DUTIES AND RESPONSIBILITIES OF HEADMASTER

Duties and responsibilities of Headmaster:-- There are very few person in the world who have more higher duties and responsibilities than those of headmaster. This statement is completely true, because no nation is built in legislative assemblies, and factories etc. but in school. In school,  those citizens of future are made on whose shoulders, there is quantum of running the work of society, nation and the world. In this way, there comes very important responsibility on the headmaster. It is but natural, there arises a question that, that what are the duties and responsibilities of headmaster performing which he can make a nation? His first and foremost duty is regarding attainment of objectives of education. The chief duty of school is to achieve maximum of objectives which have been fixed by keeping requirements ideals and desires of individuals, society and the nation, ideals and desires in mind. Thus, being leader of school, the headmaster has to bear following duties and responsibilities for the achievement of these:--

(1) Planning
*Before Re-opening of the school 
*On the opening Day of the School
*During the Sessions 
*On Ending of The Session 

(2) Teaching Work

(3) Selection of Course and Text-Book

(4) Arrangement of Co-curriculums                 Activities

(5) Arrangement of Physical Education

(6)Establishing Feeling of Discipline and         General Morals

(7) Supervision 
*Teaching Work
*Hostel
*Office Record and Office
*General Supervision 

(8) Evaluation 

(9) Establisment of Human Relations 

                             PLANNING

        The main duty of the head of every educational institution is to plan out. He is necessarily to plan out before conducting his various programmes and functions and activities. It is unavoidable that he has to plan out all his duties and responsibilities for whole of the year. But he should plan out them mainly on the following three levels necessarily:--

*Before Re-opening of the School:-- At this level, he is necessarily to plan out the following functions:--

1)- To announce the date of re-opening of the school after the summer vacations. Last date of receipt of application form for admissions,  if the admissions are to be done by some sort of examination,  fixation of its date and to arrange the examination on that date. These all dates and programmes should be displayed on the school notice board. Along with, if it is possible, those should be advertised in the newspapers.

2)- Formulation of rules regarding admissions. At the same time, to form these committees to which this responsibility is to be handed over. It is also to be fixed the number of students to be admitted in the particular class.

3)- He is to see in the school that furniture, other equipments, availability of books etc. In the library are sufficient or not, if not he should arrange for them. If the furniture is to be repaired, he should arrange properly for them.

4)- Required Registers and files are to be arranged.

5)- To get prepared the calendar of activities for whole sessions.

6)- As per requirement to appoint teachers and other staff.

7)- Whitewashing of the school buildings and polishing furniture should be arranged.

*On the Opening Day of the School:-- Planning should be done for arrangement of the following functions till the end of one week since re-opening of school:--

1)- Get prepared the inventory of teachers,  inventory of students, and inventory of classrooms.

2)- Distribute the work amongst the teachers. At the time of distribution of work, the following points should be kept in mind-

A)- Interest of the Teachers:-- He should keep in his mind the interest of the teachers at the time of distribution of work. So far it is possible,  they should be entrusted the same work in which they are intrested.

B)- Academic Qualifications of the Teachers:-- Besides interests of the teachers, headmaster should pay his attention towards their qualifications also. Under this, he should consider their academic qualifications, capacity of work, enthusiasm in the work, real ability  etc.

C)- Equal Distribution of Work:-- The headmaster should keep in his mind that the distribution of work among all the teachers should be done equally so far possible. If the quantum of work is uneven, it create dissatisfaction among the teachers.

3)- Get prepared plan of their activities and lesson plans from each teacher.

4)- Plan for arranging various teaching aids activities and distribute the responsibility of arranging them on the basis of ability and interest of teachers.

5)- Get arranged for physical facilities as per requirements in the school.

6)- Arrange for school assembly, along with, through the organisation of the same, inform new students about all the activities of the school, rules and traditions etc.

7)- Selection of the textbooks, and directing students for buying them.

*During the Sessions:-- The headmaster should plan for the following functions during the session:--

1)- Organisation of teaching work.

2)- Organisation of various projects or teaching aid activities.

3)- Arranging for examination and evaluation.

4)- Organising lectures of experts.

5)- Arranging for room invigilation at examination period.

6)- Arranging for verification of written work of students, records of students and school records.

7)- To organise the direction-services.

8)- To arrange the school broadcasting programmes.

9)- Appropriate arrangements for correspondence with Education Department, Managing Committee and others.

*On Ending of The Session:-- The headmaster has necessarily to organise the following works and activities to discharge these functions inevitably:--

1)- Organisation of Annual Sports and Games Day, Guardians Day, Cultural Programmes and Annual Prize Distribution Day etc.

2)- To get prepared Annual Reports of Students.

3)- To get checked the attendance,  accounts of fees etc. so that it may be known that no students is left without depositing the dues of the school before announcing the results.

