m b a Action Research Paper (Uwi - Mona School of Business)

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MONA SCHOOL OF BUSINESS UNIVERSITY OF THE WEST INDIES IMPROVING EDUCATIONAL ADMINISTRATION IN PUBLIC HIGH SCHOOL FOR FIELD PROJECT SB66FH CANDIDATE # 89-152640 SUBMITTED IN PARTIAL FULLFILLMENT FOR MBA DEGREE IN PUBLIC SECTOR MANAGEMENT ON MONDAY AUGUST 13, 2001

Transcript of m b a Action Research Paper (Uwi - Mona School of Business)

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MONA SCHOOL OF BUSINESS

UNIVERSITY OF THE WEST INDIES

IMPROVING EDUCATIONAL ADMINISTRATION

IN PUBLIC HIGH SCHOOL

FOR

FIELD PROJECT

SB66FH

CANDIDATE # 89-152640

SUBMITTED IN PARTIAL FULLFILLMENT FOR MBA DEGREE IN PUBLIC SECTOR MANAGEMENT

ON MONDAY AUGUST 13, 2001

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ACKNOWLEDGEMENTS

The contributions of many are at the heart of this research. I know that it could

not have been completed without their input.

First, I would like to thank my supervisor, Dr. G. Persaud for his assistance and

contribution in making this Research Paper possible.

Secondly, to the administrators, teachers, students and parents/guardians of

Public High Schools – Kingston College, Meadowbrook High, St. Andrew

Technical High, Ardenne High, St. Georges College, Wolmer’s Boys’ and Merl

Grove High – I would like to express my profound appreciation to the responses

made in making the survey questionnaires analytical.

Thanks also to Professor Errol Miller, my previous supervisor, for his

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.

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TABLE OF CONTENTS

PAGE

ABSTRACT i

INRODUCTION iii CHAPTER 1 – LITERATURE REVIEW 1 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 CHAPTER 2 – METHOD OF APPROACH AND RESEARCH 22 Method of Approach 22 Research 25 CHAPTER 3 – RESEARCH ANALYSIS 31

Library Collection 31 Ministry Papers 38 Surveys 42

CHAPTER 4 – CONCLUSION AND RECOMMENDATIONS 57

Recommendations 60 BIBLIOGRAPHY 66 APPENDICES 68

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ABSTRACT

Development in any given society includes some form of improvement.

Improvement in the educational administration of Public High Schools – a

Level 2 type of school on the ‘educational ladder’ – is of utmost importance if

society’s goal is to be achieved. In Jamaica, the type of Public High Schools

varies from All-Age School to Traditional High School.

The Public High School System is one of government’s not-for-profit (NFP)

organization having Boards of Governance. Administrative management in

Public High Schools include non-exhaustive items like delegation of

responsibilities, succession planning, curriculum administration, political

interference, etc. The Principal, a main stakeholder, has a three-fold task: Role,

Responsibilities, and Functions. Correcting the problem of poor administration

could include (i) Good leadership (ii) Purposeful activity and (iii) Efficiency.

In researching the topic, the following methods were used: Library collections,

Ministry papers, and surveys. Library collection consists of books and

newspaper articles on management and education. The Ministry papers include

i

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The Education Act, 1980 and The White Paper on Education. Surveys were

carried out on stakeholders – Principal, Vice Principal, teachers,

parents/guardian and students. Analysis was done on each method.

Finally, a conclusion was done giving rise to recommendations.

ii

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INTRODUCTION

Education may be viewed as the panacea for development of any country.

Public High school education plays a part in this development. How this school

system is administered is of utmost importance. Therefore, improving

educational administration in these schools is deemed important to the writer of

this research paper.

To demonstrate that a nation’s future is dependent on a well-managed education

system, he has selected materials from the literature on management and

education that are of direct relevance and interest.

After exploring the literature of the same, to include definitions, 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

with a summary conclusion. Finally, recommendations are made based on the

conclusion.

iii

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CHAPTER 1

LITERATURE REVIEW

Improvement may be seen as a form of development in any given social structure.

Education is one such structure. Education, as defined by J. S. Farrant in his book

PRINCIPLES AND PRACTICE OF EDUCATION, is the process of learning

to live as a useful and acceptable member of the community. This definition is

useful, as education is not terminal but is continuous as implied by the word

‘process’. In other words, one never stops learning.

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

the growth of an entire society.

HEIRARCHY OF EDUCATION

The levels of education is hierarchical in nature says educators, and

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may be viewed as a ladder with three main rungs, as illustrated in Figure 1.

T E R T I A R Y (Level 3)

S E C O N D A R Y (Level 2)

P R I M A R Y (Level 1)

FIGURE 1. The ‘educational ladder’ showing the hierarchy of education.

The lowest is Level 1 (Primary Education), which is followed by Secondary

Education at Level 2, and finally, Level 3 for Tertiary Education students.

From the Figure above, Primary Education is at the base of the ladder with its

broad-based structure. More children are educated worldwide at the Primary or

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

second rung of the ladder – Secondary Level.

