LECTURE NOTE

EDM 113 - INTRODUCTION TO EDUCATIONAL MANAGEMENT

CONCEPT OF EDUCATIONAL MANAGEMENT

Educational Management: Meaning, Nature and Scope
Management in business and organizations is the function that coordinates the efforts of people
to accomplish goals and objectives using available resources efficiently and effectively.
Management comprises planning, organizing, staffing, leading or directing, and controlling an
organization or initiative to accomplish a goal. Resourcing encompasses the deployment and
manipulation of human, financial, technological , and natural resources.

Gibson, et al,(1976) refer to management as a set of activities which can be classified as

concerned with planning, organizing or controlling. Sherlekar (1984) defined management as
the guidance, leadership and control of the efforts of a group toward some common objectives. A
manager is therefore a person who performs four basic responsibilities: Planning, Organising,
Directing , Controlling and leading.

Administration is the ability to mobilize human and material resources towards achievement of
organizational goals. Ogunsaju (1998) opines that administration is concerned with a variety of
tasks. Nwankwo (1987 ) in his own view describes administration as the careful and systematic
arrangement and use of human and material resources, situations and opportunities for the
achievement of specific objectives. Peretomode (1991) defines administration as the
performance of executive duties, the carrying out of policies or decisions to fulfill a purpose, and
the controlling of the day-to -day running of an organisation.

Management as an art
As an art, management is about carrying out organisational functions and tasks through people.
This art involves the application of techniques in:
• human and public relations
• the delegation of an authority: assigning and sharing responsibilities and duties
• communication: including decision-making and problem-solving.
• managing change.

Management as a science
Management here is concerned with establishing a philosophy, laws, theories, principles,
processes and practices which can be applied in various situations, including schools.

Management as an organisation
As an organisation, management is about creating formal structures and an establishment based
on a mission (or goals), objectives, targets, functions and tasks. For example, social and welfare
organisations in government management can refer to education and health services, whilst
public security management services could refer to the police and military.

Management as a person or group of persons

Managements may be seen as a person or a group of people. For example, a teacher could say
'The school management has changed the timetable in the middle of the term'. This could be
referring to the head alone, or to all the senior staff, or it could refer to the members of the board
of governors or school committee. In schools with several
promoted staff a 'senior management team' might be formed in much the same way as a
government has a cabinet of ministers.

Management as a Discipline
In this sense, management is a field of study with various subjects and topics. Knowledge, skills
and attitudes in management can be acquired through learning, from experience and from
certified courses.

Management as a Process
Management is a collection of processes, including such things as decision-making, problem-
solving and action-planning. These processes involve the management of resources including
human, material, financial and time. These processes are also known as the functions of
managers.

What is Education
Education is the provision of a series of learning experiences to students in order to impart
knowledge, values, attitudes and skills with the ultimate aim of making them productive
members of society.

Educational Management
Educational management therefore, is the process of planning, organising, directing and
controlling the activities of an educational institution by utilising human and material resources
so as to effectively and efficiently accomplish functions of teaching, extension work and
research.

Educational Administration
Educational Management and Educational Administration are terms used interchangeably.
However, Educational Administration is a specialised activity which runs the entire educational
programme composed of human and material resources in an organised manner towards a
fruitful and constructive goal.
Educational institutions operate in a dynamic environment. They therefore must constantly
identify and implement improvements in their own setup. Doing so requires the administrators,
faculty, and staff to constantly access training and developmental opportunities.

The Difference between educational administration and educational management

S/N Educational Administration Educational Management
1. This is concerned with planning and policy This is concerned with planning and
implementation policy formulation
2. They are at the lower level implementers of Educational managers operate at a
education goals macro level
3. School head e.g. principals Commissioner for education and
headmasters/headmistress, provost and rectors minister of educational are examples of
are educational administrators educational management
4 They are the supervisees They carryout the duties of supervision
 and inspection to ensure policy
implementation
5 They are more concerned with rules and They are progressive and imaginative,
regulations innovative because of emphasis on
results
6 They are more of service oriented activities They are concerned with achieving
result

Nature and Scope of Educational Management:

The National Policies on Education seek to bring about a social, economic and cultural
development in society by focusing on human resource development through education.
Education, therefore, must have more relevant curricula, be dynamic, and empower students to
bring about desirable social changes while preserving the desirable aspects of our existing
culture.