4)- To get formulated the rules of class promotion.

5)- For the preparation of next session, to discuss on essential steps. In this regard, he should discuss on matters relating to up keep and development.

                        TEACHING WORK 

          Headmaster is a teacher first of all, and then an administrator. Teaching work by a headmaster is not essential only for guiding teachers notwithstanding it is the best source for contacting the student of the school. Through this, he can play an important role in developing general tone of morale. He should teach from 12 to 15 periods a month. He should distribute these periods among the  highest and the lowest classes of the school.  In other words, he should teach both classes necessarily the highest and the lowest as well. Along with doing teaching work for himself, he should exert for raising the level of teaching of the school. Thus is the chief duty of the headmaster that he should raise the level of teaching in school. For this, he is to arrange suitable and sufficient educational material necessarily. Besides it, new teaching principles and processes should be given practical shape and those teaching methods and teaching aids should be accentuated for use in the school through which child may learn easily. Along with, he should arrange for vocational literature in the school for increasing and raising the level of teaching in the school, and take necessary steps for the use of new techniques and devices or skills. In this regard,  he should contact the training institutions which are constructing practical projects for making high level of education of school. In addition to that, he should send teachers to various seminars and workshops for participating in them.

SELECTION OF COURSE AND TEXT-BOOK 

        It is essential for headmaster to select and arrange suitable course and textbooks for the mental development of children. Though in our country, the headmaster is not an important figure in formulating syllabus. In this respect, the most important responsibility of headmaster is this that he himself should keep aware and known with the rules fixed by the Education Department and Secondary Board of Education and he should discharge his duties according to those rules. Besides, he should give suggestions to higher officers on their demand. But these suggestions should be given with the consultation of his colleagues because they know better about interest, capabilities, necessities and abilities. For this he can form a committee in the school which can provide suggestions and proposals regarding syllabus and teaching subjects at times. Indeed the syllabus formulated by the Education Department and Secondary Board of Education is an outline is an skeleton form. The headmaster is held responsible for completing those outline with bones and flesh. Thus, the headmaster has got very limited authority to take his decision. But he should use this authority with the consultation of his associates because he can make the fixed syllabus more useful and beneficial.

           Along with course arrangement, it is his great responsibility to select textbooks, appropriately. The headmaster can suitably discharge his duty only when he will select them through the vision of children. Textbooks are very much helping in the development of good habits and feelings of various kinds in ample quantity in students. In addition to it, he should select those books which may help them in their mental development and motivate children for clear thinking, independent decision and analysis etc.

 ARRANGEMENT OF CO-CURRICULUMS 

      In modern age, these activities are given much importance. Previously, it was considered that the main function of school was to impart education of subject only. But due to new theory, extra-curricular activities are supposed to be a integral part of the course or syllabus and now, these are known as co-curricular activities. Thus, in school, to organize them is supposed to be important responsibility of headmaster. Prior to organising them, it is essential to see for him that which activities can be run in school easily without hindrance, in which manner, the appropriate amount of money could be had from,  for organising and running them. After having done all these things, it is necessary for headmaster to fix responsibility of teachers and students for organisation and administration of these. For this, he can form committee of students for organisation and conducting each activity and can put it under the guidance of a teacher who could provide his valuable guidance to that committee from time to time.

           ARRANGEMENT OF PHYSICAL                                          EDUCATION 

      It is ome of the major functions of headmaster that he should provide appropriate opportunity to his students for developing their physique. For this he is to arange for physical exercise, games and sports, drill, physical education etc. necessarily in the school. In their organisation and running, he should make his associates and students responsible.  Besides, it is most essential to pay attention on medical check up, medical services, proper arrangement of drinking water, cleanliness of school premises and physical progress of students and keep informed the guardians from time to time about their defects.

ESTABLISHING FEELING OF DISCIPLINE                 AND GENERAL MORALS 

     For accomplishing the school -work suitably, discipline is necessary. Thus, it is the main responsibility of the headmaster to maintain discipline in the school. For this, it is essential to develop ethical qualities in the children, which may make their conduct the best. Thus for establishing discipline the headmaster is required to build the atmosphere of fraternity in the school. In establishing such atmosphere, personality of the headmaster himself, conduct way of talking human touch and administration play important role. General tone of school was very important place in social and ethical development of children. For establishing this the headmaster has to make most essentially atmosphere of cooperation, harmony and good moral. Besides, it is essential in the school, education of moral science, group prayer and organizing assembly. Along with he himself should participate in these activities regularly and actively.

           Along with making of general tone level, it is to be watched that there is no infiltration of poisonous elements in the school community or society. Besides he should pay his attention towards coordinating life of school such as relations between students and students, teacher and students, teacher and teacher, teacher and guardian etc. At the same time, he himself should keep proper contact with students, teachers and guardians and other active members of society.

