Meaning, Concept, Scope and Functions of

Educational Administration
1.1 Meaning of Educational Administration

Education is the reflecting mirror of the culture of any Nation. Education enriches life,
promotes creative thinking and the resultant activities of the human beings. Education is
closely related to the individual and the government. The good life of human beings in the
society is possible only through good education. Therefore, education is a purposeful and an
organized activity. Education should be given prime priority to promote the National
priorities. For instance, In a large democratic country like India the success of democracy
depends upon the rate of literacy. Keeping this in mind the makers of our Constitution
provided for free and compulsory education up to the age of 14 years. In the Indian
Constitution the subject of education was shifted from State list to Concurrent list in order to
promote better education by the Central and State Governments. The goals, procedures and
machinery for the management of this huge organisation together constitute educational
administration.

There is always a machinery or a procedure to run a particular organization. Hence we define

administration as that machinery through which an organization is managed. The word
‘administration’ has been derived from the Latin word ‘minister’ which ‘means service
rendered to others for their welfare’.

‘Administration’ does not refer to any single process or act. It is a broad umbrella
encompassing a number of processes such as planning, organizing, directing, coordinating,
controlling and evaluating the performance. The same situation occurs in the field of
educational administration. Many attempts have been made to define educational
administration in concrete terms:

According to Adams: “Educational Administration is to enable the right pupils to receive the
right education from the right teachers, at a cost within the means of the state under
conditions which will enable the pupils best to profit by their training”
According to National Society for the study of education (NSSE) : “Educational
Administration is a social statesmanship which gives educational activities, plans,
programmes and facilities and provides leadership in a long term but broad social
perspective”

Although there is no single accepted definition of administration, there is a general agreement

that it is concerned with the dealing and coordination of the activities of group of people.
Therefore, educational administration can also be defined as a management which deals with
the effective supervision of education institutes and ensures their proper functioning. As
according to Henry Fayol,” the success of an enterprise is largely dependent on their
administrative ability of its leaders as opposed to its technical abilities”

1.2 Concept of Educational Administration

The concept of educational administration is applicable to educational institutions or

organizations which have certain goals and aims. It is a unique field within the discipline of
education which examines the administration theory and its practice in educational
institutions and organizations. In Britain this was termed as ‘educational management’ as it
focused on teacher training and research while in America the term ‘educational
administration’ is used as the teacher training is focused on organization of school and
institutions. In general, educational administration is concerned with developing a
harmonious relationship between the human and material resources available in order to
accomplish the purpose and objectives of the institution. Therefore it involves exercising
power and authority, procuring resources as well as formulating rules and policies so as to
maximize performance.

In India, the concept of educational administration is not just limited to schools but extends to
sub- district, district, state and national levels as well. Under Sarva Shiksha Abhiyan, Block
Resource Centres(BRC’s) , Cluster Resource Centres ( CRC’s) , District Institutes of
Education and Training (DIET) etc. were established to provide training to in-service teachers
and to provide academic support to schools.

In the modern era, 21st century, there has been a spike in the amount of technological
innovations. The new generation of school age learners would be living in a digital world.
Therefore a paradigm shift in the concept of educational administration which caters to the
new generation is required. This would be possible with the incorporation of a course which
emphasizes the importance of the new paradigm ( from the viewpoint of Tirto, Nair,
Churches and Roberts) along with courses like contemporary statistics, research methodology
and professional ethics.

Fig. 1. Educational administration model at state level [10]

1.3 Scope of Educational Administration:

Education is one of the largest enterprises undertaken for the purpose of the development and
growth of the individual and to meet the needs of the society. It involves the ability of a large
number of people, students, teachers, parents and the public. It is the task of the
administration to set up such machinery and make it work smoothly and effectively. The
scope of educational administration therefore, extends to a vast area and a large variety of
activities. Ordway Tead has laid down scope of educational administration under these five
areas:
1) Production: It refers to the social activity of work for which an organization is set up.
Educational administration has to explain the goals of education to the educational workers
so that the desired product is achieved.

Fig. 2 Areas of educational administration

2) Assuring public use: It refers to all the activity done by the organization is acceptable to
the public. It is the duty of the educational administration to define the operations needed, to
make them known and to promote them to the public so that it is useful for them.

