PRACTICUM IN EDUCATIONAL ADMINISTRATION

MODULE 1: EDUCATIONAL ADMINISTRATION: AN OVERVIEW

CHUNK 1
The Nature, Scope, and Function of Educational Administration

SUMMARY

The nature and scope and functions of educational administration began with a
consideration of Education Act of 1982 which in its entirely pose and challenge to school
administrators to define their major functions, functional areas, tasks and areas of responsibility.

The functional areas of administration are policy, resources and execution. The eight
tasks of school administration are curriculum and instruction, negotiations, physical facilities,
finance and business, pupil personnel, evaluation, supervision; and recruitment, selection and
retention of employees.

The task of the school administrator under five categories are instructional program, staff
personnel, student personnel, financial and physical resources, and school-community
relationships which involved in four areas of responsibility, namely: purposing, maintaining,
allocating, and evaluating.
STUDY GUIDES
1. Discuss the functional areas of administration and draw implication to school administration.

 The functional areas of administration are policy, resources and execution. Policy is a
statement of those objectives that guide the actions of a substantial portion of the total
organization. Resources of administration are composed of people, money, authority and
materials. Execution is a function of integration and a synthesis of resources and policies
that are intended to achieve the purposeful organization. This functional areas of
administration are of great help in providing leadership for the improvement of the
school.
CHUNK 2
Educational Philosophy and the School Administrator

SUMMARY
The philosophy of education contains two distinct kinds of beliefs, namely: (1)
empirical beliefs, and (2) philosophical beliefs. These can be categorized as metaphysical,
epistemological, logical, or normative. The rationale of philosophic theorizing is for the school
administrator to reflect the conflicting philosophical assumptions in his behavior.
The philosophical term metaphysics examines the nature of reality, ethics examines
values and their relation to human actions, aesthetics is concerned with the nature of beauty and
epistemology examines the nature of knowledge. Thus five philosophies have been examined.
STUDY GUIDES
1. Compare and contrast any two philosophies discussed in this module.

 Metaphysics is the area of philosophy that examines the nature of reality. Ethical
considerations permeate our daily decision making and have recently been getting a good
deal of attention in the schools under headings such as values clarification and moral
education while epistemology is the branch of philosophy dearest to the hearts of
educators.
CHUNK 3
The Development of Administrative Science

SUMMARY
Four phases in the development of administrative science has been identified,
namely: Classical Organizational Thought, Human Relation Approach and Quantitative System
Approach. Such approaches are utilized to gain insight and recommendations for action and
solving problems in school administration. Quantitative tools and technique were utilized. The
KATZ framework for thinking about administrative performance were identified as conceptual
skills and human skills, while the types of administrative behavior focused on leadership,
decision making and communication.
STUDY GUIDES
1. What are the four phases in which science of administration has evolved?

 The four phases in the development of administrative science are Classical Organization
Thought (1900-1930), Human Relation Approach (1930-1950), Behavioral Approach
(1950) and Quantitative System Approach.

CHUNK 4
Theory, Research and Practice in Educational Administration

SUMMARY:
A theory is a concept, assumptions and generalizations. The major function of
theory is to describe, explain and predict behavior; and stimulates and guides the further
development of knowledge. The different theories, research and practice are interrelated
elements of educational administration. Administration is seen as the art and science of applying
knowledge to administration and organizational problems. The relationship between theory and
practice was discussed along with a consideration of some problems of theory in educational and
a final note about certain bodies of administrative and behavioral science theory comprising the
conceptual foundation of educational administration.
STUDY GUIDES
1. Define theory, research and research theory.

 Theory is a set of interrelated concept, assumptions and generalizations that

 Research is a careful study that is done to find and report new knowledge about
something. It is the activity of getting information about a subject.

 Research theory provides the conceptual underpinnings for the development of

MODULE 2: FOUNDATIONS OF EDUCATIONAL ADMINISTRATIONS

Summary:
The analysis of leadership was introduced by citing two important requisites of
community improvement, and one of these is leadership. We also cited the relationship of the
leader to function as a “powerhouse” rather than a “storehouse.” Various meanings of leadership
were presented, and the leadership role and different types of leadership was identified as that of
creating a wholesome unity of organizational and personal interests. It was pointed out that the
manner in which the leader mixes these ingredients (organizational and personnel interests) can
result in widely different styles of leadership.
Several studies on leadership focused on two dimensions-“initiating structure” and
“consideration.”- were discussed., and the view was expressed that both dimensions must e taken
into account by the leader and that the successful leader is the one whose personnel feel that their
needs are being met at the same time that the goals of the organization re being achieved. From
these studies. Several implications for the school administrator were identified., particularly in
reference to the school leader’s twofold role of expediter and social engineer in the field of
curriculum development.