                            SUPERVISION 

       Are all the programmes of school going properly or not? For having knowledge of these things, the headmaster requires vigilant supervision on them. This is his most important responsibility. Through supervision only, he can have the knowledge of all the activities of the school and he can be successful in knowing this also that in which field are the weaknesses so that some steps may be taken to improve them. No part of the school is out of the vision of the headmaster because every section of the school plays some role in making or unmaking of students. It is not sufficient to pay attention on the teaching programme only, notwithstanding, what do students do outside, the school games and sports are the life of hostel, it is also necessary to see how students lead hostel life. The supervision of all these things should be done not only for the mental development of the students but also for the development of physical, social and ethical one. Study regarding responsibility of supervision of headmaster could be done under the following heads:--

1)- Teaching Work:-- The headmaster has got very important responsibility in this sphere. He has to look after teaching work of various classes regularly. If he prepare a plan of supervision programme, supervision of all classes and subject could be possible and no disturbance would be followed in this work. When he goes to classroom for supervision, he should keep a register with him. He should write down those suggestion through which he wants to bring improvement in teaching work and want to raise the standard or level high. He should give his suggestion in the form of advice only.

Hostel:-- School which have hostels, it also becomes a duty their headmaster that they should as and when supervise those hostel also. The headmaster should keep a watch on the food of students,  management of food preparation, arrangement, of drinking water, the place of dining and cleanliness. Sometimes he should eat food with the students so that he should know what kind of food is served to the students.

       He should inspect the sleeping rooms of the boys also and it should be watched too the cleanliness and light in rooms are proper or not.

         The headmaster should look after the hostel activities. He should also see that the students properly utilise playground, library, reading room and common room etc. or not. In addition to that he should also inspect the Hostel Bye-lays, lig-book, stick register and attendance register etc.

3)- Office Record and Office:-- It is necessary for the headmaster to inspect the working of the office and upkeep of office record. He should watch daily correspondence and manage to send their replies as soon as possible. Besides, he should inspect look after various records of the office. For running the school work efficiently full attention should be paid towards these things.

4)- General Supervision:-- There come many practical responsibilities under this head. For example, co-curricular activities physical elements of the school, physiological activities, activities relating to subjects, activities of school union,cooperative store regarding school, canteen etc. He is to do inspection of these all for smooth running and he is to watch that there is no misuse of the resources. Meaning thereby, the energy money and time are properly being utilised. He should pay his attention towards physical elements of the school. School building, furniture, teaching material and library etc. He should manage supply and repairs and cleanliness etc.

                              EVALUATION 

           This is one of the important duties of the headmaster that he should evaluate his total arrangements from time to time. He has implemented,the policies, which have been formulated for running school. It what extent are they successful. To know this fact, evaluation is essential. To improve the level of teacher and for making it high and principles and processes which have been used those, and co-curricular activities organisation and direction, in getting the objectives of education, how far or till what extent have been successful or helpful? Discipline of school and its general tone, how far have they been helpful in developing social and moral qualities in children. To know all these things also, he requires to conduct evaluation necessarily. For the knowledge of all these things, the headmaster should use various methods, like observation, probing interview, questionnaire and record etc.

        The headmaster should pay attention on the following points for knowing about progress, promotion, their capacities and difficulties etc. Of his students:--

1)- It should be watched whether "Question Paper" of examination are not too easy or too hard.

2)- Marking level should be examined.

3)- Weekly and monthly test should be arranged and upkeep of record of these test should be maintained.

4)- Cumulative record of children should be prepared. In these records, a detailed description of test of various aptitudes and qualities should be given, for instance, general knowledge, acquiring knowledge practical capability, social and citizen activities, expression, service motive, cooperation, health progress, traits of personality, character, firmness, leadership,  industriousness, self confidence, self control, sociability and presence of mind. These qualities of students should be recorded and maintained in the office of the headmaster. It is very essential for him to know the opinion and ideas of teachers and guardians as well in this matter.

      The headmaster has not to do evaluation only of his policies, processes and activities of children notwithstanding it is essential for him to examine his associates and actions of others functionaries of school also. At the time of evaluating the activities o these officials, the headmaster should keep in mind the following points:--

1)- He should tell clearly merit and demerits of his colleagues.

2)- He should conduct evaluation for bringing about improvement in their working.

3)- He should develop feelings of self-evaluation and self-development in his workers.

4)- For making human relations appropriate, he should have sympathetic and helpful attitude towards his subordinates. He should not conduct the evaluation with the view point of destruction.

ESTABLISHMENT OF HUMAN RELATIONS 

    The most essential condition of success of headmaster is this that he should establish appropriate human relations with his colleagues, subordinates, students and their guardians and the other members of society. For this, he should keep the following points in the mind:--

1)- The headmaster should recognize his colleagues personally. Along with he should know about personality of each of them. Only by doing so he would not establish appropriate human relations with them,notwithstanding he could get willing cooperation of them also.