The national developmental goals require the professional management of education to bring
about the effective and efficient functioning of educational institutions.
The scope of Educational Management is wide and includes the history and theories of
management science, roles and responsibilities of an educational manager along with the
requisite managerial skills.

Origin of Educational Management

Educational management as a field of study and practice was derived from management
principles first applied to industry and commerce, mainly in the United States. Theory
development largely involved the application of industrial models to educational settings. As the
subject became established as an academic field in its own right, its theorists and practitioners
began to develop alternative models based on their observation of, and experience in schools and
colleges. By the 21st century the main theories, had either been developed in the educational
context or had been adapted from industrial models to meet the specific requirements of schools
and colleges. Educational management has progressed from being a new field dependent upon
ideas developed in other settings to become an established field with
its own theories and research.

There is no single all-embracing theory of educational management. In part this reflects the
astonishing diversity of educational institutions, ranging from small rural elementary schools to
very large universities and colleges. It relates also to the varied nature of the problems
encountered in schools and colleges, which require different approaches and solutions. Above
all, it reflects the multifaceted nature of theory in education and the social sciences.

Goals of Educational Management of

 Achieving an institution’s objectives
 Improving the processes of planning, organising and implementing within the institution
 Creating, enhancing and maintaining a positive public image of the institution.
 Optimal utilisation of human resources (administrators, non-teaching staff, teaching staff and
students)
 Enhancing the efficiency and effectiveness of infrastructure
 Enabling job satisfaction
 Creating and maintaining a congenial and cohesive atmosphere
 Managing interpersonal conflicts, stress
 Improving interpersonal communication.
 Building a relationship with the community

Basic functions
Management operates through five basic functions: planning, organizing, coordinating,
commanding, and controlling.

Planning
Deciding what needs to happen in the future and generating plans for action.

Organizing: Making sure the human and nonhuman resources are put into place
Coordinating: Creating a structure through which an organization's goals can be accomplished.
Commanding: Determining what must be done in a situation and getting people to do it.
Controlling: Checking progress against plans.

Opportunities after undertaking the course

• Teaching in a college or university after advancing with the course
• Work in research institutions on matter of education
• Work in international organizations, e.g. UNICEF, UNESCO, World Bank etc.
• Work in the ministry of education planning section, and also in country and sub county
level
• A flat form to work in any other sector of economy

THEORIES OF MANAGEMENT
Theories of management refer to a collection of ideas which set for the general rules on how to
manage business or organization. These theories are applicable in educational institution as well.
Management theories are broadly classified as follows:
1. Classical theory (1880s – 1930s):-
 Scientific management
 Administrative management
 Bureaucratic model
2. Neo – classical (1930s -1960s)
 Human Relations
 Behavioural Science
3. Modern management (1960s)
 Scientific management   
Henry R. Towne is known to have initiated the search of science of Management but Frederick
Winslow Taylor (1856 – 1915) is acknowledged as the “Father of scientific management”. He
was the first to apply scientific principles to the problems of management. He believed that
 management is a science based on well recognized and clearly, defined principles. His main
concern was on the most efficient way of carrying out task.
To put the philosophy of scientific management in to practice, Taylor and his associates
suggested the following techniques;
(1). Scientific task planning:- He emphasized that planning should be entrusted to specialists –
the one best way. True science to replace the initiative way of getting work done
(2) Functional foremanship: Taylor evolved functional foremanship to supervision and
direction. Under this scheme, right persons direct the activities of works
(3) Work study: Work study is related to analyzing the work to be performed by eliminating
unnecessary operations and finding out the quicker way of doing it. Work study eliminates
wasteful and unnecessary operations, reduced effort and increases productivity.
 (4) Financial incentives – high pay for success :- Taylor advocated that there should be a
direct link between remunerating and productivity for innovating employees. In order to
motivate the workers for greater and better work, Taylor introduced the differential piece wage
system
(5) Standardization:- Standardization helps to simplify work, to ensure uniformity of
operation and to facilitate efficiency standards should be laid down regarding work, materials,
tools, and equipment, techniques, time, working conditions etc.
(6) Scientific selection, placement and training:- Taylor wanted a radical change in the
methods and procedures of selecting works linked to the type of persons selected for taking up
various jobs. Workers should be selected by considering their education, experience and attitude
towards works. Placement of workers should be on the basis of merit rating and training should
be provided to workers to make them work more effectively.
(7) loss in case of failure :- in case of failure at work, appropriate sanctions should apply.
(8)  Mental revolution:- Scientific management involves a complete workman as well as on the
part of management. Scientific management succeeds through the co-operation between the
management and
workers.                                                                                                                                          

