LECTURE 1 (EDUCATIONAL ADMINISTRATION)(2023)(R2).pptx

LECTURE 1 (EDUCATIONAL
ADMINISTRATION)
CONCEPTS AND THEORIES IN
EDUCATIONAL ADMINISTRATION

ADMINISTRATION)
INTRODUCTION
In this lesson one of this course we shall
try to understand the meaning of
administration in general and education
administration in particular as a
preamble to discussion on educational
administration theories.

ADMINISTRATION)
We shall also study the concept of theory so
as to understand the importance of theory in
educational administration. This will give us a
basis upon which to understand the nature of
schools as organizations. Organization theory
or management theory enables us to
understand certain aspects of schools or
educational institutions.

ADMINISTRATION)
• There are different types of administration
e.g. business administration, church
administration, military administration and
educational administration, among others.
They all have many elements in common.

ADMINISTRATION
• Studies in one type of administration
can be used to improve
administrative behaviour in other
areas. There is always much to be
learned by a transfer of knowledge
from field of administration to
another.

ADMINISTRATION
Whatever the setting,
administration deals with or is
concerned with mobilizing both
human resources and material
resources towards the
achievement of a common goal.

ADMINISTRATION)
Learning outcomes
By the end of the lesson the learner shall be able to:
• Define the term administration
• Define the phrase educational administration
• Describe the field of educational administration
• Show the importance of educational administration
• Discuss the scope of educational administration
• Explain the key features in educational administration
• Discuss the characteristics of the 21st Century
educational administrators as school leaders.

ADMINISTRATION)
Definitions and meaning of educational
administration
What is the meaning of the term
‘administration’?
 Consider the ancient Egyptians civilization. More than 2000
years ago, Egyptians organized vast and complex enterprises
that required planning, detailed coordination and skilled
leadership. The construction of the famous pyramids, which
are still a wonder to behold many centuries later, required
skillful administration. Visualize the enormous amount of
resources brought together for the purpose of constructing
the pyramids; without proper administration the task would
never have been completed.

ADMINISTRATION)
 Around this same time, the Chinese had highly
systematic large-scale systems that used many of the
management concepts used today.
 The Catholic Church, at one time hundreds of years
ago, had a far flung network of thousands of clergy
who were centrally administered.
 The Sumerian priests, who lived during the Sumerian
civilization around 3,000 BC, were in charge of the
formal tax system. In order to better control the
society’s resources, the priests developed one of the
first reporting and auditing procedures.

ADMINISTRATION)
• Therefore, even before
administration became
established as a discipline in the
20th Century, it has already been
practiced as an art for hundreds
of years.

ADMINISTRATION)
Before we discuss educational administration,
let us first define administration in the more
general sense.
• Administration is the organizing and carrying
out of a programme of activities and functions
to achieve desired and specified objective.
• Owens (1998) defines administration simply
as the art of getting things done through
others in an organisation.

ADMINISTRATION)
• Further administration is defined as
the process of systematically
arranging and coordinating the
human and material resources
available to any organisation for the
main purpose of achieving stipulated
goals of that organisation.

ADMINISTRATION)
• Administration involves getting things
done to accomplish defined objectives.
• Administration is an important activity
because it maintains an organization
and directs the activities of staff in their
relations towards the accomplishment
of the organization’s purposes.

ADMINISTRATION)
Stephen I Knezevich, describes
administration as a process concerned
with creating, maintaining, stimulating
and unifying the energies within an
educational institution towards
realization of predetermined
objectives.

ADMINISTRATION)
Educational Administration
Having defined administration in
general, we can now apply it to our
area of concern- education. The
question we are seeking to answer
therefore is, how does
administration apply to the
education setting?. Education
administration is an eclectic field.

ADMINISTRATION
Educational administration is the management
of a school system. It involves providing
leadership for the education of students,
developing curricula, implementing assessments
and managing human and material resources to
achieve specific goals. It also includes the
management of processes within a school
system to ensure the achievement of particular
outcomes.