2)- The headmaster should endeavours to seek maximum participation from all the persons. For this, he should involve member of his colleagues decision-making, by doing so they would not come in his contact only but they would relise their responsibility also in each matter and perform that in a suitable manner.

3)- The headmaster should do development of policies and processes of school on the cooperative basis. By this he could establish proper human relations with his associates and students etc.

4)- The headmaster should develop faith, affection and feeling of respect in his associates and subordinates, students and guardians.

5)- The headmaster should strive continuously for the development of self and his colleagues.







    
              


     









   

QUALITIES OF HEADMASTER

Personal Qualities, Professional Qualities Administrative Qualities 

      The post of the headmaster is of great responsibility. Generally, all the educationists are unanimously of one opinion in this respect that there must be essentially some special qualities in man for carrying out responsibilities of this position.


P. Wren:-- "Headmaster is both innate and made. There are some such qualities which headmaster acquires from nature,  for instance: firmness, resourcefulness,  heart touchingness and capabilities of personality making. But, inspite of these qualities, he has to become an ideal headmaster by his vocational study, experience,  and learning on the basis of others."

       On the basis of the above thoughts headmaster's qualities can be discussed under the following heads:--

(1)Personal Qualities 

*Good Physique Liveliness
*Good Habbits and Personal Piousness of     Life
*High Character 
*Workmanship
*Capability of Leadership 
*Sense  of Sympathy 
*Capacity of establishing Human                    Relations 
*Intellectual and Emotional Qualities 
*Personal, social and Ethical Qualities 

(2) Professional Qualities 

*Professional Knowledge 
*Learning
*Loyal

(3) Administrative Qualities 

*Skilful Administration 
*Skilled Organiser

                   PERSONAL QUALITIES 

*Good Physique Liveliness:-- It has been proved by the experiments that healthy mind has a high co-relation with good physique. Therefore, there should not only be good physique of headmaster notwithstanding he must be keeping vitality for Liveliness in him, because vitality provides optimism. Thus he should be active and lively.

*Good Habits and Personal piousness of Life:-- The headmaster himself should form good habits within himself. If he does not posses good habits, he cannot form good habits in his students. Along with it, his personal life should also be pious. If his personal life is not good, it will leave bad effect on his skill and success. He should follow good conduct in his personal life. He should always place high ideals before himself and he should lead his his life according to them. He should follow the ideals of "simple living and high thinking. "

*High Character:-- The headmaster should be a man of good moral character. If his character is not high, he cannot raise the level of his school. The whole of the moral at the school depends upon the character of the headmaster only.

*workmanship:-- The leader of the school should be practical. He presents the principles and ideas before the pupils and the colleagues, if he follows them himself, he would he successful in leading them. Thus the headmaster should always try to produce an example before his pupils and colleagues.

*Capability of Leadership:-- For running each organisation,  there is need of a capable leader. School is also an organised society for running of which a capable leader is required. The headmaster is the leader of this  organised society. Thus the headmaster should have the capacity of leadership. The headmaster has to lead such persons who are generally equal in academic qualifications. Thus there is a great difference between his leadership and that of soldiers. His leadership would be a success only when  he seeks willing cooperation he has not to become a dictator, but he has to adopt democratic view by having faith in abilities and capacity of his associates.

          The highest test of leadership of the headmaster is this whether he has capacity or not to motivate and lead his associates, students and guardians. By his motivating power, the students can avail all those opportunities  which have been provided them in the school.  By this power, the headmaster can communicate life in his colleagues, and by making guardians and other people conscious about their duties,  he can benefit the interest of the education most.

*Sense of Sympathy:-- It is most essential to be the sense of sympathy in the headmaster.  In the absence of it, he cannot be trustworthy of his students and associates and cannot seek their willing cooperation.  The teachers and the students would not put up their difficulties and problems before him. If he would be sympathetic towards them, he would lead them successfully and they would always be ready to provide their willing cooperation to him.

*Capacity of establishing Human Relations:-- The headmaster should essentially have the ability of establishing human relations. His success or failure depends upon this ability. If he can not establish relation between teacher and teacher, student and student, teacher and student, teacher and officials and teachers and guardians he would be unable to run his school well. Because the success of school depends upon all these good relations.

*Intellectual and Emotional Qualities:-- The headmaster should possess the following intellectual and emotional qualities:--

*Ability to explain the plans.
*Research Attitude
*Conciousness towards his role.
*Industrious.
*High I.Q. (Intelligence Quotient)
*Capacity of taking initiative.
*Knowledge of students and their progress.
*Knowledge if social problems.
*Resourcefulness.
*Power of inspection.
*Understanding of individual differences.
*Knowledge of various subjects.
*Knowledge of the latest theories of                  education and practicals.
*Anxiety to know his own weakness and          capacity to get rid of them.
*Emotionally firm.
*Free from worries and struggles.
*Motivator.
*Optimistic.
*Inspiring.