Criticism of Taylors School                                                            

Initially, Taylor’s scientific management was considered as something very unique but after
sometime it was subjected to severe criticism;
Taylor’s scientific management ignored the human element in the organization. Workers were
treated as machines
The principles of scientific management were confined mostly to production management. Other
important aspects of management were entirely ignored by Taylor
Scientific management emphasized that planning  function should be separated From the actual
performance and should be given to specialists
Taylor’s emphasis on extreme specialization is unrealistic. His expectation of efficiency was not
possible in an average worker
Critics also pointed out that the wages of workers were not commensurate with the increase in
productivity.

 Education implementation of scientific management

1. Scientific selection, training and development:- This idea is embedded in each states
requirement for teacher certification. The idea of course is that workers that are trained in
 specific curricula can provide much more information to students that can teachers trained in a
wide discipline.
2. Intimate, friendly and hearty co-operation for scientific work principles:- Based on this theory,
many states have implemented and continue to implement this idea through a variety of  plans
including merit pay, career ladder and currently The National Board Standards . the idea in
education is that those teachers that put forth more effort than others should be financially
rewarded.

ADMINISTRATIVE MANAGEMENT THEORY( HENRI FAYOL – 1841-1925)

HENRY Fayol, a French Geologist, was regarded as the father of modern management. He
viewed the scientific approach from the operational level of management. Fayol’s work
“Administrative Industrielle et Generale” was published in 1916.
Fayol classified the activities of any organization into two: operating activities and managerial
activities. According to him, managerial activities are the specific function or element of
management. They are:
P - PLANNING – This is an attempt to forcast the future actions and directions of the
organization
O – ORGANIZATION –Organising involves the establishment of formal structure of authority,
tast and responsibility through which work sub – divisions are arranged, defined and co
ordinated.
C – COMMANDING - To command involves direeting subordinates, maintaining law and
order and ensuring that the workers comply.
C – COORDINATING – Implies bringing together , unifying and harmonizing all activities,
efforts and units to achieve the overall goals and objectives of the the organization
C – CONTROLLING – Refers to evaluation of personnel and organizational activities to ensure
that things are in conformity with the established rules.
The second major contribution of Fayol to management were his 14 general principles of
management. They are as follows:
 Fayol’s Fourteen Principles of management
 Division of work
 Authority
 Discipline
 Unity of command
 Unity of direction
 Subordination of individual interest
 Remuneration
 Centralization and decentralization
 Scalar chain
 Order
 Equity
 Stability of tenure
 Initiative
 Esprit de corps
Others in this school of thaught are Max Weber and Luther Gulick.
Gulick identified seven administrative functions of management using the acronym :
POSDCoRB
 P – PLANNING
O – ORGANISING
S – STAFFING
D – DIRECTING
Co – COORDINATING
R – REPORTING
B – BUDGETING

THE STRUCTURALIST SCHOOL BY LED BY MAX WEBER

 The Bureaucratic Model
Max Weber the famous German sociologist provided this model who viewed bureaucracy as the
most efficient form of a complex organisation. Bureaucracy in this content is the organisational
form of certain dominant characteristics such as a hierarchy of authority and a system of rules.
Weber identified there basic types of legitimate authority.
1. Traditional authority : where acceptance of those in authority arose from tradition and custom
2. Charismatic authority: where acceptance arises from loyalty to and confidence in, the personal
qualities of the ruler.
3. Rational – legal authority: where acceptance arises out of the office, or position, of the person in
authority as bounded by the rules and procedures of the organisation.
Bureaucracy is characterised by hierarchy, division of work, rules and procedures. Management
principles in dealing with workers are impersonal and objective in behaviour. Efficiency of an
organisation can be enhanced by maintaining well defined hierarchy of authority with jobs and
offices , a division of work based on functional specialisation, a system of rules concerning the
responsibilities and rights of workers, a system of procedures, impersonal relationships and a
reward structure based on technical competence.
 Educational implication
 Performance, or student achievement, is the key value or goal of schooling
 Performance is accurately and authentically measured by the assesment instrument in use.
 Consequences or stakes motivates school personel and students.
 Unfortunate and unintented consequences are few