3) Finance and accounting: It refers to the receipt and expenditure of money invested in
the organization. Educational administration is also concerned with the receiving and
spending of money necessary for the activities involved in the educational machinery. It
should record and measure the monetary & other resources invested in the educational
organization and also evaluate the inputs and the outputs.

4) Personnel: It refers to the procedure of recruitment and maintenance of the good will and
personal relationship among them in order to ensure fullest interest, cooperation, morale and
loyalty of all the persons working in the organization. This is especially important for the
educational enterprise where the whole work is centred on the impact of one type of human
beings, the teachers, upon another type of human beings, the students. The scope of
Educational administration, therefore, spreads over the personnel.

5) Coordination: It is an important activity of educational administration. It ensures the

close inter-relation of all the functional activities of the organization such as personnel,
finance and production of the desired results. Inter-relation between these structures of the
organization is important along with the coordination of the efforts of the workers of the
organization, so that all result into the achievement of the goals. For instance, the primary and
secondary educational institutions are also managed by the Panchayat Raj Institutions in
Andhra Pradesh. As per the recommendations of the Hunter Commission of 1882 the
Secondary School Education was transferred to Local bodies. The Municipalities and 39
District Local Boards came into existence in the field of primary and secondary education

SCOPE AS EDUCATIONAL ACTIVITIES :

‘Sears’ has pointed out the scope of administration more specifically in relation to education
as follows:

1) Establishing Educational purposes: This includes laying out the work of the organization
by expressing them in the form of aims.

2) Development of the personnel: This requires financing, housing, materials and facilities
for carrying out the work of the organization.

3 ) Laying out procedures and techniques: This includes plans and curriculum to guide the
work which includes methods of teaching and supervision.

4) Nature and use of authority and control: These can include legal, official and personal
through which the administrative process will operate.

5) Deciding the mechanism: This requires deciding the structure of the system through
which authority and power are applied in the administrative process.
Thus the scope of educational administration is very wide and extends over many fields. In
view of the innumerable activities that have been performed by educational administration,
its scope may be broadly classified under the following aspects:

SCOPE AS ASPECTS:

Legal structure: It refers to the laws that have been passed, the rules and regulations that
have to be framed under which the agencies of education i.e. schools, universities would run.

1) Pupils: Pupils are the centre of educational enterprise, the entire process of education
works for them. Rules for their admission, promotion, and discipline have to be framed and
implemented.
2) Personnel: Personnel play a key role working as a driving force in education. Men
and women have to be recruited, trained and their qualifications have to be prescribed.
Schemes and programmes for their guidance should also be drawn for constant development.
3) Finance: It includes decisions about the cost of education among centre, states and
local bodies. Further it includes framing of rules and regulations for budgeting of funds and
resources.

1.4 Functions of Educational Administration

Educational administration is a process which ensures proper functioning of school and

academic institutions by coordinating the tasks and duties of the people involved so as to
achieve the educational goals and objectives. The educational administration, therefore, has
some definite functions.

A number of researchers have listed out different functions of educational administration

focusing on activities, policies as well as the theory and philosophy of administration.
However, according to researcher Russell T. Gregg, any list of this kind would be incomplete.
He suggests it would be more a fruitful process to classify the functions into broad categories.
So he proposed seven functions or components to educational administration. These are
planning; organizing; decision making communicating; influencing; coordinating and
evaluating.
1) Planning: Planning is the first element of educational administration. It involves
systematic, well-researched and well-articulated scheme of working based on the current
problems; as new problems and challenges arise everyday it is essential that planning should
be flexible and dynamic. The administrator should also try to plan ‘with’ others instead of
planning ‘for’ others as the former more democratic method provides a sense of belonging
and willingness to cooperate among the members and stake holders.

Fig.3 Functions of educational administration according to Russell T. Gregg

Finally, it is useful because it clarifies ‘what’ has to be accomplished and thus saves time,
effort and money. The only alternative to planning is trial and error which is dangerous and
not as effective. Planning is therefore an indispensible part of educational administration.

2) Organizing: Organization is the machinery through which the plans are executed. It can
be of two types – (i) formal and (ii) informal. The former is established by law and is useful
for assigning tasks while the latter is based on interpersonal relation and is important to
ensure sense of belongingness and active participation of the people. Both are thus crucial
and inter-related. In fact, a formal organization is strengthened by informal network of
contacts and personal relations. Also, for good organization it should be ensured that there is
‘decentralization’ of power, i.e., power and authority is not concentrated at the top and is
distributed to the operational level. In terms of schools, it should be ensured that there is
active participation from teachers, students and parents. Lastly, it should be flexible and there
should be a scope for re-organisation as we face new challenges in the educational sector.