Study Guide:
1. What is leadership?
 It is defined as the relationship between an individual and a group built around some
common interest and having a manner directed or determined by him.

MODULE 3: SCHOOL EFFECTIVENESS AND ITS DETERMINANTS/INDICATORS

CHUNK 1: SCHOOL EFFECTIVENESS AND ITS DETERMINANTS

Summary:
Discussed in this module are the School Effectiveness and its determinants or indicators,
namely: (1) Enabling conditions which includes effective leadership, (2) Supporting inputs
which includes strong parent and community support, effective support from the Education
System, adequate instructional and physical material support, and frequent and appropriate
teacher development activities.

Study Guide:
Discuss the effective school movement
 The effective school movement has focused its research efforts on the school itself. This
is not to suggest that school district, division and regional offices do not by themselves
contribute to school effectiveness, thus they are not worth looking into. Far from it, it
simply means that it is at the school level where the teaching-learning process take place,
and this determines to the very large extent the success or failure in achieving the
principal’s and teachers’ hoped-for-objectives for their students.
CHUNK 2: SUPPORTING INPUTS: PARENT AND COMMUNITY SUPPORT

Summary:
Chunk 2 discussed the parent and community support which focused on the health and learning
preparedness, financial and/or material support, frequent communication between school staff
and parents, and community role in school governance. It also discussed the effective support
from the Education System which focused on delegation of authority and responsibility,
communication of expectations, provision of services and monitoring and evaluation. The
adequate support materials included the textbooks and other reading materials, teacher guides,
proper and writing implements, classrooms and classroom equipment.

Study Guide:
1. Discuss the impact of parent and community support to the school.
 Parents as the primary resource in the education of their children is best exemplified in
home learning.
 Parent and community members as supporters and advocates for the education of their
children is facilitated through site-based restructuring.
 Parents and community members as participants in the education of all children
incorporates a broader vision in the partnership between schools and the population they
serve.
2. What kind of parent and community support would best benefit to the school?
 The child comes to school healthy and prepared to learn.
 Parents and the community provide financial and/or material support for the school’s
operation.
 There is frequent communication between school staff and parents.
 Community members and parents assist with instruction.
 The community has a role, with meaningful authority, in school governance.

CHUNK 3: SCHOOL CLIMATE: HIGH EXPECTATIONS OF STUDENTS

Summary:
Chunk 3 focused its discussions on school climate which included: high expectations of
students, positive teacher attitudes, order and discipline, organized and indigenous curriculum;
and rewards and incentives. All aspects discussed are instrumental in achieving high
expectations of students.

Study Guide:
Discuss the role of teachers towards the level of students’ academic achievement and their high
standards of performance.
 Education is an important tool that can shape an individual and allow creativity,
opportunity and growth. As a teacher, it is necessary to motivate students and help them
recognize their strengths and weaknesses.
 Educators are important role models for students and have a bid impact on helping shape,
create, support and establish students’ strengths, goals and knowledge.

MODULE 4: TEACHING-LEARNING PROCESS

CHUNK 1: TEACHING/LEARNING PROCESS: HIGH LEARNING TIME

Summary:
In this module, the focus of the discussion centered on the teaching-learning process
which included high learning time, varied teaching strategies, frequent pupil/student assessment
and feedback and frequent homework or assignments. The philosophy behind student assessment
and feedback are effective when they occur regularly in the integrated way at the classroom,
school, and system levels.
Study Guide:
1. Enumerate the requirements in achieving high learning time.
 Maximized school learning time
 Efficient use of classroom learning time
2. What are the indicators in Variety in Teaching Strategies?
 Teacher use a variety of teaching techniques including individual assignment with
worksheets, class discussion, group work, explaining, drill-and-practice, asking
questions, and cross-age tutoring.
 When available, teachers make regular use of interactive radio and/or programmed
materials.
 Students are actively engaged in the classroom activities.
3. Enumerate the requirements in frequent student assessment and feedback.
 Regular and integrated assessment and feedback.
 Assessment use for diagnostic purposes
 Feedback is immediate and continuous

MODULE 5: PUPIL/STUDENT OUTCOMES

CHUNK 1: PUPIL/STUDENT OUTCOMES

Summary:
This module discussed the pupil/student outcomes and its indicators in making the school
effective. The indicators for pupil/student outcomes included the pupil/student participation and
attendance, academic achievement, social skills and economic success.
Study Guide:
What kind of motivation are you going to employ for the students to continuously stay at the
peak of their academic performance?
 Motivation is a fundamental recipe for academic success, it involves internal and external
factors that stimulate desire and energy in people to be continually interested.
 Self-efficacy influences how learners feel, think, motivate themselves, and behave.
 Self-motivation, hard work and high expectation, motivational beliefs.