Development is vital for the sustainability of the education system, so the

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management of it is of utmost importance if a society is to achieve its goal at

the highest level possible. Management at the secondary level calls for an

improvement in the way the schools in this level are administered.

SCHOOL-TYPES

In Jamaica, according to the Ministry of Education, Youth and Culture, the

school-types at the secondary level varies. The variation is as follows:

( i ) All – Age School

( ii ) Junior High School

( iii ) New High School

( iv ) Traditional High School

This variation is ranked according to school-type recognition by the society in

general. The least recognized is the All – Age, while the most recognized is the

Traditional High. There should be no difference in school recognition, as this

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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others would get their undivided attention.

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

over by government recently or, on the verge of becoming public schools.

For secondary education to be accessible to all secondary level students, the

government’s take over bid is good, as more students should be able to gain a

secondary education at an affordable cost.

ALL – AGE / JUNIOR HIGH

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

States’ Junior High School System.

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NEW / TRADITIONAL HIGH

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 /

Community College, College, University1) or seek gainful employment.

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

elementary education (6 years of primary and 5 years of secondary). The

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

drastically from a lack of registration of its several programmes that are

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designed to improve the country’s workforce for the future. A lack of

improvement leads to a poor social structure, thereby creating more social

problems and continued under development.

THE SCHOOL – A GOVERNMENT ENTITY

In trying to alleviate this futuristic problem, improvement in the administration

of the public high schools becomes necessary. According to George Steiner,

etal; in their book MANAGEMENT POLICY AND STRATEGY, TEXT,

READINGS AND CASES: The public high school system is one of

government’s not-for-profit (NFP) organization having boards of governance.

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

and death to all public high schools and to each of us personally.

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

certainly no exception, since it is a non-profitable (non-income-generating)

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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

school and/or college life).

Steiner etal, reiterate that formulation, implementation evaluation of

policy/strategy are important to the improvement of educational administration

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

the art and science of government’.

For improvement in the administration of the public high school, formulation,

implementation and evaluation are indeed necessary tools to use for policy-

making and strategizing. Also, it cannot be overemphasized when it is said that

government is political, and that whatever it is involved in is for political gain.

Peter Drucker (Drucker, 1973b) says ‘in a public service institution, whether

government or voluntary, management must be concerned with 100 percent of

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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

public high school system is no exception. The administration (Principals and

Vice Principals) must formulate, implement, and evaluate its planned goals and

strategies based on the involvement of the three main stakeholders in the

system, without which there would be no school.

SCHOOL ADMINISTRATION

According to Steiner etal, administrative management in public high schools

includes the following, which is not exhaustive:

- Delegation of responsibilities

- Succession planning

- Curriculum administration

- Political interference

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- Time management

- Accounting capability

- Begging syndrome

- Shared education cost

- Decentralizing education

- Parent Teachers Association (PTA)

- Management of discipline

- Ethics

- Recruitment

- School supervision (government-administered)

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.

Political Interference and the Begging Syndrome ought not to be the

responsibility of the Principal and Vice Principal. Political interference or

politicking should not even be mentioned among school administrative duties.

Public high school should be free from this, as it exists to serve the entire

community regardless of political affiliation or persuasion. Even though a

school is a ‘not-for-profit’ entity, the government must take full responsibility

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for its total upkeep.

Administration must not take up their slack of begging. Time is needed to

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

administrators to ‘run’ the school. If an organization wishes to donate to a

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

for school management.

THE SCHOOL PRINCIPAL

Of the three main stakeholders mentioned earlier, the administrative

responsibility of the public high school lies with the teachers, in particular the

Headteacher or Principal.

According to Samuel Goldwin in his book THE SCHOOL PRINCIPAL, the

task of the principal is three-fold, i.e.

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( i ) Role

( ii ) Responsibility

( iii ) Functions

Role

In describing the role, he sees it as both intraorganizational and

extraorganizational. The intraorganizational role of the principal includes

managing the

( a ) administration/main office

( b ) Vice Principal(s)

( c ) ancilliary staff

( d ) teachers

( e ) students

On the contrary, the principal’s extraorganizational role involves the

management of organizations/groups that are not part of the daily routine tasks

of managing the school. Examples of such organizations/groups could be the

PTA and the Community Citizens Association.

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The intraorganizational role is already a great task, so one would have thought

that management of the extraorganizational role would not be a part of the

principal’s portfolio. However, ‘if it is’, according to Goodwin, ‘it should be

headed by parents’. As exists, PTA’s and Citizens Associations are led by

parents and prominent citizens respectively, not Principals.

Responsibilities

Goldwin sees the responsibilities of the Principal as follows:

( a ) Use of time

( b ) Delegated and shared tasks

( c ) Responsibility in perspective

Use of time or the management of time he says, includes

- Office routine

- Supervision of teachers

- Pupils

- Professional meeting

- Public relation

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- Administration of plant

- Business management

- School board

- Canteen

- Transportation

Time management is important to any institution in life, and administration in

public high school is no exception.