ADMINISTRATION)
It sources its ideas from a wide range of
disciplines and fields. Business
administration, church administration,
military administration and educational
administration have many elements in
common. Studies in one type of
administration can be used to improve
administrative behaviour in other areas.

ADMINISTRATION)
Education administration has as its
central purpose, the enhancement of
teaching and learning. All the
activities of administrators, be they
involving the public, the ministry of
education or the staff at school,
should ultimately contribute to this
end.

ADMINISTRATION)
Education 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 (Aquino,
1999).
The term administration encompasses a number
of processes such as planning, organising,
directing, coordinating, budgeting, staffing,
controlling and evaluating the performance. It
also involves reporting.

ADMINISTRATION)
 Planning: Means to decide in advance what is
to be done. It charts a course of action for the
future. It deals with Now, How, Whom, When
and Where
 Organisation: It is defining roles,
responsibilities, and arranging and
coordinating the resources needed to
successfully carry out plans.

ADMINISTRATION0
 Staffing: Putting right people in the right
positions to ensure maximum effectiveness and
efficiency in the organization;
 Directing: Leading people in a manner that
achieves the goals of the organization. This
involves proper allocation of resources and
providing an effective support system;
 Coordinating: Coordination can be achieved
through effective communication and good
leadership

ADMINISTRATION)
 Reporting: Keeping the superiors and
stakeholders informed about the
progress and problems of work;
 Budgeting: It is expressed in financial
terms and based on expected
income and expenditure.

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.
The head of school/college/university organises
programmes and activities with cooperation of
teachers, parents and students (Aquino, 1999). He or
she motivates them, coordinates their efforts as well as
directs and exercises control over them.

ADMINISTRATION)
• Besides, the head of the institution evaluates
their performance and progress in achieving
the purposes of the programme or activity.
• In addition, he or she provides feedback to
them and if necessary, may modify the plans
and programmes in order to meet the purpose
or objective of the institution.

ADMINISTRATION)
Definitions
 Sergiovanni et al. (1999: 58) defines educational
administration as the process of working with
and through others to accomplish organisational
goals effectively and efficiently.
 Kochhar (1993) defines educational
administration as a comprehensive effort to
direct, guide and integrate associated human
strivings which are focused towards achievement
of specific educational objectives

ADMINISTRATION)
Education administration is a process
that includes the combined operation
through which a school is maintained in
good working conditions. It is the process
of utilizing appropriate material in such a
way as to promote effectively the
developments of human qualities.

ADMINISTRATION)
It includes all those techniques and procedures
employed in operating the educational
organisation in accordance with the established
policies.
It is the totality of resources which are made
available and made effective for accomplishing
the purposes of an educational enterprise.
Education administration includes functions such
as planning, organising, directing, supervising,
inspecting and evaluation.

ADMINISTRATION)
• According to Graham Balfaur,
Educational Administration enables
the right pupils to receive the right
education from the right teachers, at
a cost within the means of the state
under the conditions which will
enable pupils to profit by their
training.

ADMINISTRATION
According to R. Mort, Education administration
is the influencing of one group of human beings,
the pupils to grow towards defined objectives,
utilizing a second group of human beings the
teachers as agents and operating in a setting of
a third group of public variously concerned both
with objectives and with means used to achieve
them.

ADMINISTRATION)
According to Yearbook of National
Society for the study of Education
(NSEE), Educational Administration is a
social statesmanship which guides
educational activities, plan,
programmes and facilitates and
provides leadership in a long term but
broad social perspective.

ADMINISTRATION)
Education administration includes
functions such as planning, organising,
directing, supervising, inspecting and
evaluation. It is also concerned with
elements like setting up of goals of
education, review feedback and
motivate.

ADMINISTRATION)
Education Administration means to
achieve the goals of education through
effective and efficient manipulation of
available inputs. It is concerned with
the utilization of adequate resources
available in the environment in order
to foster achievement of the goals of
teaching and learning.

