HPGD2203 Educational Management PDF

HPGD2203 EDUCATIONAL MANAGEMENT Management and Leadership Functions Postgraduate Diploma in Teaching programme LEARNING OUTCOMES By the end of this topic, you should be able to: 1. State the effective man...

HPGD2203 EDUCATIONAL MANAGEMENT Management and Leadership Functions Postgraduate Diploma in Teaching programme LEARNING OUTCOMES By the end of this topic, you should be able to: 1. State the effective management techniques; 2. List down the roles of a good and effective teacher; 3. Explain the procedures of evaluation and supervision of teachers; 4. Explain the concepts of leader and school leadership; and 5. Discuss different theories and practices which exist in a school's management.  Effective Management Techniques Planning. Organising. Controlling. Leading or Among the focus of This is important in Directing The process of organising are as follows: determining the current planning is to Coordinate the activities work performance. The Direct staff determine the - no redundancies. work quality needs to be including advice Identify the staff that are controlled to evade low target of the suitable for certain tasks and training. quality output. organisation. In based on their expertise, Controlling could Better if one is level of tolerance and planning, one has discretion. identify and rectify work able to motivate performance which is to consider the Establish good lower than the expected staff, for relationship between the weaknesses and executives and their standard. An evaluation example, to strengths of the subordinates. Good determines the success provide rapport - respect or failure of the organisation. towards one another.. programmes. leadership.  SUPERVISION AND STAFF DEVELOPMENT The headmaster Teachers need to According to Duke (1987), be exposed to the must monitor and instructional leadership is supervise their latest educational focused on key situations, teachers to gauge development, their strengths and monitored and for example actions that are weaknesses. supervised. carried out continuously by the headmaster to ensure that the teaching and learning conducted by Staff development programmes have to be teachers are up to their carried out throughout the year, as a means to enhance the teachers' skills and knowledge. standards and of good These programmes can be conducted by their quality. own colleagues and even by guest experts. THE IMPORTANT ROLES OF TEACHERS As planners, facilitators and managers Teachers need to plan and manage their teaching and learning process. In the classroom, they are required to prepare the yearly, by semester, weekly and daily plans for each subject. As knowledge disseminators A teacher must provide adequate information as required by a syllabus. Other than that, he or she must also teach effective study skills in order to motivate the students to seek for new information. By doing so, they will be dynamic and master the study skills effectively. THE IMPORTANT ROLES OF TEACHERS As enhancer and reinforcer of skills This is one of the important roles of a teacher. He or she must train the students to acquire the intended skills and provide encouragement to practise them in their daily life. Furthermore, a teacher also must motivate the students to acquire new skills. As instiller of noble values A teacher indirectly instils noble values through teaching and learning activities and also co-curriculum activities. Hence, these values will become part of the studentsÊ characters. THE IMPORTANT ROLES OF TEACHERS As a guide A teacher is also a guide to the students in the process of education. He or she identifies and enhances the students' potentials by taking into consideration their differences in abilities, backgrounds, and interests. Effective guidance is easier to be provided by teachers as they know the strengths and weaknesses of their students. As a model As a model, teachers have to be competent, assertive and possess self confidence in their daily routines. A teacher has to show good character whether in or out of the classroom. EVALUATION AND SUPERVISION OF THE TEACHERS The evaluation or supervision of teachers has to be done frequently. It can be conducted either by monitoring the teaching methods employed or the exercises given to the students. Teachers will have the opportunity to obtain guidance directly from their head masters through evaluation or supervision. In addition, this will encourage them to be more prepared for any supervision and evaluation. Also, evaluations will result in gathering more accurate information regarding the teachers' performances. THE TEACHING STAFF Internalise the National Education Philosophy (NEP) Teachers must fully understand and be clear about the National Education Philosophy. Be Trained The Education Ministry always ensures that the teachers in Malaysia are fully equipped with sufficient training. Be Interested, Creative and Innovative Leonard (1996) states that teachers need to realise the relationship between work commitments and their creativity to generate new ideas to carry out their duties. Creativity and innovation are a result of interest and commitment to a job. A CONDUCIVE ATMOSPHERE An effective school management, such as student affairs and administration, can surely contribute towards effective teaching and learning in the classrooms. An atmosphere that is conducive (clean, peaceful, orderly, and well-managed) will certainly enhance the students' discipline, and develop a harmonious and controlled atmosphere in a school. Consequently, academic activities can be carried out in the school effectively.  Family Influence According to Howard Howell and Brainard (1987), the environment of the school's location and the students' background are very important and worth analysing. This is vital in planning an effective curriculum. He pointed out that family and peer groups have a great influence on the students. School Infrastructure and Atmosphere The school infrastructure must be focused in the planning and management of effective curriculum. It can either be a significant obstacle or assistance in determining the success of achieving excellence in a curriculum. The facilities and buildings must also be analysed to ensure the optimal use. RESOURCES MANAGEMENT As curriculum leaders, headmasters must ensure that the budget is adequate for the implementation of the curriculum and teaching. Among the actions needed to be taken are: Planning and preparing an expenditure estimates; Allocation based on priorities; and Expenditure based on proper financial procedures. The following elements have to be considered for teaching and learning materials: (a) Adequateness; (b) Usability; (c) Employ the latest technology; and (d) User friendly. QUALITY CONTROL Continuous evaluation is vital to ensure that each activity performed is according to the aim, needs, priorities, and planned teaching standards. The output such as examination results can be a clear indicator of quality control. Surveys on customers' satisfaction that are carried out on parents, teaching staff, local community and even the students can also give a clear picture of the effectiveness of the school management. Quality control and continuous improvement can be done based on the findings from interviews, questionnaires or surveys. They must be done on people who are related to the school. CHALLENGES TO THE CURRICULUM LEADERSHIP HEADMASTERS AS ADMINISTRATORS AND MANAGERS COORDINATION Programmes, planning and implementation need to be coordinated in parallel to and compatible with the human resource aspect, such as the number and qualifications of the teachers, time period, place, financial allocation, support services and curriculum planning. Headmasters need to plan and implement activities according to the strengths and abilities that their school possess. Proper coordination must be done indiscriminately from one school to the other. The analysis of strengths and weaknesses is certainly helpful for the management to draw up an effective plan. HEADMASTERS AS ADMINISTRATORS AND MANAGERS PROBLEM SOLVERS Headmasters must be the trouble-shooters who are able to solve any problems that may arise at any time especially in ensuring high quality teaching and learning standards. Proper and correct action is needed to solve problems as it may lead to other problems. This is also important to satisfy the teachers. These key situations demand that the head masters possess skills and professional judgements. HEADMASTERS AS ADMINISTRATORS AND MANAGERS ADMINISTRATORS AND MANAGERS According to Omar Hashim (1991), headmasters, who view their profession as administrators will not succeed. An administrator normally emphasises heavily on the bureaucratic characteristics, such as sitting alone in the office, calling the subordinates, using a bell or the telephone, implements strict rules and regulations, minimum face-to-face interactions with the teachers and other staffs. The priority of the administrator is power and control. The concern is to enhance his or her power and exert that on the subordinates. The issue of the teachers' quality is rarely given due attention. HEADMASTERS AS ADMINISTRATORS AND MANAGERS ADMINISTRATORS AND MANAGERS As managers they plan, coordinate and consolidate every human effort under his or her leadership. A manager must