3) Decision making: After making suitable organizational programs, it is important to take

decisions in order to realize these goals. A good administrator should seek advice and
collaborate with staff members or colleagues who have expertise in the domain regarding
which the decision has to be taken. This would lead to better staff co-operation and successful
implementation.

4) Communicating: Effective communication should be established both up and down the

hierarchy, i.e., between education minister, principal, teachers, students and parents to enable
efficient administrative control. Wherever possible an attempt should be made to shorten
these vertical lines of communication through informal contact, discussions and feedback
system.

5) Influencing/ Controlling: Sometimes application of power/ authority over junior or senior

staff below the hierarchy is required so as to bring about the desired result. It can be done
with the help of devices like salaries, equipment, time-table, curriculum, rules and regulation,
promotion etc. For example, the minimum knowledge a student gains after a particular course
can be controlled by using an appropriate curriculum. It should be kept in mind that the main
purpose behind influencing is to improve and promote the educational goals and aims.

6) Coordinating: Coordination is a means of achieving a harmonious relationship in a

scenario where a number of people like teachers, students, parents as well as activities and
facilities are involved. It is also required in all fields of administration such as planning,
organization, communication etc. For example in schools many subjects like science, math,
arts and sports are taught; the person- in charge should ensure that everybody co-operates in
order to achieve the desired result. If a programme is organized the in-charge will also have
to ensure that there is coordination between the person handling the furniture, equipments as
well as the teachers. Lack of co-ordination reduces the efficiency and can lead to confusion
and wastage of time. Therefore coordination is both a preventative and curative measure.

7) Evaluating: Evaluation is the last but an important function of effective administration. As

educational administration involves a number of activities it is necessary to evaluate them in
a timely manner in order to assess the achievements and rectify any shortcomings. This will
help in measuring the progress and increasing the confidence of the staff. For example, there
are different views on the criteria to be used for evaluation of education, some prefer pass
percentage, others degrees and many look at the income earned after education. No matter
what the criteria any evaluation process should involve the following steps-

(i) Determine the purpose of evaluation.

(ii) Identify what information has to be collected and how to collect it.

(iii) Interpret and finally summarize the results in accordance with the purpose.

The above given functions have been divided into different categories yet are inter-related
and dependent upon each other and are crucial for effective administration.

Principles of Educational Administration

EDUCATIONAL ADMINISTRATION

It is a process which includes operations through which a countries’ education is maintained

in best possible working conditions or a process of utilizing appropriate material to promote
the development of human qualities. Educational administration is very comprehensive, it is
concerned with the formulation, execution and appraisal of educational policies.

Ref : http://www.shodganga.inflibnet.ac.in/

MEANING OF EDUCATIONAL ADMINISTRATION

Educational administration is fundamental in education. It is concerned with the

implementation of educational plans in an efficient and effective manner, in the centers of
learning. While the preparation of an educational plan is considered as the art of thinking
out the maximum possible in a given situation, educational administration is considered as
the act of realizing those possibilities fully and comprehensively. Some people interpret its
meaning in a narrow sense as the instrument of only managing the teaching and
non-teaching personnel of the Education Department. But educational administration is
considered as the art and science of the management of educational programmes. The
management of personnel is only incidental to the primary task of the management of
educational programmes for maximum efficiency and effectiveness.
Like most words, “administration” has been derived from the Latin word “master “which
means, service rendered to others for their welfare. The traditional meaning of the term
‘administration’ was-perform, take charge of or accomplish. The Oxford Dictionary defines
administration as, management of business, management of public affairs, government etc.
According to this definition, administration may be considered as management of business
or public affairs or government. The use of the words-business, public affairs and
government indicate a type of organisation or institution. From this analysis, administration
may be considered as management of an organization or institution. Thus administration has
two important aspects- the management and the organisation.

Ref : school organization and management by B.N. Dash

According to Graham Balfour “educational administration enables the right pupils to receive
the right education from the right teachers at a cost within the means of state under
conditions which will enable the pupils profit by their training.”