CHUNK 2: DECISION-MAKING AND COMMUNICATION

Summary:
Two major topics were discussed in this chapter, namely decision-making and
communication-and both were viewed as central to all stages of the administrative process. The
nature of the decision-making process was delineated. It was pointed out that though there have
been various formulations of the decision-making process, the process stages of planning,
organizing, stimulating and evaluating have particular relevance for the school administrator’s
decision-making role.
The system’s approach to the analysis of decision-making was presented, and it includes
five steps or stages: (1) identifying the nature of the problem; (2) determining solutions and
alternatives; (3) choosing solution strategy from the alternatives; (4) implementing the solution
strategy from alternatives; and (5) determining performance effectiveness. A model of the
decision-making was considered and, it was followed, first, by the identification of five decision-
making competencies and, second, by a discussion of three analytical dimensions postulated as
useful in assessing or improving the school administrator’s decision-making.
The analysis of communication was introduced by giving a number of definitions,
together with some implications of these definitions for the school administrator. Effective
communication was viewed as compromising three things: (1) the message-its qualities and its
presentation, (2) the achievement of the desired results, and (3) the time perspective. Next
presented were six generalizations concerning communication theory as formulated by Holy and
Miskel. Also presented were a number of guides for improving the school’s communication
system as developed by the same authors based on their synthesis of the works of various
writers.
Study Guide:
Make at least five influences that directly dictates the nature of decision-making
 Past experiences
 Age and socioeconomic status
 Individual differences
 Belief in personal relevance
 A variety of cognitive biases.

CHUNK3: ORGANIZATIONAL CHANGE AND WORK MOTIVATION

Summary:
Educational administration was viewed in this chapter in terms of organizational change
and work motivation. Some definitions and clarifications pertaining to organization were
presented, followed by a consideration of formal and informal structural relationships.
Recognition was given to the Argyris model of the various dimensions of formal and informal
subsystems of organization. An open climate or open communication was viewed as central to
the healthy, productive functioning of the formal organization.
An analysis of traditional and modern organization theory included attention to such
concepts as line-and-staff, unit executive control, and span of control, on the one hand, and the
task and human dimensions of organization as well as systems concepts, on the other. It was
pointed out that traditional organization theory is its emphasis on the concept of system.
Regarding climate theory, it was shown that there are two general strategies for changing
climate- the clinical strategy and the growth-centered strategy. Attention was likewise given to a
third and related approach- organizational development. Organizational change was analyzed in
terms of types of change, strategies, and the variables that affect change. Several implications of
organization theory by the school administrator were presented.
Work motivation was viewed as an important concern of the school administrator. Two
models related to work motivation were considered-Argyris’ predisposition model and Maslow’s
need hierarchy model. Other theories concerning work motivation were discussed, including the
two-factor theory, the reformulated theory, and the expectancy theory. The chapter included with
a presentation of several implications for practice drawn from motivation-incentive theory.

Study Guide:
Identify the kind of organizational theory your administrator is using in implementing his/her
goals towards successful endeavor in your organization.
 Expectancy theory, generally attributed to Vroom (1964), is a rapidly emerging cognitive
approach to motivation. There are several variations of the model but the more recent
formulations contain three essential concepts- expectancy, valence and instrumentality.

CHUNK 4: ROLE AND VALUES

Summary:
In this chapter, school administration was considered in terms of role theory and values
theory. It was shown that role theory and research provide substantial information concerning
administrative roles; both can also be a fruitful source for improving administrative practice.
Two important concerns were also pointed out: (1) the school administrator needs to gain
perspective regarding the values of society and the mechanisms through which these values are
expressed in the form of legal, structural, and operational guidelines for the school; and (2) the
school administration must become aware of his own value system since such value system
influences his decision-making function.
Several administrative roles were delineated, including consultation, counseling and
supervision. A number of implications for improving the principal’s role performance, as drawn
by Liphan and Hoeh from research studies, were presented in relation to each of four major types
of role conflict: namely, (1) inter-role conflict, (2) inter-reference-group conflict, (3) intra-
reference-group conflict and (4) role-personality conflict.