*Personal, Social and Ethical Qualities:-- In a successful headmaster, there must be the following personal, social and ethical qualities:--

*Skillfulness.
*Trustworthy.
*Creative.
*Impartial.
*Objective viewpoint.
*Self-confidence.
*Openminded.
*Regular.
*Respectful.
*Cooperating.
*Well wisher.
*Sociable citizen.
*Sympathetic.
*Suggesting.
*Honest.
*Of serving nature.
*A man of good character.
*Self-respect.
*To-realise his own mistake.

              PROFESSIONAL QUALITIES 

*Professional Knowledge:-- The headmaster headmaster should have the knowledge of objectives of his school and for formulation of means for their achievement, requirement and ideals of secondary level school. He must also have the knowledge of this thing,"What is importance of his school in educational system and what are its functions? " He must be acquainted with special features of social institutions of philosophy and history of educational movement, psychology and learning processes. The headmaster of secondary school must know mainly about adolescents behaviour because he lives in the contact of the boys of this age and he is to solve their problems. He should also have the knowledge of methods of school-administration, principle of formulation of syllabus, educational methods etc. In the absence of the professional knowledge, he cannot discharge his duties successfully. For keeping his knowledge up to date, he should always study professional literature.

*Learning:-- The headmaster is a leader of teachers and the society both. Being leader of the teachers, he is expected to be a learned man, so that all the teachers may respect him for his general learning.  He must be specialist at least of someone branch of knowledge.  Besides, for leadership, he must have knowledge of latest educational principles and practicals. He must have experience as a good teacher, because by example instead of preachings, he can make his functions more successful. In addition to this'he should always have interest in studies. He himself and of his teachers can progress only when he continues to be a student of his subject and profession.

*Loyal:-- This is not only essential for the leader of a school that he should be a man of good Character and learned man but he must also be loyal. If he would not be loyal to his profession, he would not be able to perform his duties successfully well. Thus the headmaster must have loyalty in his profession, teacher, students, human nature. In the absence of this loyalty, he can not lead successfully.

           ADMINISTRATIVE QUALITIES 

*Skilful Administrator:-- The headmaster should essentially be a good administrator. For being good administrator, he should posses administrative ability. He can only be a good administrator when he is a good planner, organiser, good teacher, able to appoints other officials to arrange their functions and capable to prepare report and budget.

*Skilled Organiser:-- The headmaster should posses organizational skill. Thus, he must know the basic principle of school organisation, requirment of the society and ideals. Due to this ability, he can solve many problems relating to school organisation.

        By viewing aforesaid qualities, it becomes clear, that if the headmaster does not posses the above mentioned qualities, he cannot perform the duties and liabilities of the post of the headmaster well. In the end, it can be said that to become a headmaster,there should be essentially an innocent man.

       

THE ADMINISTRATIVE PROCESS OF EDUCATION

J.B. SEARS, HAGUEMAN and different thinkers told by activities for the admini-
strative process of education            

J.B.Sears in his book "The Nature of the Administrative process " has mentioned five activities necessary for the administrative process. They are as under:---

*Planning 
*Organization 
*Direction
*Coordination 
*Control

Hagueman has added leadership and purpose in above mentioned activities. In "Year Book" published by American Association of School Administrators, regarded the following activities very much important in the administrative process of education:--

*Planning 
*Allocation 
*Stimulation or Motivation 
*Co-ordination 
*Evaluation 

        On synthesising and analysing the activities told by different thinker the following activities may be comprised in administrative process of education:--

*Decision-making
*Planning 
*Organization 
*Communication
*Direction
*Co-ordination 
*Reporting 
*Budgeting 
*Evaluation 

*DECISION-MAKING:-- In all organization, decision is taken regarding conducting some activity. On the basis of these decisions different activities of the organization are run. In educational administration, administrators has to take such decisions day to day which are of routine type. In taking these decision he is not to exert more because these decision are based on past decisions or policies or defined rules. But administrators should adopt the following steps in taking healthy impartial and objective decision:--

*Clear knowledge of goals and objectives.

*Problem on which decision is to be taken,  collection related informations, opinions and thoughts etc.

*To analyse collected facts, data and information, understanding and decision-making.

*On the basis of analysis and decision, to select from available alternatives.

*Evaluation of all available alternatives with viewpoint of meeting objectives.

*To select that alternative which may be more meaningful and definite in attaining goals and objectives.

*PLANNING:-- For converting purpose in to action planning is necessary. Planning is the selection of a good course a action out of several alternatives. Planning is useful because it clarifies what is to be accomplished . It saves time, efforts and money and increases efficiency and effectiveness. It is, therefore fundamental to the administrative process and a votal step in the enterprise.