According to Paul R. Mort “education administration is the influencing of one group of

human beings, the pupils to grow towards refined objectives utilizing a second group of
human beings. The teacher as agents and operating settings third group of public variously
concern both with the objective and with means use to achieve them.”

Ref : class notes

According to Adams “Educational administration is to the right pupils to receive the right
education from the right teachers, at a cost within the means of the state under conditions
which will enable the pupils best to profit by their training.”

According to P.R.Plot educational administration may be defined as, in large, part “the
influencing of one group of human beings, the pupils to grow toward defined objectives;
utilizing a second group of human beings, the teachers as agents; and operating in a setting
of a third grope of human beings, the teachers as agents; and operating in setting of a third
group of human being, the public, variously concerned both with objectives and means used
to achieve them.

Ref : educational administration and management by S.S. Bhatnagar and P.K. Gupta

Educational Administration means the totality of the processthrough which appropriate

human and material resources areavailable and made effective for accomplishing the purpose
of an enterprise.

PRINCIPLES OF EDUCATIONAL ADMINISTRATION

Administration is nothing but the management of the affairs of an organisation. The
principle of management is dominated by the prevailing philosophy of the people. The
philosophy of the people is respect of management may be of two types i.e. democratic and
autocratic. Democratic management emphasis on cooperation, coordination, mutual
goodwill among the personnel involved in the process of management, integration of efforts
etc. Authoritarian administration emphasizes on force of authority, fear of punishment,
appreciated by most of the people of the world is not authoritarian principles. Let us now
discuss some off the important principles of administration, under the following heads.

1. Principle of Sharing
The advocates of this principle of administration claim that school administration
should be based on mutually shared purposes. This principle of sharing has two
important aspects- (i) sharing the largest number and variety and purposes among
the persons involved in the process of administration and (ii) sharing of groups. If
sharing becomes the principle of administration, all administrative problems become
a problem of all. The teachers, the students, the administration and the public share
responsibility to achieve success in the field of education. Development of policies
and the planning of educational programmes become a joint responsibility of all
those who participate in the process. The participants must have to share in
planning, executing and evaluating the process of administration. The success and
failure are also equally shared and each is held responsible for this part in the joint
enterprise. The principles of sharing puts more brains together for better work.
Page no: 37

2. Principles of Freedom
The very nature of man’s individuality is to differ from his fellow beings. Hence he
wants to be free. He would not feel the importance of freedom in his life, if he were
born equal, because the need of all would almost be the same, though not alike. But
it is a fact, based on scientific experiments, that men are born different. Hence they
are born free. Democratic administration, therefore, allows freedom, to ensure all
persons an opportunity to express their unique personality. A teacher in the
classroom should be allowed freedom to follow any method, which he feels suitable.
He should also be fee to criticize, to reason out anything, to present different
viewpoints and to ask questions. The students should also be allowed academic
freedom. Page no : 37

3. Principle of cooperation
Dewey once said, “A society which makes provision for participation in the good of all
its members on equal terms and which secures flexible judgement of its institutions
through interaction of the different forms of associated life is so far as democratic.”
Thus the principle of cooperation is basis of democratic administration

The school is considered as a cooperative society in which every member should

work for all and all for each. Full understanding and goodwill should prevail between
 the headmaster and the teachers between staff and students, between parents and
school, and between school and controlling authorities. A cooperative spirit must be
reflected in every activity of the school. Regarding the principle of cooperation.
Ryburn writes, “The pupils of the school, if they are to develop the characteristics of
cooperativeness must live when in school, in a s society which in a practical way
provides a living example of cooperation. The running of a school is not a one man’s
job. It needs the working of many hands and heads. Therefore, person concerned
with the process of school administration, must follow the principle of cooperation.
Page: 38-39
4. Principle of justice
A head of the institutions who believes in democracy should not show undue favour.
He should show full justice to all. Respect for justice quickens the solution of
problems and disputed. Lack of justice leads to non-cooperation among the persons
involves in the process of learning. For want of justice, many employees become
frustrated. In the centers of learning due respect must be paid to the rules and
regulations. The moment the head of the institution pays respect to justice, most of
his troubles will be over.
Page: 39

5. Principle of flexibility
Democratic administration does not follow any stereo typed ideas to bring about
better results in policy and approaches. A democratic administrator believes in
changes, not in rigidity. He modifies his plan of action in light of his experiences and
also on the constructive advice of his colleagues
page: 40

