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The contributions of many are at the heart of this research. I know that it could
First, I would like to thank my supervisor, Dr. G. Persaud for his assistance and
Technical High, Ardenne High, St. Georges College, Wolmer’s Boys’ and Merl
contribution.
Finally, to the staff of The Mona School of Business, University of the West
Indies; for the patience and tolerance, as I embarked on the writing of this
Research Paper.
TABLE OF CONTENTS
PAGE
ABSTRACT i
INRODUCTION iii
Heirarchy of Education 1
School-Types 3
The School – A Government Entity 6
School Administration 8
The School Principal 10
Another ‘School’ of Thought 18
BIBLIOGRAPHY 66
APPENDICES 68
ABSTRACT
interference, etc. The Principal, a main stakeholder, has a three-fold task: Role,
could include (i) Good leadership (ii) Purposeful activity and (iii) Efficiency.
In researching the topic, the following methods were used: Library collections,
i
The Education Act, 1980 and The White Paper on Education. Surveys were
ii
INTRODUCTION
Public High school education plays a part in this development. How this school
administration and, the job of the Principal, the writer then describe the method
to be used in obtaining results for the research to be done. This is then analyzed
conclusion.
iii
CHAPTER 1
LITERATURE REVIEW
Despite the fact that education may be seen as a process, it needs to be developed.
The development of education has a far-reaching effect, and its lack thereof affects
HEIRARCHY OF EDUCATION
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TERTIARY (Level 3)
S E C O N D A R Y (Level 2)
P R I M A R Y (Level 1)
From the Figure above, Primary Education is at the base of the ladder with its
Elementary Level than at the Secondary Level. The least number of persons
educated at the advanced level are represented at the top of the ladder.
However, for the purpose of this research, emphasis will be placed on the
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3
the highest level possible. Management at the secondary level calls for an
SCHOOL-TYPES
general. The least recognized is the All – Age, while the most recognized is the
does not auger well for the secondary education system. That is, stakeholders at
this level will not co-operate fully in the operation of ‘certain’ schools, while
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A vast majority of these school-types are publicly owned, with very few in the
Traditional High being private. Some of the privately run schools were taken
government’s take over bid is good, as more students should be able to gain a
The All – Age and Junior High Schools cater for children between the ages of
12- and 15- years. The latter is a new concept of schooling adapted by the
government for students in this age grouping. From observation, there is hardly
much difference between the old and the new concepts, except for a name
change for the institution. For the new concept to be embraced by the populace,
the government should adopt the concept fully like what occurs in the United
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The New and Traditional High Schools cater for children between 12- and 17-
years. Since the government introduced a Junior High School system, then
instead of the High School concept, they should introduce a Senior High School
concept. This would concentrate on the 15 – 17 year group. Thus, the High
School, whether new or tradition would include both Junior High and Senior
High.
As it exists, the students of those high schools, upon completion at the Grade 11
year, either further their education immediately at the tertiary (Sixth Form /
The success/failure of a 17-year old high school leaver in the society, depends
on what occurs at the primary and secondary levels of his/her eleven years of
foundation years (Grades 1-6) are important but, if this foundation is not built
on during the high school years (Grades 7-11), then the tertiary level will suffer
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These boards, they say, represent the government in the school. Government is
the most dominant institution in society. Steiner etal, further stated that its
policy/strategy making processes literally may mean the difference between life
Government is the most dominant institution in any given society and so it can
make and break any system utilizing its influence. The public high school is
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entity. The rewards of this school system to the society are long term, as its
benefactors would ‘repay’ after five or more years (the duration of their high
in the public high school system. They further state: ‘Everything having to do
with government and everything the government does is political, for politics is
implementation and evaluation are indeed necessary tools to use for policy-
Peter Drucker (Drucker, 1973b) says ‘in a public service institution, whether
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its constituents.’ The constituent of the public high school system is comprised
of the main stakeholders. These stakeholders include the teachers, parents, and
students.
Management must consider all individuals that affect its operation, and the
Vice Principals) must formulate, implement, and evaluate its planned goals and
SCHOOL ADMINISTRATION
- Delegation of responsibilities
- Succession planning
- Curriculum administration
- Political interference
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- Time management
- Accounting capability
- Begging syndrome
- Decentralizing education
- Management of discipline
- Ethics
- Recruitment
All the above are necessary for the smooth operation of a public school, but
some of them should not be a part of the duties of the school administration.
