Presentation prepared by:

Ms. Roxanne Jane M Ballecer

1.1 Context and Culture

1.2 Interactive Nature and Context of Leadership

1.3 Time and Nature of Truth

1.4 Paradigms in Educational Administration

“teachers open the door. You enter by yourself”

–Chinese Proverb

-discusses the dynamic roles of leadership, management, and administration as they relate to educational organizations (NCPAE)

Educational administration evolved out of a need to operate schools under a set of practical and applied administrative skills.

The bureaucratization of educational organizations during the 19th and 20th centuries required specialized professional knowledge in order to become and to succeed as an educational leader.

The academic, scientific, and theory basis for educational administration provided educational leaders with advanced tools, conceptual frameworks, and contemporary and theoretical knowledge required to lead educational organizations.

curriculum developers,

school principals

district superintendents

Workers in state and federal education agencies

teachers

  They can make a difference between teachers feeling good

and bad about themselves They can create a climate in schools that is productive and

fun. Can work on improving school climate if this is main target

They can help teachers grow and retain their professional resiliency.

They can influence whole schools and hundreds of children (e.g. if one teacher can make a difference with thirty or fifty kids, a school administrator can have a positive effect on more kids.)

They can move and improve school systems and an opportunity to change whole schools or “shaping up” a school and providing a more work-oriented environment

Improving school’s performance in terms of scores and statewide competency battery

Increase in salary, prestige and other perks (benefits) that goes with it.

is not only to learn the theories, movements traditions, and skills of the discipline, but to be exposed to the dominant paradigm and have it raised to the level of cognitive awareness required to fully appreciate its contribution, strengths, and weaknesses, as one goes about practicing educational administration in schools and colleges.

Context (language) -the text in which a word or passage

appears and which affects its meaning; also the words and social setting which surrounds a spoken word or passage.

1.2 Interactive Nature and Context of Leadership

(1839-1876)

Flamboyant in life, George Armstrong Custer has remained one of the best-known figures in American history and popular mythology long after his death at the hands of Lakota and Cheyenne warriors at the Battle of the Little Bighorn.

(1807- 1870)

was a career military officer who is best known for having commanded the Confederate Army of Northern Virginia in the American Civil War.

(1897 - 1937)

was a noted American aviation pioneer and author. Earhart was the first woman to receive the U.S. Distinguished Flying Cross, awarded for becoming the first aviatrix to fly solo across the Atlantic Ocean.  She set many other records,  wrote best-selling books about her flying experiences and was instrumental in the formation of The Ninety-Nines

(xxxx - xxxx)

“He was the most profound and complete expression of American Genius” (Williams, 1982, p. 35). On educational administration he wrote that the superintendent, principal or supervisor can only perform his or her work with a clear conception of the place of school on society.

(1898 - 1976)

Was an American singer and actor who was a political activist for the Civil Rights Movement, His advocacy of anti-imperialism, affiliation with Communism, and criticism of the US brought retribution from the government and public condemnation. He was blacklisted, and to his financial and social detriment, he refused to rescind his stand on his beliefs and remained opposed to the direction of US policies.

Truth has a variety of meanings, primarily being in accord with fact or reality, fidelity to an original or to a standard or ideal and, in common usage, constancy or sincerity in action or character. The opposite of truth is falsehood, which, correspondingly, can also take on a logical, factual, or ethical meaning. The concept of truth is discussed and debated in several contexts, including philosophy and religion. Many human activities depend upon the concept, which is assumed rather than a subject of discussion, including science, law, and everyday life.

Truth – is an objective “thing” and as such needs nothing else except facts to support it. The truth requires no embellishment. Since it is immortal it needs no human law or government to cradle or sponsor it. (Dudley Field Malone)

Paradigm

- is a Greek word that means as example or pattern. But used by American scientist- historians, Thomas Kuhn, it meant a group of scientist who are bound by the traditions of the solution of central scientific problem. Thus paradigm is a shared pre understanding necessary to be part of the field.

They have better school housesThe school furniture is superiorTextbooks used are betterSchools are freeTeachers are more tactMore is done in schools to form

character

1.they are more carefully inspected2. their course of study is better3. their terms are longer4. their teachers have made more

special preparation for their work5.more attention is paid to moral and

religious instruction

-”father of scientific management”

He wrote “principles of scientific management”

- Is an application of the tenets of positivism in a specific content.

Manufacturing concept/term educational concept/ term

Job shopDedicated production linePhysical process mergerMixed model assembly lineAutomated production linereworkinspectionZero rejectCustomer returnsLot sizeQuality control

Self-contained classroomMainstreamingPulloutsRemediationSupervision/testingRepeat gradesClass sizeMastery learning

This is a hybrid blend of two or more paradigms.

This is a process concerned with “what the organization wants to be and how should it get there”

Is based on the premise that organizations, like biological organisms are competing with one another for survival.

DEMOCRATIC ADMINISTRATIO

N

HUMAN RELATION

Focused on their efforts on chaging the style of leadership and its autocratic overtones. They desire a “soft” and even non-directive stance in regard to leadership. This body of thought did not however conflict with permutations of positivism.

This was replaced by behaviorist approach to study human in organizations represented the apogee of triumph of positivism.