give importance to the following elements: Achievement of the school objectives; Reducing "red tape" and other obstacles to face him other; Frequent face-to-face interactions with the teachers and students to overcome problems; Seeking for fresh approaches, techniques and new ways to develop the school; and Constantly seeking for beneficial leadership approaches that can synergise the teachers' efforts towards achieving the objectives of the school. LEADERSHIP As an educator, how do you lead your students? In your opinion, do you have the characteristics of a leader? Good school leadership will create an effective school. LEADER AND LEADERSHIP Leaders at the highest level are those involved in making decisions and policies. Hence, they should have extensive perspectives, knowledge and skills. The diversity of leadership functions at the ministry demands three things: (a) Development of career path; (b) Development of a conducive organisational situation; and (c) Development of reframing skills using multi-frame thinking. DEFINITION OF LEADER A leader is someone who is acknowledged as possessing influence, prestige and power, be it for a short or long term, in a certain situation, by two individuals or more.  DEFINITION OF LEADERSHIP  FUNCTION OF LEADERSHIP  FUNCTION OF LEADERSHIP  FUNCTION OF LEADERSHIP FUNCTION OF LEADERSHIP FUNCTION OF LEADERSHIP The role of leaders is very important, based on three things (Warren Bennis (1989:15-16)). Refer to Figure 2.5 ROLES OF A PRINCIPAL As a manager who focuses on the use of resources. As an administrator who focuses on rules and regulations. As a leader who focuses on human emotions and thoughts. As a chief executive officer who focuses on the achievement of the vision and mission. As a coordinator between the school, parents and society. CHARACTERISTICS OF A RESPECTED LEADER - MANAGER To become a successful head in an organisation, Possess and practise excellent both managerial and leadership skill Attractive personal characteristic to garner respect and recognition from subordinates  THEORIES OF LEADERSHIP Transactional Leadership Transformational Instructional Leadership Leadership Transaction is defined as an exchange. Transactional Transformational An instructional leader leadership is a leadership that leadership is a leadership deals with planning and is based more on exchanges. with authority in bringing the implementation of This means that the workload change to the change actively, and at given to workers is assessed organisation, which is the same time through rewards, pay, changing from one encourages acknowledgement, promotion situation to another that collaboration and and etc.. is deemed better. teamwork..  THEORIES OF LEADERSHIP Situational Leadership Credibility Based Charismatic Leadership Leadership A leader who practises situational leadership is a A credible leadership A person with person who could adapt his has an assured charismatic leadership leadership behaviour to fulfil capability that is true possesses high the needs of his followers and and observed. It also management skills and specific situations. Such becomes a succeeds in causing a leadership is not concerned measurement of the major/big change in the with what is the best style but leader 's reputation at administration. rather, which style is more the respective location effective for a situation..  TRANSACTIONAL LEADERSHIP It is believed in transactional leadership that when an employee is given more pay or a promotion, then the employee will work with more dedication or do anything asked of them. And, those who fail will increase productivity so that they will not be given a warning notice or be punished.  TRANSFORMATIONAL LEADERSHIP Leaders with the transformational leadership style believe they can encourage others to change their attitude and values so that they will be committed to the goals of the organisation.  TRANSFORMATIONAL LEADERSHIP Transformational leaders succeed in changing the attitude and values of those whom they lead because they have succeeded in giving them a new sense of awareness. This is done by encouraging them to fight for esteemed moral values such as social justice, harmony of society, emotional independence, peace and humanity. By doing so, the staff will forget negative urges such as being selfish, having greedy desires, being jealous, and feeling hatred and having vengeance. THREE FACTORS THAT CONTRIBUTE TO TRANSFORMATIONAL LEADERSHIP  INSTRUCTIONAL LEADERSHIP This leader focuses on the quality of teaching and learning, and has high expectations of the staff and students in contributing their best towards a shared goal.  