ADMINISTRATION)
A good school administrator should first of all
learn to be a good listener. When a teacher
comes to a school administrator with a
request, complaint or a suggestion, that
teacher has done so as a general rule only
after he has thought the matter over carefully.
A good administrator will always spend a few
minutes listening sympathetically.

ADMINISTRATION)
Scope of Educational Administration
The Educational Administration encompasses all levels
of education in its jurisdiction:
• Pre-primary or Pre-school education;
• Elementary or Primary Education;
• Secondary Education;
• Higher Secondary or Post secondary education;
• Higher or tertiary education
• It is educational administration that determines what
should be the nature and system of administration for
all the above levels of education.

ADMINISTRATION)
 It covers all forms of education such
as :
• Formal education;
• Non-formal education and adult
Education;
• General Education;
• Vocational Education;
• Special Education;

ADMINISTRATION)
• Teacher Education;
• Integrated Education;
• Technical and Professional Education,
including Engineering, medical, MBA and
Computer Education.
• Here, the education administration sets the
system of administration in accordance to the
objectives and nature of all the levels of
education.

ADMINISTRATION)
It includes all types of and strategies of
management that encompasses the following:
• Democratic Administration;
• Autocratic Administration ;
• Nominal Administration;
• Real Administration.

ADMINISTRATION)
 Education Administration covers the following
aspects relating to management in its jurisdiction:
• Planning;
• Organising;
• Directing;
• Coordinating;
• Supervising;
• Controlling
• Evaluating.

ADMINISTRATION)
 Education Administration takes place at
various levels such as :
• Central level;
• State level;
• District level
• Block level;
• Institutional levels

ADMINISTRATION)
The following activities and programmes come under the scope
of educational administration at the institutional level:
• Deciding the purposes of the institution or school;
• Planning for academic or curricular and co-curricular
activities;
• Preparing the timetables and the schedules for various
activities;
• Assigning duties and representatives of the staff members;
• Organising curricular and Co-curricular programmes;
• Directing and motivating the staff of the institutions;
• Coordinating the efforts of people to achieve the purpose;
• Exercising control over the staff;

ADMINISTRATION)
• Conducting periodical reviews about the progress,
achievements and failures of the institutions;
• Taking measures for staff development;
• Maintaining order and discipline;
• Management of finance and materials;
• Maintaining records and registers up to date;
• Maintaining human relationships;
• Supervision of the work of teachers and other
employees;
• Giving feedback to the teachers performing well and
taking remedial measures for teachers not
performing well,

ADMINISTRATION)
Common Features of Educational Administration
Some of the key features include:
• Fulfillment of the goals of organisation;
• Making use of other people in the fulfillment of these goals;
• Providing suitable conditions for work and raising the morale of the
workers on the job;
• Building into one’s own organisation the provision for innovation for
changes and fro development;
• It is humanistic and reformist in its approach;
• Its major objective is to built the personality, individual, his needs and
request for perfection;
• It helps in enabling the individual understand that crime is evil;
• It is not merely the political philosophy but the Psychology, ethics,
sociology and history which determine the educational processes or
procedures;

ADMINISTRATION)
• Educational administration proceeds by
making individuals as a unit;
• Education administration is concerned with
inner developments of human personality;
• Educational administration tries to make an
individual a moral and cultural person;
• Education administration believes in
experimentation.

ADMINISTRATION)
Functions of Educational Administration
• Education administration defines the
aims and purposes of education;
• Frames policies;
• Lays down the structures of the
organisation;
• Prescribes the duties and responsibilities
people in the organisation;

ADMINISTRATION)
• Prescribes the power and authority
of the position of the organisation;
• Provides finance and material
resources;
• Plans and operates an effective
educational programme;

ADMINISTRATION)
• Provides the personnel necessary to run
the enterprise smoothly and efficiently;
• Lays down qualities and quantitative
standards of performance for the
personnel;
• Provides good professional leadership;

