains. Formal Organizations also have long-term objectives; they may be stated clearly or implied. For example, Schools aim at the production of well- balanced personalities. This may be stated in the national philosophy and the NOUN EDA 811 Concepts and Theories of Educational Administration and Planning Eminent researcher has found it difficult to define organizations in general. Subsequently Musaazi (1982) observed that organizations come into being because certain people have identified a common purpose, have been able to communicate with each other, and have shown willingness to contribute action. An organization establishes conditions that will enhance the effectiveness of the organization in attaining its goals. For example, in order to realize the educational goals of a school, we need suitable physical facilities, qualified trained and experienced teachers, motivated learners, who have high aspirations, effective leadership and healthy human relation within the school and with Ministry of Education, and the community at large. Exercise 1.1 What are organizations? Mention some basic characteristics of organization? List at least three to four organizations, which you know in Nigeria? Now, my dear students, let us continue this second unit with a step further by trying to identify the various types of organization that exit. 3.1.1 Types of Organizations Can yo u remember that o r g a n i za t i o n s are human creations?, that organizations makes possible the benefits of modern living? Are you convinced that organizations help us to order large-scale and complex social life? Then, be prepared to learn about two different types of Organization that will answer the above questions and many more. These organizations are often referred to as: " Fo rmal" Or gani zatio ns " Informal" Organizations A formal Organization is established basically for purposes of achieving certain goals. For instance, a Church or a Mosque mainly looks after the spiritual life of its members. An educational institution produces teachers, lawyers, engineers, economist, etc. the life of a formal organization is longer than that of the actors in it, because the actors come and go but the organization remains. Formal Organizations also have long-term objectives; they may be stated clearly or implied. For example, Schools aim at the production of well- balanced personalities. This may be stated in the national philosophy and the NOUN 15 Concepts and Theories of Educational Ad,ni,,istrajio,, and Planning EDA 811 school programmes butit may also not be mentioned. However, through total experiences iria School, the aim of turning our balanced personalities may be realized. In order to make the system work, formal organizations provide means of reporting performance and provide control devices to take care of normal human lapses. In a school system, test and examinations measure performance and provide feedback to the learner. Remedial work and extra classes may be organized to upgrade poor performance in order to attain the goals of the school. Rewards and punishments, and guidance and counseling are commonly used in school situations. Fo r m al o r gan i za ti on s h a ve wr itt en d oc ume nt s a s th ei r sta tu te s o r constitutions. Universities have statutes, companies have charters, and political parties have manifestos. These written documents facilitate the work at all levels of the organization, as duties and responsibilities are laid down. Membership of formal organizations is gained consciously, at a specific time and usually openly. It is often difficult to determine the boundaries of an organization, to know definitely where one organization ends and the next one begin, or simply, to discover who is a member of an organization and who is not. An organization member is someone who participates in the operation of an organization and the selection of its objectives, or both. With these criteria, we can identity employees as members of an organization. "Informal" Organizations are contrary to formal organizations. The informal ones are loosely organized, ill defined, and usually grow spontaneously. Membership of informal organizations may be gained either consciously or unconsciously, and it is often difficult to determine the exact time when a person becomes a member. In such organizations one's membership or invol vement ma y j us t gro w thr ou gh time. The exact nature o f the relationships among the members and even the goals of the organization are unspecified. Some examples of informal organization are friendship cliques, peer groups and pressure groups. Informal organizations can be converted to formal ones when the relationship and activities are defined and structured. For instance, in a school setting, one will find a group of teachers, closely associated, having one voice for or against a person, policy or programme and exerting sufficient influence in the school organization. Such a group has no official recognition for its activities but the group makes its presence sr decisively felt. If the group cooperates with the ool management, the organization will run smoothly; if it is in oppo. on, the organization is bound to have problems in implementing its programme successfully. There 6 NOUN EDA 811 Concepts and Theories of Educational Administration and Planning are elements of informal organizations in formal organizations, and however much they may be disliked by management, they cannot be disbanded. The informal organizations often exist by reason of informal channels of communication; that is to say there is more face-to-face communication than communication through document. From this discussion it is important for management to recognize the existence and importance of the informal organizations. If properly encouraged it can result in better teamwork, and can assist in achieving the better cooperation and motivation of workers, thus allowing the system to adapt and survive. We shall continue our discussions on organizations by looking at the general characteristics. 3.1.2 Principles of Organizations You have been informed about the two major types of organization, and I think it is important that you know how to explain the principles or characterization that are common to organization. In this regard, we shall continue our discussions by listing the important principle as follow: + There should be a clear line of authority form the top to the bottom of the organization, so that it is clear who is responsible to whom. For example in the organizational chart of a school, we know that the teachers are responsible to the Head of Department (HOD). While the Head of Department is responsible to the Principal, and the Principal to the Ministry of Education. Every worker should be immediately responsible to one senior only, not to several executives in the concern, otherwise confusion and conflicts may arise. + Authority must always be commensurate with responsibility. If a person is given a lot of responsibilities and a little authority, he/she will not be effective in discharging his/her responsibilities. + Have one executive responsible for the flow of information (i.e. communication of policies) from the managing body so that distortion in communication can be kept to a minimum. + Ensure that the span of control is appropriate; that is, do not assign to an administrator more persons than he can supervise. + Have the right degree of central control but with maximum decentralization. NOUN 17 Concepts and Theories of Educational Administration and Planning ELM P 811 Make the best use of specialists and the principle of specialization, because in complex, modern organizations, no single person can be all-knowing, however, highly placed he may be. Ensure that the responsibility and authority of each executive is defined to avoid isolation and interference.