6. Principle of Leadership
The modern school administrator should be a democratic educational. He should
value the dignity and worth of the individual. Man is important and things are
subjugated to the welfare of man. The best society is composed of men who attain
their fullest potential. The democratic leader rules upon the method of intelligence.
Man’s problems can be solved through his intellectual efforts. He also relies on
cooperative group action in the solution of common problems. When the principle of
leadership is followed in the field of school administration, and administrator exhibits
certain convictions as stated below:

● The welfare of all is assured by the welfare of each member of the group.
● Decisions on the basis of cooperative efforts are more valid than decisions made
by the individuals
● Growth comes from within the groups rather than from without.
● Democratic leadership is accepted as a way of life.
● Individuals are trustworthy and dependable.
● Every member can make an important contribution to these fields of education.
 ● There is scope for reliance on group process. Page: 41

7. Principle of recognition of the individual growth

Every individual has an essential worth in him. An administrator, who recognizes the
dignity and worth of every individual is really a democratic leader. The individual is of
prime importance in a democracy. It is the duty of the headmaster to know each
member of his staff thoroughly. He should be judicious in assigning duties and should
see that a square peg is put in a square hole. He should recognize that certain
teachers are very well in classrooms but here are some who achieve outstanding
success in co-curricular activities. Such merit should be recognized.
Page: 41-42
Ref: school organistion administration and management by B.N.Dash

8. Principle of equality
According to Early Childhood Care Education, “A democratic administrator should
look upon the personnel as socially equal to himself. He should not take decisions by
himself, but with his colleagues. He should make feel them responsible and share in
administration. He should have a code of set rules of administration which he and his
colleagues should follow rigidly, making no discrimination in their application and
lastly, he should want no special privilege.” He should avoid all bossing tendencies.
He should treat all those who work under him as his co-workers as in democracy
there are no subordinates.
Ref
:http://teachertrainingindia.co.in/blog/early-childhood-education/important-principl
es-of-school-management-and-administration/

9. Principle of democracy
The basis of the democratic principle is the recognition of individual worth. In
education, as in all social organization, the democratic demands that all those that
will be affected by a decision must have a say in the formulation and development of
the decision.
Ref :http://www.shodganga.inflibnet.ac.in/

10. Principle of Efficiency

One of the school administrator's obligations specified in the Education Act of 1982 is
that he or she" shall be accountable for the efficient and effective administration and
management of the school." This particular provision is relevant in the context of the
great challenges that our schools face today. Ours is a dynamic age characterized by
scientific discovery, technological innovation, and rapid social and cultural change,
and therefore our educational system—along with the schools, colleges, and
universities both public and private encompassed by that system—must be in the
forefront to meet those challenges. Being in the forefront to meet the challenges of
the times implies that our institutions of learning must have capable and competent,
as well as efficient and effective, school administrators. We need school
 administrators who not only can lead an organization toward the realization of its
objectives but also can empathize with the needs and dispositions of the individuals
in that organization. We need school administrators who are concerned more with
giving due attention to carrying out their roles and responsibilities in terms of
maintenance and improvement as applied to the various functional areas covered by
school administration and less with being preoccupied with the power, prestige, and"
largesse" attached to their positions. We need school administrators who can
provide leadership in their respective school settings. We need school administrators
who can conceptualize and utilize human and technical skills as well. We need school
administrators who can exercise wise decision-making. We need school
administrators who can tackle various contemporary concerns such as internal
problems of organization, criticisms of our schools, societal demands for alternative
forms of educational services, persistent clamor for better quality in curriculum and
instruction, and the accountability movement. In short, we need school
administrators who can translate the" efficient and effective administration
andmanagement of the school" concept into vibrant reality. But how capable and
competent, how efficient and effective,
Ref: books.google.co.in

11. Principle of evaluation

To access the success and failure of a programme of administration, the principle of
evaluation should be adopted. Evaluation also helps to understand the defects in the
programme and to modify these defects by changing the nature of school
administration. Page no: 40

Ref: school organistion and management by B.B.Dash

12. Principle of professional growth

The principle of professional growth includes progressive learning. As progressive we
need to improve the way of thinking, learning and observing the things.
Professional growth includes innovative practices to enhance knowledge, skills,
attribute and competencies. It should ne generative and focused on improved
practices. In order to attain high quality professional growth, change must come from
school level to the system.