          Democratic society is dynamic and changing for the better one. Change is the law of nature and is bound to come . Evolutionary change is better than revolutionary. It is necessary to bring about change in a smooth and orderly process. The alternative to planning is the trial and error approach which is dangerous and wasteful. Planning is therefore indispensable. It requires future objectives, good perception and vision and ability to profit from theoretical experience in advance of the fact.

               Planning is a method approaching problems and as the latter change and differ from time to time and situation to situation. Planning should be continuous,  dynamic and flexible. Plans and ideas are to guide and ditect the workers efforts and activities. Their success depends upon other individuals, understanding and willingness to co-operate,  upon their identification of themselves with the activity, its purpose and its success." Planning for others"does not bring good results, for the individuals keep themselves detached and unconcerned. Good administrators, plan "with others" their participation leads to identification and successful operation. A wise administrator stimulates group planning without dominating group decisions and actions.

          The basic principle of good planning are:---

*Educational planning should be related to and integrateed with, the broad social planning for progress.

*planning should be based on extensive research to save it from subjectivity and conjectures.

*Planning should look both the present and the future.

*Planning should solve the problems as they arise,so it should be realistic and practical and must be periodically reviewed and revised.

*Planning should utilise all available resources.

*Planning should be carried on under favourable conditions carried on continuously with the active participation of the concerned persons and groups and cooperation of experts with no domination.

Eliot and Mossier:--Eliot and Mossier have laid emphasis on the following points for keeping in mind in construction of plan of school:--

*Formulation of objectives in the context of educational requirement and available resources.

*Expectations from school and educational requirements in specific community.

*Formulation of activities and special programmes of school.

*Formation of work units for realization of defined activities and goals.

*To brings in practice all the thought plan.

*Evaluation of continuous behaviours and works done.

*On the basis of aforesaid evaluation, to keep in mind the possibilities of re-planning.

*ORGANIZATION:-- Organization is the primary factor in efficient administration.

J.B.Sears :- "The term organisation is used widely to refer to any collection of persons, material,  procedures, ideas or fact ,so arranged and ordered that in each case the combination of parts makes a meaningful whole. "

        This includes both the structure of the machinery and the process. Organisation as a structure is a pattern of relationships. It is the positioning of the workers through whom efforts will flow,  the assignment of a duties and responsibilities, the co- ordination and integration of activities of all the person, engaged in the pursuit,  the tool for attaining the objectives. Person, places and things have to be so arranged that efforts flow freely towards the desired goals and this is the process of organizing. As a process organising means directing and controlling the relationship between person and persons and between persons and their work.

       Organisation can be of two types:---

*Formal
*Informal

         The formal is established by law and customs and the informal is the man to man relationships. The formal is concerned with position, the informal with persons. Both these are important and interrelated. All individuals in the formal have their parallel roles. The informal is the human factor and relates to the reactions of the person to each other and to the activity.

          The good administrator establishes both formal and informal organization. He should set up the formal in keeping with the requirements of the task and also develop informal to reinforce efforts and activities. A good  organization should be democratic, based on personal relationships, willing cooperation and active participation,  people are brought nearer together and effort is integrated. In a good organization impetus and initiative for action come from the people themselves and not imposed from above.

Chester Bernard:--" In every formal organisation there prevails an informal organization. First (formal) for the its arrangement and continuity and second one (informal) is necessary for its life force."

   The basic principles of good organizations are:--

*It should not be static, organisation needs continuous reorganization.

*It should be flexible so as to improve both relationship and standards of efficiency.

*It should be modified as and when educational theory advances, bringing in curricular and other changes. New challenges cannot be met with old machinery. But changes should be brought about slowly and with consultations and concent.

*It should provide for participation in policy-making and other administrative activities by teachers, students,  parents and community. Participation broadens and strengthen human relationships.

*Organisational charts detailing "functions, jurisdictions, responsibilities, limits of authority,  objectives and methods of measuring performance etc."promote better understanding and larger output.

*COMMUNICATION:-- Communication is that arrangement in which orders, notices, opinions,  questions etc, from one man to another are sent to informal organisation, there is a definite procedure. In the organisation,  process of communication works according to status and role. There kinds of communication is operative in school:--

*In descending order
*Parallel
*Ascending order

       In first ,circulars, notices and informations and orders are sent to subordinates by higher officers. In second, teacher to teacher,  worker to worker ,it means workers of same status exchange their views and opinions together. In third, information, opinions, ideas and suggestions sent to principal by teachers. Thus communication is that means by which institutions or organizations becomes united.