ADMINISTRATION)
• Stimulates and energizes the workers’
efforts and maintains their continuous
development;
• Evaluates the total outcomes in relation
to the established policies and norms;
• Integrates all the forces acting in the
fields of education

ADMINISTRATION)
Characteristics of the 21st Century school leaders
Good schools are driven by teachers, and heads
of schools that are passionate about making a
difference to the lives of the children in their
care. However, the challenges of 21st Century
global and technological advances have placed
school leaders and teachers under more pressure
than ever before. Successful school leaders have
the following characteristics:

ADMINISTRATION)
 Honesty and Integrity:
• Leaders need to know themselves and their
values;
• Model their values and the school’s values to all
in their community;
• Should make personal commitment to be honest
with themselves and their teams at all times;
• Should be transparent;
• Should nurture honesty and integrity in their
teaching staff and students

ADMINISTRATION)
• If they make mistake, they should admit it, take
responsibility for it, resolve it and learn from it;
• Should always uphold their word and promises.
Ability to trust and empower:
• Should listen to their teachers and students;
• Should learn their talents, interests and passions and
then delegates according;
• Empower them to take responsibility for tasks and
projects;
• Should be there to coach them and ensure to praise
them for their achievements.

ADMINISTRATION)
Communicate, collaborate and being connected:
• Should openly seek and share information and
knowledge;
• Should seek to be understood and to understand
others;
• Should collaborate with others virtually and face- to-
face to ensure the best decisions are made.
• Should get connected with the world via social media
and other types of media and follow organisations
relating into international education

ADMINISTRATION)
 Positive energy:
• Should always present a positive, pro-active and caring approach;
• Should make time to speak with students, teachers and parents ;
• Should know and value them by developing authentic.
 Confidence :
• Should be confident and approachable;
• Should be visible, ask questions and value what he or she see and
give praise for effective teaching and learning practices;
• As a leader you will be faced with difficult situations. In these
situations always stay calm and confident to maintain morale and
confidence in the school community;
• Should ensure that your focus always returns to your strategic
goals.
• The key is to keep everyone working and moving ahead.

ADMINISTRATION)
Commitment and persistence:
• Should display genuine commitment and
dedication which serves to motivate teachers and
students;
• Should create short and long term plan based on
the 21st Century strategic vision.
• Should be 100% committed to the achievement
of the school improvement goals.
• Should be able to adapt when unforeseen
situations occur and then persist till the
important goals are achieved.

ADMINISTRATION)
Willingness to learn, unlearn and relearn:
• Should never stop learning;
• The opportunities and possibilities of the 21st
Century are exciting and empowering for you and
your school community;
• Should be open to it and adapt a growth mindset,
according to Seth Godin “If you’re not doing the
things that scare you, you’re not really learning”.
• Should attend workshops and conference to learn
from great 21st Century leaders.

ADMINISTRATION)
 Entrepreneurial, Creative and innovative:
• The ability to think outside the box is powerful;
• Creativity and innovation are great ways to
manage the disruptions and complexities of the
21st Century;
• Empower students and teachers to be
resourceful, flexible, creative, to think like
entrepreneurs and develop global partners an
resources to succeed in our changing world.
• Develop the school as an entrepreneurial
organisation.

ADMINISTRATION)
 Intuitive:
• Should learn to trust his or her instincts;
• Recent research shows that we can successfully solve problems
intuitively;
• Should listen to the voice with you, it comes from a wise and good
place
 Ability to inspire:
• Be inspiring;
• Should address teachers, students and parents with speeches about
noble 21st Century educational possibilities, highlighting the
schools’ vision and mission.;
• Should create an enthusiasm and optimism to work together in
creating future direction for the school.

ADMINISTRATION)
FUNCTIONS OF A MANAGER
1. Planning: Involves mapping out exactly how to
achieve a particular goal. For example, that the
organization’s goal is to improve company sales.
The manager first needs to decide which steps are
necessary to accomplish that goal. These steps may
include increasing advertising, inventory and sales
staff. These necessary steps are developed into a
plan. When the plan is in place, the manager can
follow it to accomplish the goal of improving
company sales.

