Course Educational Leadership and Management course code_____________

Registration number SUIT-20-01-145-1950 Roll NO__20-FA-03598______________

Name Alaina Asmat Father Name Asmat ullah
Degree Program B.ed 3rd semester (1.5y) Student Signature_____________________

SARHAD INTITUE OF RESARCH AND EDUCATION LAKKI MARWAT

B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

Q1: Describe the meaning, nature and importance of Educational

Administration?
Educational Administration Meaning and Nature
Administration is a machinery through which any organization or institution can be managed. It
is a mean set up for a smooth and efficient working of educational structure. Educational
administration is the direction, control and management of all matters pertaining to school affairs.
direction is the leadership within the community and the school system. Control and management
are the means for realization of purposes defined in educational planning. Education is in the
control of the state as certain controls are at the state level in the form of constitutional provisions,
enactments and also as executive activities. Management designates a broad function, which the
responsibilities related to the school, pupils, teachers and other affairs related to the school. Russel
T. Gregg defines, “Educational administration is the process of utilizing appropriate materials in
such a way as to promote effectively the development of human qualities. It is concerned not only
with the development of children and youth but also with the growth of adults and particularly
with the growth of school personnel. Good’s Dictionary of Education defines educational
administration as, “All those techniques and procedures employed in operating the educational
organization in accordance with established policies.” Educational administration is concerned
with the dealing and also coordinating the activities of groups of people. It is the dynamic side of
education. Educational philosophy sets the goal; educational psychology explains the principles of
teaching and educational administration deals with the educational practices. It is planning,
directing controlling, executing and evaluating the educative process. The scope of educational
administration is very vast. It includes every thesis regarding the efficient functioning of the
educational institutions, securing the greatest benefits to the greatest number through an adoption
of practical measures. It interprets and clarifies the functions and the activities educational
programme in fruitful relationship and also harmonises their mutual action. It ensures sound
educational planning, good direction and efficient and systematic execution. A good
administration is one, which exhibits human activity at its best. The ingredients of good
administration are:
1. Associated performance-Human beings work in close collaboration and there is sharing of
responsibilities.
2. Organized purpose-well-defined purposes are achieved through sharing of responsibilities.
3. Creativity-through dynamic approach. The group proceeds towards it goal.
4. Achievement – the feeling of achievement makes an administrator to take more efforts to
achieve perfection. Administration also involves different kinds of activities to achieve its purpose
and to perform the functions related to it.
Importance of Educational Administration

Alaina Asmat SUIT-20-01-145-1950

B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

The purpose of educational administration is to enable an organization or an institution to carry out its
functions with maximum efficiency. It also enables the right pupils to receive the right education and from
the right teachers at a cost which should be within the means of state, and which will enable the pupils to
profit from their learning. The basic purpose is to bring students and teachers together under such conditions
which will successfully promote the end of the education. The major purposes are:
i) To frame well-defined policies and programmes so that teaching, learning situation results in the
growth and development of human beings. ii)
ii) To make use of appropriate materials to bring about the effective development of human qualities.
iii) iii) To execute the programmes and activities of the organization so that its objectives may be
achieved.
iv) iv) To assure the growth of children and adults and all the people involved in the management.
The other important purposes are:
1. Achievement of Goals
Educational Administration is not a goal in itself rather it is the means to achieve goals. It must
serve the aims of education. If education is a tool for social transformation, it must inculcate
and generate a sense of identification and a sense of one’s fellow beings. Educational
Administration is concerned with human and material resources. The human elements are
pupils, parents, teachers and other employees in general at different levels. On the material
side, there are money buildings, equipments and instructional supplies. Beyond these two
elements are 6 ideas, curricula, courses of study, methods, principles, laws and regulations,
community needs, and so on. The integration of these parts as a whole is a challenge for the
Administrator; rather these should be effectively used to achieve the goals of education.
2. Economy
The administrative setup should check that human material resource should be economically
used to achieve maximum benefits. Wastage of any, resource should be avoided. Education in
the developing countries is consistently administered poorly. It involves extraordinarily high
monetary cost and lacks in planning and coordination. For the most efficient mobilization of a
country resource, it is very important that the plans for the development of economy and for
developing human resources should be coordinated.
3. Conservation of Resources
From the standpoint of economic development three factors are of basic importance i.e. natural
resources, physical capital and human resources. Natural resources are not only determining
factor in economic development. Investment is directly related to economic development but
varies greatly in its effectiveness. The problem is not only to bring about an increase in the
share of natural produce, but also to bring about a more desirable allocation of investment. To
make full use of capital investment, a qualified managerial, engineering and labour force is
essential for selection, operation and maintenance of such investments. Therefore, to bring
about development using education, it is desirable to conserve the three types of resources.
4. Optimum use of Resources These resources should be used in such a way that one should get
the maximum benefit out of them for good and efficient administration.

