Skills Of School Management

Unit 1
 Topics
1. Meaning and need of school organization
2. Principles of school organization
3. Role of head teacher in school organization
4. Duties of school organization
5. Relation of teacher and head teacher in school
organization
6. Co-curricular activities in school organization
7. Basic facilities in school
8. Introduction of quality management
9. Salient features of quality management
10. Classroom management in higher education
1. Meaning and need of school organization
ORGANIZATION
A social unit of people that is structured and
managed to meet a need or to pursue collective
goals. All organizations have a management
structure that determines relationships between
the different activities and the members, and
subdivides and assigns roles, responsibilities,
and authority to carry out different tasks.
Organizations are open systems--they affect and
are affected by their environment.
SCHOOL ORGANIZATION
School organization refers to how
schools arrange the resources of time,
space, and personnel for maximum effect
on student learning.
 Its is a formal relation co-ordination , co-
operation between various activities.
When two or more than two individuals

struggle for common goals and objectives it

form an organization . This type of struggle
may be temporary or permanent.
Organization usually contain distribution of
work , communication and discipline. The
success of an organization depend upon the
achievement of goals and objectives and the
standard of work.
a) Organization means way of arranging .
How to arrange various materials inside the
school. How these can be used in a better way
for educational objectives.
b) It means a pre-planned programme for
institute to rum it in a peaceful , pleasant
educational atmosphere.
c) To arrange all the activities of school with
mutual co-operation and understanding. this
will lead to better training of the individual .
2. Principles of school organization
Principles of school organization

Protection of Social Values

The first principal of School Organization is
to protect social values . being a component
of the society , It must be preventive of
general and specific aims of the society .

Achievement of Specific Aims

The school must monitor the specific aims,
effective and efficient teaching and
developing with the ideology of Pakistan.
 Interest of individual differences of
child

all children in school does not have equal

abilities so this factor should be kept in
mind . and organization should be made in
such away that each child get opportunity to
develop their inner potentials.
 Co-operation with Society
A school can never go through progress
until the individual of the society develop a
positive attitude toward the school.

The organization must be flexible

It should be flexible and balanced because
the society always tends to changes and
the need of the human being also changes
with time.
 Comprehensiveness
Each and every aspect of the activity should
be comprehensive and a clear picture of the
organization should be presented .

Utility
Utilization of all the possible resources help
in achieving the goals.
 Adaptability
It can facilitate our activities . The power
ofadaptabilityis the key of success.

Professional Growth
Teacher and other worker should be given a
proper training facilitation for better
performance.
 Accountability
Analysis of the activities of the staff give a
positive result to organization. The principal
should encourage hard worker and a sign of
alertness for the rest.

Simplicity
Medium of instruction should be in easy way.

Reforms / Amendments
The door for reforms and amendment should
always be open.
3. Role of head teacher in school organization
The School Head
There shall be a school head for all public
elementary schools and public high schools
or a cluster thereof. The school head, who
may be assisted by an assistant school
head, shall be both and instructional leader
and administrative manager.
 The school head shall form a team with the
school teachers/learning facilitators for
delivery of quality educational programs,
projects and services. A core of non-
teaching staff shall handle the schools
administrative, fiscal and auxiliary services.
The school head shall form a team with the
school teachers/learning facilitators for
delivery of quality educational programs,
projects and services. A core of non-
teaching staff shall handle the schools
administrative, fiscal and auxiliary services.
 Consistent with the law, national
educational policies, plans and standards,
the school heads shall have authority,
accountability and responsibility for the
following;
1. Setting mission, vision, goals and
objectives of the school;
2. Creating an environment within the school
that is conducive to teaching and learning;
3. Implementing the school curriculum and be
accountable for higher learning outcomes;
4. Developing the school education program
and school improvement plan;
5. Offering educational programs, projects and
services that provide equitable opportunities
for all learners in the community;
6. Introducing new and effective modes of
instruction to achieve higher learning
outcomes;
7. Administering and managing all personnel,
physical and fiscal resources of the school;
8. Recommending the staffing complement of
the school based on its needs;
9. Encouraging and institutionalizing staff
development;
10. Establishing school and community
networks and encouraging the active
participation of teachers organizations,
non-academic personnel of public schools,
and parents-teachers-community
associations;
11. Accepting donations, gifts, bequests and
grants for the purpose of upgrading teachers
and learning facilitators competencies,
improving and expanding school facilities and
providing instructional materials and
equipment. Such donations or grants must be
reported to the appropriate district
supervisors and division superintendents; and
12. Performing such other functions as may
be assigned by proper authorities.
ACTIVITY
Draw the structure chart for your school
starting with the principal of the school
committee or governing body and ending
with the position of the pupil. Preparing the
chart should assist you in understanding the
nature of your school as an organisation.
Co-curricular activities in school organization
Co-curricular Activities
On of the most important activity of the
school organization training of its pupil in the
gracious art of living . That the art living is
the most comprehensive concept than the
organization of knowledge.
Co-curricular activities involves games,
sports, scouting, hiking, debates, essay
writing, workshops, symposiums, Naat
competitions, discussion, seminars which
play their important role for comprehensive
development of the personality of the child.
Definition of quality
management
Quality management is the act of
overseeing all activities and tasks needed to
maintain a desired level of excellence. This
includes the determination of a quality
policy, creating and implementing quality
planning and assurance, and quality
control and quality improvement.
 A quality management system is the
totality of organizational processes, people,
internal controls, resources, and goals
focused on producing a given output that
meets defined specifications.
Classroom management in
higher education
Classroom management is concerned with a
set of teachers behavior and activities that
are primarily intended to foster student
cooperation and involvement in classroom.
An effective teacher is not only master of

subject but also master of classroom

situation.
 An effective teacher possesses certain
information and skills. Different kinds of
information necessary for teacher are;
Reasons for getting enroll
Motivation
Intellectual ability
Reactions to personality of teacher
Sense of confidence and independence
Physical and emotional health condition
 Gage and Berliner (1984) referred to two
groups of students who required attention
of the teacher.
Students exhibiting too little behavior of

desirable kind
Students exhibiting too much behavior of

desirable kind
Students exhibiting too little behavior of
desirable kind

CHARACTERISTICS
Failing to pay attention
Failing to show interest in work
Inappropriate interaction
Truancy
Lethargy
Too much dependency
Students exhibiting too muchbehavior of
desirable kind

CHARACTERISTICS
Physical aggression
Inappropriate movement around the

classroom
making inappropriate noise
inappropriate challenge to authority
Making destructive criticism and

complaints.
 Katz (1962) reported the student
achievement was influenced by personality
and the manner of dealing of the teacher.
Some of the important factors are;
Inadequate information about the students

and their background

Inappropriate perception of students

behaviour
Inadequate monitoring of students

behaviour
Authoritarian handling of classroom
 Poor communication skills
Lack of mastery over the content area
Poor moral standards
Inappropriate teaching skills
Useful strategies
Knowledge of student and their background
Mastery over content area
Appropriate method of teacher
Promptness of teacher in observing

students
purposeful withholding anf focusing of

attention
 Appropriate use of reward and punishment
Usage if humor
Usage of questions
Sensitiveness to students response
Fairness in dealing
Democratic approach
Activity
Suggest some measures to handle a
classroom of gradate level students that are
hyperactive.