13. Principle of optimism

Academic optimism depends on positive psychology whose foundation based on
scientific research contributing to the general wellness of the public and struggling to
understand the individual traits. The three properties of academic optimism have
interacted each other. Academic emphasis, being one of these features, triggers
student achievement by carrying students’ learning to the top level. Collective
efficacy reflects the thoughts and beliefs of the group. By increasing trust in school,
student and parent trust increases and this strengthens the trust for school. In
 conclusion, despite the socio-economic status of the students, the triplet structure of
academic optimism affects student achievement in a positive way.

Ref: https://www.sciencedirect.com/science/article/pii/S1877042810023669

FEATURES OF EDUCATIONAL ADMINISTRATION

● Fulfillment of the goals of the organization.

● Making use of other peoples in the fulfillment of these goals.
● Providing suitable conditions for goal and raising the morale of the workers in the
job.
● Building into one’s own organization the provision for innovation for changes and
whole development.
● It is Humanistic and Reformistic.
● Its major objective is to build the personality, individual needs and his quest for
perfection.
● It help in enabling the individuals understanding that “crime is evil “.
● It is not merely the political philosophy but it is the psychology, sociology and history
which determines the educational process and procedure
● It proceeds by talking individual as a unit.
● It is more concerned with inner development of human personality along with the
system.
● Educational administration tries to make an individual a moral and cultural person
● It believes in experimenting. Ref : class notes
FUNCTIONS OF EDUCATIONAL ADMINISTRATION

1. To delegate authority and responsibility.

2. To strengthen local initiative and local control.
3. To secure the greatest return from the money spent.
4. To secure the goodwill of personnel, public education department and other social
agencies and institutions.
5. To implement a democratically determined programme.
6. To determine policies and to implement them.
7. To integrate the units concerned with the same problems or areas.
8. To utilize maximally the special capacities of the personnel and the material
resources.

Ref: school organisation and management by S.S. Chandra and A.K. Chakraborty
Educational Administration and their Advantages
and Disadvantages (unit 2,3)
EDUCATIONAL ADMINISTRATION

Meaning:
Educational Administration is regarded as the process of integrating the appropriate human and
material resources that are made available and made effective for achieving the purposes of a
programme of an educational institution.The term “Administration” doesn’t refer to any single
process or act. It is like a broad umbrella enclosing a number of processes such as: planning,
organizing, directing, coordinating, controlling and evaluating the performance. The same situation
occurs in the field of educational administration. The concept of educational administration is
applicable in case of an educational organisation which has certain purposes or goals to fulfill.In
order to achieve these purposes or goals, the head of the educational organisation plans carefully
various programmes and activities. Here the educational organisation is a school. The head of the
school organizes these programmes and activities with co-operation from other teachers, parents
and students. He/She motivates them and co- ordinates the efforts of teachers as well as directs and
exercises control over them. He/She assess their performance and progress in achieving the
purposes of the programme. He provides feedback to them and modify the plans and programmes of
the school. So the entirety of these processes which are directed towards realizing or achieving the
purposes or goals of the school is called educational administration.

Nature of Educational Administration:

The Educational Administration has the following nature:
1. Educational administration doesn’t refer to any single process rather different processes or
aspects constitute administration. These are planning, organizing, directing, Coordinating and
evaluation.

2. Educational administration is a non-profit making task.

3. Educational administration is primarily a social enterprise as it is more concerned with

human resources than with material resources.

4. Educational administration is more an art than a science. The reason is that human
relationship prevailed here can’t be maintained by any set of formulae.

5. Fulfillment of goals of organisation. Making use of other people in fulfilment of these

goals.

6. Providing suitable conditions for work and raising the moral of workers on the job.

7. Building into one’s own organisation. The provision for innovation for changes and for
development.
8. It is humanistic and reformist in its approach.

9. Its major objectives are to build the personality, individual, his needs and quest for
perfection.

10. Its helps in enabling individuals understanding that crime is even.

11. It is not merely the political philosophy. But it is the psychology, ethics, sociology and
history which determines the educational process and procedures.

12. Educational administration proceeds by taking individuals as a unit. It is more concerned

with in a development of human personality along with the system.