Q2: Explain the basic principle of educational administration?

Basic Principles of Educational Administration
a) Principle of Democratic Leadership Leadership is derived not from status or
power under the law but from the situation by showing ability to deal with the

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B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

problems. The supervisor, as a leader, does not impose his whims but arrives at
certain conclusions through group thinking and cooperative decision-making. “It
means a sharing responsibility for achieving a successful outcome rather than
throwing the weight of authority behind a wrong judgment”. In this principle there
is a fact that teacher should be involved in full, fair and frank discussion based
upon a mutual recognition of the personal worth of the other person. Such a
discussion must reach specific conclusions and concrete proposals, set down in
writing so that the teachers and the supervisor can check progress from time to
time.
b) Principle of Co-operation
Co-operation implies:
i. Participation in an activity to attain a certain goal, and
ii. A sense of responsibility on the part of the teacher that he is a coworker,
not a slave. It assumes that the best solution of any problem is not known
to any single person but it can be knows through mutual help and
discussion. Even if the supervisor knows a better method of teaching a unit
or organizing a class of pupils, he does not hand it down to the teacher
dogmatically. He simply discussed the problem with the teacher, thinks
with him of the various possible solutions, helps him to make a choice and
encourage him to implement the decision which they have mutually arrived
at. Such a cooperative effort raised teacher’s morale encourages creativity
and develops a sense of responsibility on his part. It also develops a climate
in which teachers tend to change.
c) Principle of Scientific method
This principle focuses attention upon getting the facts, upon analyzing the
situation, as it exists and upon drawing objective conclusions. The supervisor
should use the scientific method in making decisions as well as in determining
needs, examining resources, planning procedures and evaluating results.
d) Principle of Coordination This principle assumes that a school or a group of
schools is so such organized that all teachers work as coordinated parts rather than
individuals. It, however, does not mean that the individuals should lose their

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B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

identities. There is need for coordinating instructional work and other activities in
a certain subject through all the schools classes as well as in various subjects in
the same classes. Without such an effort on the part of the supervisor the main
purpose of education, i.e. balanced development of child’s personality cannot be
achieved. Another important implication of this principle is that school and
community efforts to provide formal and non-formal learning experiences to the
children, who should also have the same focus and direction. Supervision must
play an important role in coordinating school and community efforts as well.
e) Principle of Flexibility
This principle implies that rules, procedures and standards should be adjustable to
meet the requirements changing conditions. Not only that each individual is
different from the other but the same individual may reach a goal with different
ways in similar situations and at different times. The supervisor must recognize
and respect individual differences in teachers, as should the later do in respect of
children. He should also adjust supervisory activities according to the individual
needs of teachers. The principles of flexibility do not mean lowering the standards;
it simply means an adjustment of an arrangement or method so as to create a more
favourable environment for an individual’s growth and improvement. It also
means that the teacher should be provided with a variety of instructional aids and
materials, that the standards and the procedures should be so modified as to fit
different schools and communities (in urban and rural areas), and that supervisor
must be fully aware of the personal and professional problems of every teacher to
be able to provide individual guidance.
f) Principle of Planning
Successful accomplishment of the objectives of an organization implies planning.
Planning involves both deciding what to do and determining how this is to be 16
done i.e. identification of the objectives and laying out of the alternatives for the
achievements of the objectives. Effective supervision, too, depends, for its success,
on careful planning. Planning is a cooperative enterprise. Besides clear vision of
goals and foresight of consequences, planning must be based on the thinking of
the persons concerned, their needs and aspirations. To quote Ayer, “a supervisor

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B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

without a plan has no point of departure and no destination” some of the reasons
given by him for supervisory planning are that:
1. The supervisor should have thought the situation, analyzed it selected for his
attention the weak sports new need.
2. He has conceived before-hand professional activities directed to the
achievement of certain definite objectives.
3. He has provided for the coordination o the work of all; and 4. He has developed
a basis for evaluation
g) Principle of Evaluation
Evaluation is one of the basic functions of supervision. It is more than testing
pupils or rating teachers. It aims at the improvement of persons, and products
involved. It is a process of making judgment by which more planning for
improvement is possible. To be effective the supervisor must be able to evaluate
school situations as well as his own role in the professional growth of teachers. He
should have developed evaluative criteria with the cooperation of teachers to
assess teaching, learning and supervision