INSTRUCTIONAL LEADERSHIP According to Krug (1993), managers need to carry out five actions in order to be instructional leaders:  INSTRUCTIONAL LEADERSHIP An instructional leader uses two types of strategies: (i) Direct strategy - which deals with advising and visibility (for instance) and teaching. (ii) Indirect strategy - through activities conducted by the principal to influence learning  8 MAIN FUNCTIONS OF A PRINCIPAL  SITUATIONAL LEADERSHIP A combination of considerations and empowerment structures will produce four styles, as shown in Figure 2.12. SITUATIONAL LEADERSHIP  CREDIBILITY BASED LEADERSHIP Individuals Staff. Students Parents Meet informally as Introduces trails, Introduces Takes care of self much as possible; such as for programmes which appearance; Fetes them; Mathematics, involve their willing Remembers Very Science and participation; names; approachable; Geography, which Prepares regular times Is happy; Seen teaching as make the school when parents can Makes jokes; and many classes as environment meet; and Entertains possible and etc. learning oriented; Solves students' Joins them for problems immediately. meals and so on.  CHARISMATIC LEADERSHIP Charismatic leaders become the focus of loyal followers as they are able to inspire them until they not only accept the needs of the leader, but also carry out orders without any questions asked and without taking into consideration personal benefits. Among the big world leaders seen as possessing charisma are Sukarno, Mahatma Gandhi, John F. Kennedy and Ayatollah Khomeini. This is due to their capability to make changes. Leadership that is most distinctive in its meaning had been shown by Prophet Muhammad (p.b.u.h). The effect of his influence is still strong even after his demise. EFFICIENCY OF A LEADER EFFICIENCY OF A LEADER  THE ACTION THAT MAKE A LEADER EFFECTIVE Efficiency of a Leader NOT Meaningless symbols Leading the School Community Towards Accountability Leadership and Learning, Finding a Practical Theory EFFICIENCY OF A LEADER NOT MEANINGLESS SYMBOLS LEADING THE SCHOOL COMMUNITY TOWARDS ACCOUNTABILITY Schools do not only need a community image but should also be in the form of communities that are responsible to become an effective school. The best idea of a community is the theory that is similar to the communitarian theory (Etzioni 1993,1999, is one of the founders of the communitarian theory).  IMPORTANCE OF A COMMUNITY IN SCHOOL  LEADERSHIP AND LEARNING, FINDING A PRACTICAL THEORY A study on perceptions towards a good leader conducted by John Mac Beath and his associates Leif Moos, Pat Mahony and Jeeny Reeves, 1998, (in Sergiovanni, 2001) identified six qualities of a good school leader and leadership (Figure 2.17) SUMMARY The four main domains of management are planning, organising, controlling and leading. A good teacher has good knowledge of his or her own role. Regular supervision and evaluation done the head masters would encourage teachers to be better prepared to teach and help student learn. A learning atmosphere which is conducive, enriches the teaching and learning activities in the classroom. The main challenge in curriculum leadership is enhance teaching and learning in schools. SUMMARY The head masters need to be problem solver to deal with the various problems that arise from time to time. Education is an agent of social change. Thus, the quality of an education a leader is a matter of great importance. It is through the behaviour of the principal or school leader that a certain leadership style can be developed to create a conducive and friendly atmosphere. A leader needs to be knowable of the internal and external environments and to employ the best practices in management. This includes the empowerment of staff, especially of teachers. SUMMARY The strengths and weaknesses of leadership would have direct impact on an organisation. For example, if an organisation is managed overzealously, it would dampen the spirit of its members. On the other hand, if it is managed by a charismatic leader, it may cause the organisation to weaken when the leader leaves the organisation. The progress and deterioration of performance in organisation depends on the effectiveness of leadership and management.  Get in Touch Dr Mumtaz Begam Binti Abdul Kadir HP : 0126072853 www.mumtazbookstoreonline.com  Boleh dapatkan ebook ini dengan scan QR code atau di link yang diberi. http://www.mumtazbookstoreonline.com/D w_dtShowDetails.aspx?qBookID=ED2379  Boleh dapatkan ebook ini dengan scan QR code atau di link yang diberi. English BM https://www.mumtazbookstoreonline.co https://www.mumtazbookstoreonline. m/Dw_dtShowDetails.aspx? com/Dw_dtShowDetails.aspx? qBookID=ED2448 qBookID=ED2447