13. Educational administration tries to make an individual a moral and cultural person.

14. Lastly, it believes in experimentation.

Objectives of Educational Administration:

As we know the very fact that educational administration needs integration and co-ordination
of all the physical and human resources and educational elements. Besides this it requires a
great efficiency based on human sympathy, understanding, knowledge and skill. The physical
resources mainly contribute building equipment’s and instructional materials.The human
resources include pupils, teachers, supervisors, administrators and parents. The additional
elements comprise the various aspects of educational theory and practice including
philosophy of education, objectives of education, curriculum, method of teaching, discipline,
role of the teacher, rules and regulations etc.These elements are “parts, made into whole” and
are components brought into harmonious relationship. So the purpose of doing such vital task
is to fulfill different purposes which are known as the objectives of educational
administration.These are:

1. To provide proper education to students: This objective seeks to mention the fact that
good education doesn’t mean education at a very high cost rather it means the right type of
education from the right type of teachers within reasonable cost. This objective also implies
quantitative expansion and qualitative improvement of education.

2. To Ensure Adequate Utilization Of All Resources: For adequate realization of the

various purposes of educational programme there is the need of ensuring adequate utilization
of all available resources-human, material and financial.

3. To Ensure Professional Ethics And Professional Development Among Teachers: As

teachers are the senior and mature human elements to accelerate the programme in time their
role is highly felt in this regard. They are to be encouraged and given the facility to design
and try out innovative ideas on instruction and to participate in service education
programmes.Educational administration should aim at developing a desire for hard work,
dedication and commitment for their job among teachers.

4. To organize educational programmes for acquainting students with the art of democratic
living and giving them excellent training in democratic citizenship.

5. To mobilize the community: Educational administration seeks to maintain and improve

the relations with the community. For this it should seek community support and co-operation
for quantitative expansion, qualitative improvements, smooth and fair examination in the
educational system.

6. To organize co-curricular activities effectively for developing talents of students and work
efficacy of educational teachers.

7. To get the work done: The most important objective of administration is to get the work
done effectively, efficiently and with satisfaction to the individuals and benefits to the society.

8. To prepare students for taking their places in various vocations and avenues of life.

9. To train the students in developing scientific attitude and objective outlook among them
towards all aspects and activities of life.
10. To ensure qualitative improvement of education: Good education can be provided to
students by bringing qualitative improvement in instruction. Regular supervision of teaching
and guidance of teachers help to ensure quality teaching in schools.

Scope of Educational Administration:

1. The educational administration encompasses all the levels of education in its

jurisdiction.These are:

a. Pre-primary or pre-school Education.

b. Elementary or primary Education.

c. Secondary Education.

d. Higher Secondary or Post secondary Education and,

It is educational administration that determines what should be the nature and system of
administration for all the above levels of education.

2. It covers all forms of education such as:

a. Formal Education

b. Non-formal Education and Adult Education

c. General Education

d. Vocational Education

e. Special Education

f. Integrated Education.

Here the educational administration sets the systems of administration in accordance to the
objectives and nature of all the levels of education.

3. It includes all types and strategies of management that encompasses the following:

a. Democratic Administration

b. Autocratic Administration

c. Nominal Administration
d. Real Administration

4. Educational administration covers the following aspects relating to management in its

jurisdiction:

a. Planning

b. Organizing

c. Directing

d. Coordinating

e. Supervising

f. Controlling and

g. Evaluating

5. Educational Administration takes place at various levels such as:

a. Central level

b. State level

c. District level

d. Block level and

e. Institutional level

Out of these above levels, educational administration has its ground reality and importance at
the institutional level. Because it is the practical ground to test the significance of educational
administration in practice.

For this, the following activities and programmes come under the scope of educational
administration at the institutional level:

a. Deciding the purposes of the institution or school.

b. Planning for academic or curricular and co-curricular activities.

c. Preparing the time table and the time schedules for various activities.
d. Assigning duties and responsibilities to the staff members.

e. Organizing curricular and co-curricular programmes.

f. Directing and motivating the staff of the institution.

g. Coordinating by efforts of people to achieve the purpose.

h. Exercising control over the staff.

i. Conducting periodical reviews about the progress, achievements and failures of the
institution.

j. Taking measures for staff development.

k. Maintaining order and discipline.

l. Management of materials.

m. Management of finance.

n. Maintaining records and registers up to date.

o. Maintaining human relationships.

p. Supervision of the work of teachers and other employees.

q. Giving feedback to the teachers performing well and taking remedial measures for teachers
not performing well.