*DIRECTION:-- J.B.Sears--"Direction in administration is that part that affects the decision gives signal to act, what the action is to be taken and when it is to start and stop"

        Guidance or leadership is the key-stone of the office of administration. The entire planning or organisation comes to naught in the absence of effective leadership or direction. Three things are noteworthy in this connection:--

*Making of decision
*Enunciation
*Ensuring their implementation

         Thus direction in itself is not an easy process. For this the administrator must have the following qualities:--

*Ability of a high order
*Knowledge
*Capacity for leadership
*Foresight
*Experience and
*Direction

            For efficient direction, it is essential to have a knack of establishing healthy human relation. If the head of the institutions lack this quality, he can not impart proper and effective direction to his colleagues or team. An effective leader should take decision on any matter in consultation with them. He should put his thoughts before his colleagues in such a manner that they may have a feeling of participation in the entire process of decision- making. Establishing such rapport with fellow workers results in successful direction of affairs.

*CO-ORDINATION:-- This is the process of putting things together in a harmonious relationship so that they may function more effectively. The administrator has to reckon with many physical, social and economic forces. He has to carry on a wide variety of activities. Co-ordination is necessary to attune all these factors and force to forge a unity in diversity of relationship to produce a unified and integrated total effect. For this deliberate efforts have to be made. Co-ordination is required in all the fields of administration, such as planning, organisation etc. It is also needed in respect of purpose, time and place of the various activities like laying down policies,  preparing the budget,  selection of staff and development of curriculum etc. Coordination depends upon the nature of the particular problem, circumstances and availability of resources and the final goal. The administrator should posses a good skill for harmonising all these diverse relationships.

        Coordination has three factors. First, there are the parts, and the aspect of the programme, such as the staff, students, parents, curriculum etc. Second there are the means of co-ordination such as the rules, regulation  and custom etc. Thirdly ,there are the climate ,the environment and the power of coordination. The administrator, for each particular situation, has to decide which parts, which methods and what power he is going to use.
            Coordination is required at two stages. In  the beginning of the administrative process, coordination is used to prevent the breakdown of the organisation and during the process of remedy the conflict and maladjustment. It starts with establishing a unity whenever the purpose, the structure and the process are threatened. Thus, it is both a preventive and a curative measure.

*REPORTING:-- Reporting holds an important place in the process of educational administration. The teachers should prepare report after the implementation of a plan over project and the educational administrator himself is expected to prepare a report about the organisation after making is detailed survey of the entire gamut of its functioning.

*BUDGETING:-- R.C. Sharma:--"Budgeting consiats of preparing an inventory of the educational requirements, drawing up programmes for meetings the requirements and allocating financial heads to them."
       
            An administrator is very much responsible for the sound economy of the school.

*EVALUATION:-- Evaluation is also an important part of the process of administration. No activity is supposed to have been concluded successfully until and unless its results have been properly evaluated. Through the process of evolution we can know the extent to which we have been successful in realising the desired goals. Through this, one can know as to what deficiencies mark a certain activity and thys the reasons failure to achieve the desired success in a particular field of activity, are also brought to light. On the basis of evaluation, we can build a framework of future goals and working procedures. Administration is a dynamic process. As such, it needs to have a momentum for continuous progress and for achieving progress in all endeavour. It is very necessary to make an evaluation of our functioning from time to time.

          In brief, it can be said that educational administration consists of proper management of the educational process. Success in administration rests on efficiency in inspections and effective supervision. However, laudable be the programmes unless the administrator proves his capability by effective leadership in implementing them and reviewing their progress time and again, the implementation would certainly be unsatisfactory.

CONCEPT OF ADMINISTRATION,MANAGEMENT AND ORGANISATION AND HISTORICAL BACKGROUND OF EDUCATIONAL ADMINISTRATION

CONCEPT OF ADMINISTRATION, MANAGEMENT AND ORGANIZATION, DIFFERENCE BETWEEN ADMINISTRATION AND MANAGEMENT
HISTORICAL BACKGROUND OF EDUCATIONAL ADMINISTRATION 


CONCEPT:--People, often use the terms administration, management and organization in the similar meaning. But it is not so. The administration is that capability through which socials powers and antagonistic elements are integrated in one organisms by which they may be directed in the form of unity. The management is that executive activity through which an administrator executes the administrative policies. The organization is related with those attitudes or elements through which some framework may be build up for the supply of required objectives. Management of some organizations or framework of an institution is done by the administration. The administration has no its existence beyond organization. Thus the administration is judicious utility used in some organizations of human and physical resources by which goals of organization may be achieved. In this sense, administration is a means not goal . Along with, it is also clear from it that administration is continuous process commencement of which begins with the start of institution or organization and it progress as the goal of institution or organization are achieved. In other words the administration develops accordingly.

                 DIFFERENCE BETWEEN   ADMINISTRATION AND MANAGEMENT 

  Administration and management are used in the form of similar sense. Usually, we use educational management for educational administration and educational manager for educational administrator. But there is a minute difference between administration and management.