HUMAN RELATION SCHOOL

This school of thought is also known neo classical theory. Classical theory focuses on job
content and management of physical resources. Human relation school emphasise on human
being and their relationships.
Marry Parker Follet was a social philosopher. She suggested an integration of scientific
management and efficiency principles of organizational design and functioning with insights
from individual and group psychology. Her ideas emphasised on concern for individuals. This
was followed by experiments conducted by research team headed by Elton Mayo and Fritz
Roethlisberger. They found that irrespective of physical conditions such as lightning, rest
periods, increase or decrease in the length of the working day, production continued to increase.
They concluded that changes in physical job conditions did not lead to higher production but
increase in production resulted from changed social conditions of the workers. Higher production
was found to be influenced by worker motivation and satisfaction. This in turn was influenced by
democratic patterns of supervision used by researchers. Moreover during the experiments,
workers who recieved greater attention from researchers were able to socialize with other
workers and had some say in deciding working conditions.

Elton Mayo has been considered as the father of human relations movement. He suggested
that people are primarily motivated by social needs and obtain their basic satisfaction by
maintaining social relationships with others. He also found that employees are responsive to the
social forces of their peer group rather than to extrinsic incentives and management control. A
person’s loyalty to organization and identity depended on his/her ability to provide self-social
interaction and acceptance needs.
Educational implications
 Teachers have common sets of needs.
 They desire individual recognition but also want to feel useful to the institutions.
 If the needs are satisfied they lend to co-operate, willingly and comply with institutional
goals
 Educational manager should make the teacher believe that he is useful and important part of
the learner
 Administration should encourage subordinate participation in planning and decision making
on routine matters
 To some extent, learners should be allowed to exercise self direction and self control in
implementing plans
 Participative decision making and showing information with teachers will satisfy teacher’s
need for belongingness
 Satisfaction of needs lead to improve teacher moral and reduce resistance to formal authority
which lead to better institutional performance .

McGregor’s Theory X and Theory Y: Douglas McGregor invented the Theory X and Theory
Y, also known as “hard guy, soft guy” approaches to managing people in the organization. It
states that people’s commitment to work in an organization is influenced by assumptions
managers make about people. One set of assumptions is called theory X, which describes
employees with a relatively negative view. And another set of assumption is called theory Y,
which describe employees positively.

McGregor’s Theory X and Theory Y

Theory X Theory Y
1. The average person dislikes work inherently. 1. The average person does not  inherently
dislike work but depending on condition may
find work to be satisfying or punishment.
2. The average person will avoid work if he or 2. People will exercise self-direction and self-
she can. control to achieve organizational objectives
under certain conditions.
3. Most people must be coerced, controlled or 3.People will seek to attain their firm’s
threatened with punishment to get them to work objectives if there are sufficient rewards
toward the achievement of organizational goals. provided.
4. The average person prefers to direct to avoid 4.Under proper conditions the average
responsibility. individual will seek responsibility.
5. The average individual has relatively little 5.The capacity to use imagination and
ambition and wants security above all. originality is widely found in the people.

Others are theory Z BY William G. Ouchi, chester Barnard and Herbert Simon.

Educational Planning
Definition of plan and planning
Plan- It’s a recommended future course of action. It is a guide to achieving previously
established objectives in an optimum manner
Planning:- It’s a process that helps administrators to answer certain questions that are
relevant to decision making process e.g. What is to be done, where shall it be done or when
will it be done, who will do it or how will it be done?
• It’s a rational process of preparing a set of decision for future actions directed at
achieving objectives already set
• According to Door ( 1963) Planning is a process of preparing a set of decisions for action
in the future directed at achieving goals by optimal means.
• Kaufman (1972) View Planning as the process of determining where to go and identify
the requirement for getting there in the most effective and efficient manner possible

Educational planning is a continuous process geared towards ensuring adequate educational

services, quality control/assurances, efficient administrative and management control, adequate
provision of human, financial, time and material resources to power the continued growth and
development of education as a vital sector of any countries’ economy

