City of Manila

UNIVERSIDAD DE MANILA
Cecilia Muñoz-Palma St., Cor. Antonio J. Villegas St.
Mehan Gardens, Ermita, Manila
GRADUATE SCHOOL STUDIES

EDUCATIONAL GOVERNANCE AND ADMINISTRATION

EDUCATIONAL ADMINISTRATION AS DISCIPLINE

Desired Qualities of the Educational Administrator as Academecian

Prepared by:

KRISTEL ANN E. NABOR

12-MAED-002

Submitted to:

DR. ESTHER S. G. ILLENBERGER

 DESIRED QUALITIES OF THE EDUCATIONAL ADMNISTRATOR AS
ACADEMICIAN

Nowadays, it is quite jarring to the ears to associate the educational administrator with the
academician. But this should not to be the case if the educational administrator is steeped in
the discipline, and if he still remembers that he is a part of the academic institution. In this
context, therefore, the following desirable qualities of the educational administrator as
academician are deemed important.

1. Intellectual Integrity. As educational administrator must be truthful in his

pronouncements and must not simply fake or bluff about them. When he takes a
position, he must stick to it. If it is time for him to abandon such a position, he must
say so and state his reasons why such a course should be taken. If the former position
was taken because of miscalculation, he must accept the blame himself and not fault
others to redeem himself. Intellectual integrity also means honesty and generosity. He
should acknowledge the contributions of others to an endeavor which may be
generally attributed to him by virtue of his position but which in fact and in deed had
been actually conceptualized by those around him. Intellectual integrity also means
accepting one’s own weaknesses and not giving the impression that he is a know-it-
all. This means among others , that he should know the field in which he is a
practitioner.
2. Devotion to educational concepts. It is very difficult to work with educational
administrators who because of their regular pronouncements or work habits seem to
be preoccupied with everything else but the business of education. As academician,
the educational administrator is obliged to pursue educational concepts that would
continuously improve the teaching-learning process. His programs and projects,
therefore, should directly reflect this concern. Everything else should be secondary.
3. Devotion to teaching. The educational administrator should not forget that he is a
teacher first before he is an administrator. This means among others that he should at
least handle a class wherever he may be in the hierarchy. This will not only enable
him to find out for himself how students think and act in the classroom; this was also
enable him to “profess” the beauty of his profession. Above all else, in this way he
would not forget that his subordinates are teachers. He would therefore easily treat
them better as such.
4. Articulate in language. An educational administrator must be able to express his
thoughts clearly and in logical manner. He should not only pronounce each word
clearly, use the right tenses but he should also stress those words which are important
to his deliberations. Articulateness in language is not rhetoric where sentences or lines
of complete thoughts are clothed in flowery and bombastic language. Articulateness
in language means that ability to express one’s thoughts clearly to the point.
5. Love for students. As an academician, the educational administrator must manifest
his love for students as a continuing and sustained concern. His love for knowledge
should be translated his love for students in such ways that they themselves would
love learning knowledge. Students who would rather devote their time in other
activities rather than in studying reflect the kind of attitude that their own school
administrator has for learning. Either he has not prodded his teachers to be more
serious in their work and/or the speeches that he has delivered so far have not stressed
the critical importance of knowledge to students’ lives.