ADMINISTRATION:-- 1)- Administration is a means which determine the objectives,  policies and directive principles of organization. 

2)- Administration is that term which is used for the administration of public matters law and order and civil institutions etc.

3)- Administration is related to rules and regulations.  The more emphasis is laid on paper work in it.

4)- Due to laying emphasis on the rules the administration becomes difficult and traditional. 

5)- The results can not be measured easily in the administration. 

6)- Administration is a process which is related to decisions in which planning, organization,  appointments of personnel,  running of a business,  coordination, report writing, presentation of budget and activities regarding evaluation are placed. 

7)- Relation of the administration is with the coordination of physical and human endeavours. 

MANAGEMENT:-- 1)- Management is that means which is related to the achievement of goals and objectives determined by the board of directors and governors.

2)- Use of the term namely "Management "is done for running companies, factories and firms etc.

3)- Management is related to goals and objectives. Due to this more emphasis is laid on results in it.

4)-Due to providing enforcement on results,  management is innovative and imaginative. 

5)- The results can easily be measured in management. 

6)- Management is also a process which is related to decisions in which planning organizations, running of a business, coordination, report writing,  preparation of budget and activities regarding evaluation are kept. 

7)- Management is related to both individual and commodity. 

          HISTORICAL BACKGROUND OF                         EDUCATIONAL ADMINISTRATION

The shape of educational administration which we see today that was started as public administration. Indeed educational administration is a part of public administration. Inspite of a part of it, it is different. Because it is related to school and school in itself is a specific institution. On one hand it keeps the culture of society safe and on the other hand it regulates ahead by purifying it. At the same time, it performs as a means or instrument of social change. In this way education becomes a social process.  Its administration becomes different to other administrations.

        The term Administration " has been used very little Latin. But in Roman literature, it has been used like today . But the definite shape  and meaning of this term was determined by "Camerial thought " developed in Germany and Austria. This school of thought attached the activities of persons working in public services with administration. To take this recognition ahead the following three statesmen played important role:------

(A) Procey took administration in the form of "Policy".
(B) Zinkey explained administration as "Management ".
(C) Bonn Justy supposed administration as "Economy".

       Camarial thought made administration sequential by providing scientific base to it. But in the later half of the 18th century Alexander Hemilton tried to define administration. At the same time he made clear its concept. Hemilton is of the opinion that the functions of the government in broader sense, are related to those of all activities which have to be done by body politics. The body politics have to perform activities regarding legislative, executive and judiciary. But administration is related to the activities of executive only. In this way specific and delimited meanings of administration becomes clear. For the aforesaid functions of government, administration and management both the terms were used. On attaching administration with government activities, public administration got recognition. In the 19th century recognition of public administration became very much popular, consequently, a special branch of the study of government activities emerged.

             In 1887 A.D., WOODROW WILSON got a book published namely "The Study of Administration ". This book defined administration specially in the form of government activities. With the result, in 1906, National Institute of Public Administration was established in United States of America. Woodrow Wilson related administration to government activities, policies of state and plans etc. Thereafter Frank Goodnow supposed administration and politics as different activity. The meaning of politics is with those functions of government which are related to expression of ambition and formulation of policies. In this way Woodrow Wilson and Frank Goodnow have explained administration in different meaning. Wilson expressed "what kind of administration ought to be." And Goodnow explained," what it is". In this way former explained it as "Normative" and latter made it clear as "Descriptive ".

         Post -world War more it became development in the recognition of administration. There became development of three schools of thought. These are as follow:-----

*Marry Parker Pholet prepared background of social philosophy administration. In the development of this philosophy,  she took content from industry, scientific management, political science and public administration and provided a new spindle to administration.

*Marris L. Cook, Peter Drucker etc.,supposed administration such a process in which Art, science,  Ethical values,  three of them are co- ordinated.

*About 1930, new things entered in administration. Consequently functions of administration attached with executive leadership. It was taken in to granted that there should be qualities of leader in administrator. Initiative of administrator, presence of mind and attitude to go ahead with team, to create interest and commitment in workers towards work etc. Symptoms of leader were accepted.

         Luther, Gulick and Urvick supposed sociological elements important in the development of scientific administration on the basis of these elements, administrator can become farsighted. In providing scientific base to administration, these variables have given important cooperation. They are as under:---

1)- Efficiency Method 
2)- Management Science 
3)- Quantitative Decision-Making 

     Aforesaid three of variables are affecting the process of administration more and more. Due to the effect of modern science mechanisation is entering in these three of the variables with the result administration is becoming more and more objective based skilled and successful. Now administrator is becoming capable in taking decisions with no risk. Controling, planning and other administrative process are running more easily. Today, use of computer in the development of classroom programmes. Computer timetable, computer assisted time table, use of computer in controling and planning due to use of automatic apparatuses, administration is becoming more and more scientific.