Deng in Mbipom (2000) viewed educational planning in terms of formulation of educational

policies and objectives, the compilation of various educational proposals, the projection of
enrolments, compilation of school statistics, educational costing and budgeting, establishment of
new schools and expansion of existing ones

Reasons for studying educational planning

1. It enhances learner’s knowledge of education as a discipline
2. It helps to determine the objectives and goals of educational system and devises means of
achieving them i.e. enable learners to internalize the process of setting educational goals
and objectives which are essential for educational planning
3. It aligns our limitless needs, desires, expectations and aspirations with our available and
limited resources in pursuit of desirable educational goals. I.e., equips learners with skills
for efficient utilization of available educational resources
4. Enables the teachers to know their role and how they fit into the whole area of
educational studies and their contribution to human capital development
5. It helps in decision making about the education systems in terms of programmes and
operations
6. Enables the learners to make a comparison of effectiveness of education in respect to
other sectors of economy. i.e. planning ensures that provisions is made for different
competing sectors of the education system
7. Planning helps to reduce and avoid wastage in the educational system
8. Investment made in education demands planning to ensure adequate dividends such as
 production of goods, well developed students and adequate manpower for the country
9. Planning in education helps to ensure that the quality of education provided meets the
challenges of the global world. i.e. it makes learners aware of the effects of global social,
economic and technical changes

Importance of Educational Planning

1. Education as a key to national development
2. To balance population growth in terms of enrolment of students
3. The rising cost of Education
4. Politicization of Education
5. Provision of supportive manpower

Types of plans
1. Short -Term Plan
2. Medium Range Plan
3. Long Term Plan
4. Strategic Plan
Educational Planning Process
1. Identifying the educational problems
2. Definitions of goals and objectives
3. Identify Resources
4. Formulate Objetives
5. Generate Alternative Methods
6. Analyse and select the best methods
7. Develop Programme of Action
8. Implement the Programme of Action/ Plan
9. Evaluate Process and Results

APPROACHES OF EDUCATIONAL PLANNING

There are three rival approaches to educational planning. The three rival approaches are:
1. The social demand approach
2. The manpower requirement approach
3. Rate of Returns / Cost Benefit Approach.
 1. SOCIAL DEMAND APPROACH:
The Social Demand Approach requires the education authorities to provide schools and find
facilities for all students who demand admission and who are qualified to enter. Aghenta (1987)
opined that this approach looks on education, as service demanded by people just like another
social services. Politicians in developing countries often find the approach expedient to use
because of its appealing nature .This approach was used in the Robbins Committee Report on
Higher Education in Britain. In India too, this approach is a popular one while opening new
schools and colleges in particular.

2. MANPOWER PLANNING APPROACH:

The focus of this approach is to forecast the manpower needs of the economy. That is, it stresses
output from the educational system to meet the man-power needs at some future date. The approach focuses
on 3 main elements, namely:
1. Specification of the composition of manpower need at some future date e.g. 2015-2020
2. Specification of man power availabilities e.g. in 1995.
3. Specification which reconciles the former specification with the later.

3 RATE OF RETURNS APPROACH:

According to this approach, investment in education should take place in such a way that the
returns from the investment are equal to the returns from other kinds of investment of capital,
e.g., investment in industry. This principle is known as ‘equi-marginal returns’ in economic
theory and could be extended to educational sector. This approach treats education as an
investment in human capital and uses rate of returns as a criterion in allocation of financial
resources. The approach implies that if the rate of return is low, expenditure on education should
be curtailed. However, in reality, it is difficult to apply this approach to education due to
problems associated with measuring rate of returns in education.

PROBLEMS OF EDUCATIONAL PLANNING

The problems of educational planning are :

1. Political instability
2. Lack of data
3. Lack of facility
4. Poor accommodation
5. Lack of adequate person
6. Lack of fund
7. Lack of commitment on the part of some teachers

Solution to the problem identified

1. Political stability
2. Use of reliable and accurate data in planning
3. Adequate facilities
4. Provision of adequate accommodation
5. Employment of capable hands into our institutions of learning
6. Increase in educational budgeting line with UNESCO recommendations
7. Intensification of supervision of teachers to enhance commitment