ADMINISTRATION)
2. Organising: After a plan is in place a manager needs
to organise her team and material according to his or
her plan. Assigning work and granting authority are two
important elements of organising.;
3. Staffing: After a manager discerns his or her areas of
need he may decide to beef up his or her staffing by
recruiting, selecting, training and developing
employees. A manager in a large organization often
works with the company’s human resources
department to accomplish this goal

ADMINISTRATION)
4. Leads: A manager needs to do more than just plan,
organise and staff his or her team to achieve a goal.
He or she must also lead. Leading involves
motivating, communicating, guiding and encouraging.
It requires the manager to coach, assist and problem
solve with employees;
5. Couching: After the other elements are in place a
manager’s job is not finished. He continuously check
results against goals and take any corrective actions
necessary to make sure that his areas plans remain
on track.

ADMINISTRATION)
FUNCTIONS OF LEADERS (Kretch and
Gruthfield, 1962)
1. Goal setter: A leader either establishes
organizational goals and objectives himself or he
may participate with his superiors or
subordinates in establishing them;
2. Planner: This function is intermediate between
the determination of goals and their execution .
In this connections the leader makes decisions
concerning the ways and means with which the
organization goals can be achieved.

ADMINISTRATION)
3. Executive : In his or her role as executive, a
leader is responsible for seeing that the
appropriate activities of the organization are
carried out;
4. Expert: The technical information and skills
the supervisors possess are useful in aiding and
instructing their subordinate in effective work
procedures.

ADMINISTRATION)
5. Surrogate for responsibility: The leader
relieves other members of the group of certain
responsibilities and they in turn place their trust
in his or her decisions;
6. Controller of internal relationship within the
organization: It is the responsibility of a leader
to see the various departments in his or her
purview to coordinate their activities;

ADMINISTRATION)
7. Administrator of rewards and punishment:
Encourage, upgrade and workers who deserve, and
remove, transfer or dismiss workers who violate
rules or regulations of the organisations;
8. Arbitrator and mediator: The leader tries to
maintain harmony among the members of the
organization. For example, the president of an
organization makes efforts to maintain harmony
among competitive and ambitious vice-presidents.

ADMINISTRATION)
9. Exemplar: Leaders serve as an exemplar, a
model for others to emulate. For example, the
office manager who is invariably 15 minutes
early at his desk in the morning is seeking to
influence the members of his group by being a
good example;
10. Symbol of the group: The leader provides a
kind of continuity and stability to the group,
standing for it despite changes in circumstances
and membership.

ADMINISTRATION)
11. Ideologist: By presenting his ideas
concerning the group, he is a source of moral
strength to them.

ADMINISTRATION)
The Concept of Theory
Let us now analyse the concept of theory
before we study the educational
administration theory proper.
Since the study of organization is to a large
extent theoretical in nature, it is inevitable
that we consider the nature and function of
theory especially as it applies to the social
sciences.

ADMINISTRATION)
 Theory is an endeavour to understand reality.
 It can be defined as “a conceptual scheme or
system that is held to explain a group of facts or
phenomena and to discover and organize new
facts.
 Simply put, theory is the systematically organised
knowledge thought to explain observed
phenomena i.e. just as theory explains how
planes fly, or the nature of the solar system, we
have theories about organisations and how they
work.

ADMINISTRATION)
• Theory is a set of assumptions or
generalizations supported by related
philosophical and scientific principles.
• Theory explains what is rather than what
ought to be.
• Theory provides an internally coherent way of
looking at phenomena in a described field, so
that generizations of the theory can be
applied to specific areas.

ADMINISTRATION)
• The dynamic and progressive nature of
knowledge leads to a creation of new concepts in
an attempt to make sense of concepts in use.
• A theory is a rational explanation of how
something is put together, of how it works and
why it works that way. (Ranational- means that
which can be subjected to reason, that which is
sensible, argued out rather that guesswork).
Theory is a set of assumptions or generalizations
supported by related philosophical and scientific
principles.