Public high school should be free from this, as it exists to serve the entire
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manage the school and to manage it well, so adopting the begging syndrome is
not good. If the government wants to beg, then it may do so, but allow the
school, then by all means the school in question should accept it, but to divert
from the main duty of managing the school by begging, that does not auger well
responsibility of the public high school lies with the teachers, in particular the
Headteacher or Principal.
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( i ) Role
( ii ) Responsibility
( iii ) Functions
Role
managing the
( a ) administration/main office
( b ) Vice Principal(s)
( c ) ancilliary staff
( d ) teachers
( e ) students
management of organizations/groups that are not part of the daily routine tasks
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The intraorganizational role is already a great task, so one would have thought
Responsibilities
( a ) Use of time
( c ) Responsibility in perspective
- Office routine
- Supervision of teachers
- Pupils
- Professional meeting
- Public relation
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- Administration of plant
- Business management
- School board
- Canteen
- Transportation
With regards to delegated and shared tasks, he said that the principal should be
concerning administration in this school system. That is, for example, the
not do it alone but, instead work in a collaborative effort with the Ministry of
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There is absolutely nothing wrong with this strategy, but at least, the long-term
planning should engage the will and thought of others, say the stakeholders.
Functions
four headings:
3. School-Community Relations
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the public high school. Development of the education programme in the school
involved in
- Teacher selection
- Teacher orientation
- Teacher evaluation
him/her the full academic responsibility of the school lies. The Principal must
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PTA)
The definition and need of the school – community relations are not clear, and
clarity is necessary to analyse it. However, the involved factors in the relations
seriously, as the wider community’s focus is only on the students and their
relations to the community and not on the teachers. Ip so facto, the focus
should be more or less equally emphasized on both teachers and students as the
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The management function of the Principal to include not only the students but
factors that affect the smooth operation of the school system, of which finance
and business are important elements. The fact is, a school cannot operate
but what does Goldwin mean by ‘Principal and school management itself’ as a
contradictory.
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In trying to correct the problem of poor administration in the public high school
They are
1. Good leadership
2. Purposeful activity
3. Efficiency
If the Principal/Vice Principal can achieve these things the school will run well
and will have a good chance of achieving its educational purpose. But school
must never become an end in itself. It cannot produce learning anymore than
oil can make a bicycle move. Its purpose is to make things run smoothly and
like a generals, they cannot win the battle by themselves, but only by inspiring
those with whom they serve. Leadership, like authority, does not come readily
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to the persons who grab for it. But it comes with knowledge and experience
relationship between human partners than when one willingly accepts the
leadership and authority of another, who in turn, wholeheartedly seeks the best
for both. The test for the administrators’ leadership is to be found in the quality
of the personal relationships in the school and the extent to which they have
adequately supervise the work of the teachers, but must avoid over-supervising.
Good supervision is neither too strict nor too slack and varies according to the
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Only by constantly studying the results of the teaching in the school (and this
does not mean only the examination results) can the administrators properly
aloof. It needs persons who know the staff, the students and the jobs intimately
by being in touch with them all the time. On the administrator(s) assessment(s)
will depend what changes are made in the organization and teaching in the
school. Such changes should only be made when there is a clear need.
Administrators have responsibilities beyond the confines of the school, for they
are responsible not only to their employer (Ministry of Education) but, to the
public and, in particular to the community that the school serves. By their
activities, enthusiasm and tact they must forge links with the community that
will make the school wanted. Only when there is this relationship can the
school play one of its most important functions, namely, an extension of the
community’s traditional system of training the young for adulthood. From time
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to time therefore, administrators must step back and look at themselves and
their school and determine how closely they are achieving what they set out to
do.
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CHAPTER 2
stakeholders in the public high school system but, to these young people, the
and Vice Principal play major roles among the teachers; that of leading or
institution, and subsequently to the success of young people, all things being
equal.
METHOD OF APPROACH
In trying to improve management in the public high school, the writer would
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LIBRARY COLLECTION
articles. The books are texts on education, inclusive of the management of it.
monthly magazines will also be explored on the topic under review to aid in the
periodicals and the magazines will be local issues (if available) and
regional/international issues.
will be referred to, as it would allow the writer to see the issue of management
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MINISTRY PAPERS
These papers would be drawn from the Ministry of Education, Youth and
Culture. The main ones that will be focused on however, includes the:
The Education Act to be utilized is The Education Regulations, 1980 (the latest
The 2001 White Paper on Education (formerly the 2000 Green Paper) will also
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SURVEYS
etc.), the writer will focus on the questionnaire. Questions will be asked of the
various stakeholders in the public high school education system. Their opinions
RESEARCH
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that are established to achieve the institutions’ desired goals. The achievement
Organizing, in the context of the public high school system, may be seen as the
and students) in making the effort to achieve the institution’s stated objectives.