Basic Functions of Educational Administration:

The prime concern of administration of any programme is proper accomplishment of the

pre-fixed purposes and goals. This becomes possible through adequate utilization of both
human and material resources with the purpose of bringing qualitative improvement of the
programme. For this there is the necessity of different aspects of management which are
accepted as the functions of administration. In order to simplify, it can be said that proper
management of a programme needs various aspects that are regarded as the functions of
administration.

These are:

a. Planning
b. Organizing

c. Directing

d. Coordinating

e. Supervising

f. Controlling and

g. Evaluating

The purpose of school administration is to help create and foster an environment in which
students may learn effectively. All administrative duties and functions should be appraised in
terms of the contribution that they make to better instruction and to increase student
motivation and achievement. The Board shall rely on its chief executive officer, the
superintendent of schools, to provide the professional administrative leadership that such a
goal demands. The design of the administrative organization shall be such that all
departments of the district and all schools are part of a single system subject to the policies of
the Board and implemented through a single chief administrato.The organization shall be
constructed in a manner that enhances the education of the students. The principals and
administrators of all departments are expected to administer their units in accordance with
Board policies and administrative regulations.Vision, initiative, resourcefulness, leadership,
relationships with students and parents, and ability to work with all stakeholders to ensure
students receive a high-quality education are essential in effective administration of schools.

It defines the aims and purpose of education. It also frames policies for the benefit of students
and the system. It lays down the structure of organisation. Educational administration
stipulates the duties and the responsibilities of the positions in the organisation. It also
provides finance and another material resources. It plans and operates an educational
program. It also provides for personnel necessary to run the enterprise smoothly and
effectively. Educational administration lays down the qualitative and quantitative standards
and performance of personnel recruited. It provides for professional leadership. It stimulates
and energises the workers efforts and maintain their continuous development.

ADVANTAGES OF EDUCATIONAL ADMINISTRATION

1. Involving the staff in the decision making process, increases their commitment to and
accountability for the decisions.
 2. There is support for the allocation of funds within the school because of the
participation in the decision and the understanding gained by being part of the
discussion.
3. The school staff and administration experience professional growth. They learn to
work as members of a team. Teachers are expected to collaborate. As well they are
involved in budget decisions and conflict resolution.
4. Involvement in decision making leads to improved moral, because the staff feel they
have more control over their work environment.
5. There is a school budget instead of a program budget. This allows the school more
control over the allocation of funds.
6. There is more effective spending. The decisions are prudent because the budget is
known and the money belongs to the school. Also, it is easier to see the effects of the
spending decisions at the school level.
7. Funding is more equitable. Per pupil allocations are visible and understandable.
Differences in allocations must be justified.
8. It allows the staff and administration to become behaviour models for the students.
Staff is expected to become independent and self-reliant, which is consistent with the
expectations for students.
9. It provides leadership opportunities for principals
10. The school becomes more responsive to the community. Local direction combined
with the ability of schools to be different, allows schools to meet local needs.
11. Teachers are empowered to affect the quality of education.
12. Educational concerns are the highest priority. The money and power is based in the
school. Combining this with the parent and community involvement results in an
educational focus.
13. The educational constituency is enlarged. Involved parents become part of the system
and advocates for the system.
14. It promotes the correlates of effective schools. These are:
o strong instructional leadership;
o high expectations;
o instructional focus;
o positive school climate;
o measurement of effectiveness.

Unfortunately, there is no clear empirical evidence of the consequences.Implementing this is

a long drawn out process. In addition there are many factors that affect learning. However,
some components have been shown to improve learning. One of these, parental involvement,
has been associated with:

● higher grade and test scores,

● long term academic improvement,
● positive attitudes and behaviour,
● more successful programs,
● more effective schools.
 DISADVANTAGES OF EDUCATIONAL ADMINISTRATION

1. Increased planning time needed to implement educational adminstraion.

2. Financial assistance may be need to implement educational adminstraion.
3. There is an ongoing time commitment due to participation in committees and other
planning groups.
4. The transition is controversial.
5. There may be labour relation problems due to conflicts with collective agreements.
6. Participatory management is not as efficient as autocratic management.
7. There is no guarantee that it will lead to school improvement.