Educational
administration is a collaborative activity or process of integrating everything
whether personal or material incorporated in orgaisastion of education to
achieve educational goals predetermined to be effective and efficient. Educational
administration also has a function of, among educational administration
functions is:
1. Planning is the activity of
thinking and choose a series of actions directed at achieving the aims and
education objectives
2. Organizing is preparing
activities and forming relationships to realization of unity effort to achieve the purposes and objectives
of education.
3. Coordination is activities to bring
people, material, mind, tecnic, and objectives into a harmonious and productive
relationship to achiev a goal
4. Communication in every form of
communication is a process that is going to affect the attitudes and actions of
people in the organizational structure .
5. Supervision as a function of
educational administration means activities to determine of essential
conditions / requirements that will
ensure the achievement of educational goals.
6. Staffing ,
the point of emphasis is the personal itself. Activities undertaken in
employment include: determining, selecting, placing and guiding personnel.
7. Finance is thing that very
important factor in an organization, because these costs is crucial for the
smooth running of an organization, without charge sufficient not probably
to guarantee the running of an organization.
8. Evaluation as an administrative
function of education is an activity to investigate and determine the extent to
which the implementation is done in the process of the entire organization to
achieve results in accordance partnered with the plan or program that has been
set in order to achieve educational goals. for more details read this book….
TABLE OF CONTENT
FORWARD: The Roles of
Leadership and Management
2 The Changing Roles of
Leadership and Management in Educational Administration
3 Theories of Educational
Management
3.1
Distinguishing Educational Leadership and Management
3.1.1
The Signicance of the Educational Context
3.2
Conceptualising Educational Management
3.3
The Relevance of Theory to Good Practice
3.3.1
The Nature of Theory
3.3.2
The Characteristics of Theory
3.4
Managerial Leadership
3.4.1
The Limitations of Formal Models
3.4.2
Are Formal Models Still Valid?
3.4.3
Central Features of Collegial Models
3.4.4
Participative Leadership
3.4.5
Limitations of Collegial Models
3.4.5.1
Contrived Collegiality
3.4.6
Is Collegiality an Unattainable Ideal?
3.4.7
Central Features of Political Models
3.4.7.1
Transactional Leadership
3.4.8
Are Political Models Valid?
3.4.9
Central Features of Subjective Models
3.4.10
Subjective Models and Qualitative Research
3.4.10.1
Postmodern Leadership
3.4.10.2
The Limitations of Subjective Models
3.4.10.2.1
The Importance of the Individual
3.4.10.3
Central Features of Ambiguity Models
3.4.10.3.1
Contingent Leadership
3.4.10.4
The Limitations of Ambiguity Models
3.4.10.5
What Do We Mean By Culture?
3.5
Societal Culture
3.6
Central Features of Organizational Culture
3.6.1
Moral Leadership
3.6.1.1
Limitations of Organizational Culture
3.6.1.1.1
Values and Action
3.6.2
Comparing the Management Models
3.6.3
Attempts at Synthesis
3.6.4
Using Theory to Improve Practice
4 Preparing and
Training Superintendents for the Mission of Executive Management
5 The Art of Successful
School-Based Management
6 WHY IS SCHOOL LEADERSHIP
PREPARATION SO COMPLEX
7 Challenges Facing
Black American Principals: A Conversation about Coping
8 Editor's
Biography
Index
Attributions
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