The organizing or the coming together of these parties is integral to the success
The leader in the public high school is the administrator. This individual, in
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system, these activities are task-related that must be adhered to in meeting the
administration.
society. This society consists of humans who form part of the resource of a task
viewed within the ambit of its definition only, but from the management of
improvement in administration.
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difficult decision, as sometimes the interviewee for the post, when selected,
turns out to be the incorrect choice in the long run. The management style may
not be in accordance with the board of management, and therefore deemed unfit
However, this may not be so, as with training and development, the
The recruitment and placement of teachers in the public high school by the
school, the administrator must focus on the quality of the teacher been
recruited. Such quality does not hinge on academic qualification only, but on
Having recruited and placed the teacher in the position, the job of the good
administrator has just begun. That is to say, follow-up, in terms of training and
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administration is to be a reality.
over the recruitment and placement of students in their schools. The processes
through its primary school exit examination now called the Grade Six
Achievement Test (GSAT), which replaced the 40 year old Common Entrance
However, once the students have been placed, then continuous training and
development ought to be the focus of the school. This type of training and
times, be it good or bad. For the holistic education of a child, the parent,
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decide for the student’s welfare. The decision must be made by all involved i.e.
will be better able to relate, not only to the teachers, but also to their charges.
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CHAPTER 3
RESEARCH ANALYSIS
LIBRARY COLLECTION
For administration to be improved in the public high school, one must address
LEADERSHIP
Ralph M. Stodgill, a management researcher, has pointed out that “ there are
almost as many different definitions of leadership as there are persons who have
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- other people
behaviours
Other people, in the public high school system, refers to the stakeholders
discussed earlier. The Ministry, through its school board, is the leader for the
accept directives from their respective leader, the sub-ordinates help to define
system under review allows superiority to reign. However, subordinates are not
powerless, as they can do and shape group activities in a variety of ways. Still,
the leader will usually have more power. Power in reward, power to coerce,
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legitimate power, referent power, and power of expertise, are just some ways in
The leader can now use these different forms of power to influence followers’
behaviours in a number of ways. For example, the Principal may influence his
The view that leaders are born, not made, is still popular among laypersons,
1. compared the traits of those who emerged as leaders with the traits of
leaders.
To a certain extent, both sets of research proved somewhat successful, but the
Instead of trying to figure out what effective leaders were, researchers tried to
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determine what effective leaders did – how they delegated tasks, how they
communicated with and tried to motivate their subordinates, how they carried
out their tasks, and so on. Unlike traits, behaviors can be learned, so it followed
leader.
maintenance) style try to motivate rather than control subordinates. They seek
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friendly, trusting and respectful relationships with employees, who are often
making by not just those who governed but those who are governed as well.
School governance therefore should involve all teachers, not only the senior
especially school governance. According to Miller, there has been quite a bit of
discussion about these issues but not much has been introduced which departs
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officers and project assessment teams. However, says Professor Miller, in 1994
and teachers of other regions and Education Officers. These teams visit schools
practices.
ANALYSIS
Leadership, accountability and evaluation are but three of the tools required by
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school. The Principal as leader in the school is vital as without him there would
important, as they help in the improvement of the leadership process that is vital
member of the 3-member management tool kit. To the public high school
Ministry of Education, the School Board, the teachers, the students, parents and
the community (both the local and wider). Whenever something goes wrong,
the ultimate blame lies with the Principal. Likewise, if the school is exalted, the
Principal is to be praised.
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assess the objectives set. The public high school administrator sets various
objectives for the students, teachers, and the school itself at the start of a period;
be it a term, a year, two years or five years. To test if these objectives are met
at the end of the required period, evaluation is done. These may take the form
outcome is favourable, then the Principal as leader would have been successful
MINISTRY PAPERS
education sector. Sections 89, 90 and 91 of the Act (see Appendices) speak to
the responsibilities of the administrator, with direct reference made to the Board
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embarked on 5-year plans for the education system of the country. The White
Paper (formerly the Green Paper) on education is one of these types of plans
the government sees education and training as the path for development. In its
It sees education as
community levels
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school effectiveness
teacher performance
performance-related
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- Principals and teachers are required to prepare, provide and use the
and operations
performance.