ASSIGEMENT
Scope of Educational Administration
Fayol considered administration as a way to plan, to organize, to command, to
coordinate and to control education. Planning is an intellectual activity, which is
performed on the basis of facts and principles. It plans its activities in such a way
that the objectives for which it has come into existence can be achieved. To
organize the means of arrangements, by which interrelationship along with order
for people, materials, procedure, knowledge and the work can be done. 7
Command or to direction involves the execution of plans and decisions and makes
the staff do their work. Coordination requires harmonizing in a unified manner all
the elements involved in the programme. It seeks the cooperation of all who are
involved in the administration. By control we can see that everything is carried out

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B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

in accordance with the rules, which have been laid down in the instructions, in
other words, it is evaluations. Fayol’s idea was further developed by Gulick and
Urwick. The formula of the functions of administration was referred to as
POSDCORB, involving.

Planing

The establishment of the formal structure of authority through which work subdivisions are
arranged, defined and coordinated for defined objectives.

Organizing: The establishment of the formal structure of authority through which work
subdivisions are arranged, defined and coordinated for defined objectives

. Staffing: The personnel function of brining in and training the staff and maintaining favourable
conditions for work.

Directing: It is a continuous task of making decisions and also deciding on specific and general
orders and instructions and serving as the teacher of enterprise.

Coordinating: It is the important aspect of inter-relating the various parts of the work.

Reporting: Keeping the those records of who are answerable to executive and also to inform him
about what is going on, and keeping himself and his subordinate informed through records research
and inspection.

Budgeting: It is the financial planning, accounting and control.

Planning: It involves the identification and classification of objectives and scope of operation. It
also investigates to reveal the condition which is affecting the achievement of objectives.

Organizing: Organization means taking those steps by which, the people who are involved in
administration remain in cooperative manner with each other and are prepared to contribute their
best to the joint activity of their talents and their energies are optimally utilized.

Decision Making: It is the art of executive decision to be take on pertinent questions which are
not pre-mature and which can be effective and can be put into action.

Stimulating: A successful administrator makes all efforts to provide stimulation to the member of
the organization in order to get their cooperation spontaneously to achieve the goals. He avoids

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B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

the exercise of authority. He does not give specific direction but helps them to attain the highest
level of creativity. Coordinating: It s the brining up of appropriate relationships between people
and the thing which are necessary for the organization to achieve the objectives and involves the
allotment of duties and responsibilities also help the organization of all activities of the individuals.

Communicating: It is process by which direct-information, ideas, explanations and questions are

transmitted from person to person or from group to group. There are three channels of
communication process:

1. Upward Communication is from teachers to the principals to district officials and to directorate
etc.

2. Horizontal Communication, which runs along the same level of workers and enables the
colleagues to be conversant with activities of the organization. There is no situation of
subordination or superiority.

3. Downward Communication, where the flow of communication ideas, suggestions and

commands, are from senior officers towards juniors.

Evaluating: In this process whatever activities are performed, are put to test in order to find out
the extent by which they provided success in the accomplishment of set goals. It is done to find
out the weak spots and to make improvement in future by overcoming the deficiencies. Evaluation
is done through cooperative studies, surveys, testing programmes, opinion polls, etc. The
administrative set-up should also see that elasticity and dynamism are introduced in the working
of the system. Education administration cannot be rigid and static. Experimentation, trial and errors
have to be allowed freely in the administration of education. Freedom is the very soul of education.
Educational administration should enjoy the freedom to frame aims and ideals and put them into
practice. There should be a change in the attitude of administrators who should cultivate openness
of mind and a spirit of enquiry rather than a rule of the thumb approach, which tried to stick to,
established practices even though they are meaningless. The practice of holding periodic reviews
at least every three to five years is an important administrative practice to discard the old and
introduce new practices, Inter-state contact should be built up and comparative analysis of different
state practices should be encouraged. The evolution of the techniques of the detailed programming
of the planned projects and by giving training in them should be the responsibility of the national

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B.ed 3rd semester PAPER: EDUCATIONAL Leadership and Management

Institute of Educational Planners and Administrators. The officer-oriented system where most of
the work will be done by the officers at their own level should be practiced.

Alaina Asmat SUIT-20-01-145-1950