ADMINISTRATION)
Theory explains what is rather than what
ought to be. Theory provides an internally
coherent way of looking at phenomena in a
described field, so that generizations of the
theory can be applied to specific areas. The
terms of the application are consistent,
inherent in the theory and special to the
specific instance.

ADMINISTRATION)
Why study theory?
• The answer is, we cannot think of the different
ways of organizing human beings in a collective
effort without using theory. When we speak of
organizational notions such as hierarchical
structure, leadership, bureaucracy and
motivation, we are already engaged in theoretical
discussion. Discussing educational organisation
without reference to theory is like trying to
discuss disease prevention without reference to
sanitation, nutrition or public health.

ADMINISTRATION)
Theory is what provides the rationale for what
one does. Skeptics may dismiss theory as only as
ideal state or ideal notion (that ignores
practicalities). Theory is however, crucial in
shaping our every day perception and
understanding of common places events. Theory
provides a basis for thinking systematically
about complex problem, such as understanding
the nature of educational organizations.

ADMINISTRATION)
• Theory is useful because it enables us to describe what
is going on, explain it and predict future events under
given circumstances (and therefore think about ways to
exercise control over events).
• Thus, with regard to educational administration, theory
is important in the following ways:
• In school theory constitutes the basis upon which the
head teacher can make references on issues relating to
school management;
• Theory provides a mode of analysis of practical events;
• Theory guides practical decision-making.

ADMINISTRATION)
Summary
• In this lesson, we have learnt that administration
is an ancient practice. The discipline of
administration however, is relatively new. We
have also learnt the importance of theory in
education administration, and stressed that the
primary purpose of education administration is to
enhance teaching and learning. We are now
ready to study the educational administration
theories. These shall be the focus in our lesson.

ADMINISTRATION)
Activity
• From your experience as a school teacher or as a
student, show how head teachers work with and
through others to achieve the objectives of the school;
• How do you see the relationship between school
administration and administration in other
organisation? Do school administrators have anything
to learn from other types of administration such as
business administration?
• Make a list of the key personnel involved in educational
administration at the National, County, Sub-County and
school levels in Kenya

ADMINISTRATION)
Further Reading
• Blasé J. and Kirby, P.C. (2008). Bringing out the best in Teachers:
What effective Principals do
• Blasé, R.R. and Blasé, J. (2004). Handbook of instructional
leadership: How successful principals promote teaching and
learning.
• Blasé, J and Blasé, R.R. (2003). Breaking the silence: Overcoming
the problem of principal mistreatment of teachers
• Blasé, J. and Blasé, J (2001). Empowering teachers: What successful
principals do (end Ed.) Thousand Oaks, CA: Corwin Press.
• Blasé, J. and Blasé, J. (2000). Effective instructional leadership:
teacher’s perspective on how Principals promote teaching and
learning. JOURNAL OF Educational Administration, 38(2), 130-141.

Further reading cont..
• Dufour, R. (2001). The learning-centred Principal: Educational Leadership,
59(9), 12-15.
• Kochlar, S. K. (1993). Secondary Administration . New Delhi: Sterling
• Mitchell, C.G; Scott, P; Glover, E; Blankenship, C. and Foley, V. (2011).
Common characteristics of school administration who are perceived as
effective in meeting the needs of students with disabilities.
• Olembo, J.O.and Cameron, J. (1986). Practical school administration for
students, Teachers and Heads. London: Edward Arnold (Publishers) Ltd.
• Owens, C.R. (1998). Organisational Behaviour in Education. Boston: Allyn
and Bacon Ltd.
• Sutton, T.C. (2015). Good school administrator- 10 qualities. A journal of
Educational Strategies, issues and ideas. 19(3), 162-164.
https://doi.org/10.1080/00098655.1944.11473988

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