ANALYSIS
It is within the jurisdiction of any government to plan and pursue its plans for
the education system of the country that it governs. The Education Act, 1980,
Section 89 (2) that refers to Section 89 (1) (e) speaks to the delegated
responsibility of the Principal (see Appendix I). This allows the Principal, as
member of the Board of Management, the Principal, with the permission of the
Board, can behave in accordance with Sections 89 – 91 of the Act that speaks to
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not only power in leadership can be utilized, but all aspects of management in
Referring to the White Paper on Education, the proposals put forward by the
SURVEYS
random survey was done. The participants include Principals, Vice Principals,
teachers, students and parents, all of whom are involved in some way with the
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Questions 1-2 of each of the four types of questionnaires were not measured, as
they are personal. However, in grouping the respondents, question 2 was used
for each. The measurable questions are 3 and upward, (see Appendices for
follows:
RESPONSE WEIGHTS
Sometimes / Average 2
The responses were measured in groups, with an overall measurement for each
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3 2, 3 2.50 3 2, 3 2.50
4 2, 1 1.50 4 2, 2 2.00
5 1, 1 1.00 5 2, 2 2.00
6 - - - 6 3, 3 3.00
7 3, 1 2.00 7 2, 2 2.00
8 2, 1 1.50 8 2, 2 2.00
9 2, 3 2.50 9 3, 3 3.00
Table 1 Table 2
In Table 1 administrators tend to enjoy their job thinking that their style of
obtained in the survey. However, they did not get the opportunity to alter their
In Table 2 the administrators also rate their management style high (3.00
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3 3, 2, 2, 3 2.50 3 3, 2 2.50
4 2, 3, 3, 1 2.25 4 1, 3 2.00
5 2, 3, 3, 2 2.50 5 2, 3 2.50
6 2, 3, 2, 3 2.50 6 2, 2 2.00
7 2, 3, 3, 1 2.25 7 1, 3 2.00
8 2, 3, 2, 1 2.00 8 1, 3 2.00
9 2, 3, 2, 3 2.50 9 3, 3 3.00
Table 3 Table 4
In Table 3 the administrators’ lowest score of 2.00 average says that they would
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though they score more than one 2.00 average (their lowest score).
3 2.50
4 2.00
5 2.00
6 2.50
7 2.10
8 1.90
9 2.70
Table 5
In Table 5 the overall average of the administrators ranges from a low of 1.90 to
other schools to change their roles (1.90 average). However, with an average
score of nearly 3.00 (2.70 exactly), they think that their management style is
above average.
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3 2 - 3 2, 3, 2 2.30
4 2 - 4 3, 2, 2 2.30
5 2 - 5 2, 2, 2 2.00
6 2 - 6 2, 2, 2 2.00
7 2 - 7 2, 2, 2 2.00
8 2 - 8 2, 2, 2 2.00
Table 6 Table 7
analysis is possible.
responses.
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Table 8 Table 9
from a low of 1.70 to a high of 2.90. They would not allow their immediate
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3 2.40
4 2.20
5 2.00
6 2.10
7 1.80
8 2.10
9 2.80
10 2.50
Table 10
from 1.80 to 2.80. They don’t think that they should encourage their immediate
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Table 11 Table 12
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average of 2.70.
have attained at most the Grade 9 Level in the Public High School, have a low
of 1.00 average and a high 2.50. The low range indicates that they have never
higher range of 2.50, this tells that they speak with the administrators
frequently.
had a rating average from 1.00 – 3.00. The low range indicates that they do not
average of 3.00 says that they always desire a change in the management style
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3 2, 3 2.50 3 3, 3, 3, 3 3.00
4 1, 3 2.00 4 3, 3, 3, 3 3.00
5 1, 2 1.50 5 3, 2, 3, 3 2.75
6 3, 2 2.50 6 1, 2, 1, 1 1.25
7 3, 3 3.00 7 2, 2, 1, 1 1.50
8 1, 1 1.00 8 1, 2, 1, 1 1.25
9 1, 2 1.50 9 2, 2, 1, 2 1.75
10 1, 2 1.50 10 2, 2, 3, 2 2.25
Table 13 Table 14
children/wards have attained 6th Form – showed an average rating that ranges
between 1.25 and 3.00. At the lower end (1.25), they never question the
teachers’ management style. At the higher range (3.00), they feel comfortable
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3 2.50
4 2.30
5 2.30
6 1.30
7 1.90
8 1.10
9 1.70
10 2.10
Table 15
From Table 15, the range of averages among the parents/guardian is 1.10 –
their style of management, as depicted by a low of 1.10. They speak with the
In Table 16 below, the Grade 7 (1st year) students tend not to want to see a
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change in the management of their classes nor school (as displayed by a low of
(3.00) average.
3 2, 2 2.00 3 3, 2, 2, 3 2.50
4 2, 2 2.00 4 2, 1, 2, 2 1.75
5 3, 2 2.50 5 2, 3, 2, 3 2.50
6 3, 2 2.50 6 3, 3, 2, 3 2.75
7 1, 2 1.50 7 3, 1, 2, 1 1.75
8 1, 2 1.50 8 3, 1, 2, 1 1.75
9 3, 2 2.50 9 2, 3, 2, 3 2.50
10 3, 2 2.50 10 3, 3, 2, 3 2.75
Table 16 Table 17
The students up to Grade 9 Level have a high average of 2.75 in rating the
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3 2, 2, 2, 2 2.00 3 3, 2, 3, 2 2.50
4 2, 3, 2, 1 2.00 4 2, 2, 3, 2 2.25
5 2, 3, 2, 2 2.25 5 2, 2, 2, 2 2.00
6 2, 3, 2, 2 2.25 6 2, 2, 2, 2 2.00
7 2, 1, 2, 3 2.00 7 3, 2, 2, 3 2.50
8 2, 1, 3, 3 2.25 8 3, 2, 2, 3 2.50
9 2, 3, 2, 1 2.00 9 2, 2, 3, 2 2.25
10 2, 3, 2, 1 2.00 10 2, 2, 2, 2 2.00
Table 18 Table 19
management style between the ranges of 2.00 and 2.25. This is almost average
– nothing of significance.
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Table 19 showing the 6th Form students’ rating is somewhat similar to the rating
given by the senior students (2.00 – 2.50). Again, there is nothing of great
significance.
3 2.30
4 2.00
5 2.30
6 2.40
7 2.00
8 2.10
9 2.30
10 2.30
Table 20
management style between 2.00 and 2.40 (Table 20). This rating is slightly
good leadership with its power and influence. The influential behaviour of
between superiors and subordinates, but subordinates need to feel that they are
not powerless, and that they can exercise their power in various ways.
satisfactory task performance – the work is more important than the worker.
The latter, on the other hand, displays emphasis on the worker and the workers’
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decision-making by the governed, not just by those who govern. The PDU of
and evaluation, introduced in 1994, its School Based Principal and Teacher
The government addresses the issue of education through its Ministry Papers –
The Education Act and The White Paper on Education. Sections 89-91 of the
Governors.
it has tabled in Parliament its white paper on Education. This Paper seeks to
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schools. Here, its focus will be on performance and its effect on Principals and
their schools. Principals and teachers will be required to prepare, provide and
operations.
All stakeholders in the sector have an impact on the education system, so their
Vice Principal, teachers, students and parents/guardian all have an effect on the
obtained is as follows:
- The teachers believe that the administrators should not effect any
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them about it, seeing that they hold frequent talks with them.
RECOMMENDATIONS
in the world of globalization aided by technology. But, what has been done to
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Management of the education system, accountability, and trust are but three of
the basic steps that must be considered for this improvement to occur.
The authorities must monitor the education system closely. These include the
monitoring, the Ministry through its officers (Education Officers), should make
The Board of Governors can do weekly checks in order to keep a tab on the
better position to share with the school’s administrators, the performance level,
them. This would enable them to improve in their administrative duties at all
times.
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Therefore, with the constant input of the authorities, causing the administrators
the citizens of the country. So, if there is a breakdown, then all parties involved
reportability must be done weekly, monthly and termly (every four months).
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existing that results from the fear of job losses, where applicable. The
connection. The teachers tend to make the task of the administrator difficult at
To improve this, a climate of high trust must exist. This may be achieved
for example, should aim to create a worry-free climate among his staff by
the other hand, should participate freely by responding positively to the gesture.
This type of communication not only fosters nor build trust but, eventually
a reality.
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the business sector in their evaluation process, but can it be adapted to the
The business entity has long being assessing their employees by appraising their
functions, and the popular ‘employee of the quarter’ and ‘employee of the
year’.
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related. So, if the administrator does not perform effectively, based on the
Ministry’s criteria, then he will not be re-hired. This is good, but interim
awards like recognition for good work during the contract period, especially for
There is no right way to carry out this task, but knowing what to utilize in
this level of the education system ought to be a priority as it paves the way for a
young person’s future which he hopes to pursue at the next level, in order to
CARRIBEAN (unpublished)
66
MINISTRY OF
(1980)
MINISTRY OF
EDUCATION AND
67
APPENDICES
68