With regards to delegated and shared tasks, he said that the principal should be

the individual who delegates responsibilities to all stakeholders in the system.

Also it is his/her added responsibility to determine what is to be shared or not

concerning administration in this school system. That is, for example, the

Principal allows the school treasury to be managed by him/her in collaboration

with the School Bursar.

Where delegation of responsibility of tasks is concerned, the Principal should

not do it alone but, instead work in a collaborative effort with the Ministry of

Education or its representative (Board of Governors). The same effort should

apply to shared tasks.

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Responsibility in perspective, according to Goldwin, refers to middle- and long-

term planning for the particular public high school in question.

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

The functions of the Principal, according to Goldwin, is best explained under

four headings:

1. Develop the education programme

2. Obtain developing personnel

3. School-Community Relations

4. Managing the school

He further sub-divides each of these headings in trying to clarify himself.

1. To develop the education programme, the Principal needs to

- Organize for instruction

- Develop the curriculum

- Evaluate the programme

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- Supervise the programme

In developing the education programme, the terms organize, develop, evaluate

and supervise are indeed necessary if improvement is to occur in administering

the public high school. Development of the education programme in the school

is of utmost importance to not just school managers but all stakeholders.

2. In obtaining developing personnel, the Principal should be directly

involved in

- Teacher selection

- Teacher orientation

- Teacher evaluation

- Teacher growth and development.

This should definitely be followed through as stated by Goldwin, because the

Principal is the chief educator or headteacher in the school, and it is with

him/her the full academic responsibility of the school lies. The Principal must

be made accountable if there is teacher-failure.

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3. The School-Community Relations function of the Principal

- may be defined according to need (donation, student incentives)

- involves factors in the school – community relations programme

(teachers and school image, students and community relations, the

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

programme are necessary to the improvement of administration performance in

public high schools. Teachers and school image need to be considered

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

both affect the community.

4. Managing the school as a function of the Principal involves

- Student personnel (discipline, guidance and counseling, drop outs,

poor attendance, student-teacher relation, student activities, changing

enrollments, slow learner, college/university admissions, pupil

reporting, special programmes and activities, data collection)

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- Finance and business

- Auxilliary services (library, health, transportation)

- Principal and school management itself.

The management function of the Principal to include not only the students but

finance and business is an excellent approach to the improvement of

administration in the public high school system. Accountability of

Principal/Administration ought not to be for student personnel only, but other

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

effectively without proper financial management, and a school is really a

business institution that promotes learning.

Auxilliary services ought to be a function of the Principal’s management focus;

but what does Goldwin mean by ‘Principal and school management itself’ as a

function of the Principal’s management style/focus? It appears to be

contradictory.

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ANOTHER ‘SCHOOL’ OF THOUGHT

In trying to correct the problem of poor administration in the public high school

system, another scholar, J. S. Farrant, in his book PRINCIPLES AND

PRACTICE OF EDUCATION, suggests three things that should be utilized

for a successful 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

make the best use of the effort expended.

Good school administrators must possess high qualities of leadership, because,

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

and an understanding of people and human relationships. There is no happier

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

forged the staff into a united team.

If the happy relationships within a school depend largely on the leadership of

the Principal/Vice Principal, the technical efficiency depends largely on the

effectiveness of the school, which, in turn, is the dependent on the

administrators’ ability to plan the school programme of activities, supervise its

practice and analyse and assess its results.

Good supervision requires knowledge and experience and the ability to

demonstrate practical processes when required. The administrators must

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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need for help and guidance.

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

assess how nearly the school is providing a sound education. Assessment

requires accurate information that cannot be gained by remaining remote and

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

METHOD OF APPROACH AND RESEARCH

Preparing adolescents for adulthood educationally is the responsibility of all

stakeholders in the public high school system but, to these young people, the

teachers tend to be the most important stakeholder. The Headteacher/Principal

and Vice Principal play major roles among the teachers; that of leading or

managing. Improvement of this task is vital to the success of an educational

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

utilize library collection, Ministry papers and surveys.

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LIBRARY COLLECTION

The collection would include books, periodicals, magazines and newspaper

articles. The books are texts on education, inclusive of the management of it.

Reference will also be made to management texts in general. Weekly and/or

monthly magazines will also be explored on the topic under review to aid in the

determination of the solution to the improvement of management in education.

Magazines on education and on management will also be utilized. Both the

periodicals and the magazines will be local issues (if available) and

regional/international issues.

Education articles, with specific reference to the management of education, will

be sourced from local, regional, and international tabloids. These newspapers

will be referred to, as it would allow the writer to see the issue of management

in education in a contemporary manner. That is, it’s current and ongoing.

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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:

( i ) Education Act (The Education Regulations)

( ii ) White Paper (formerly the Green Paper) on Education.

The Education Act to be utilized is The Education Regulations, 1980 (the latest

gazetted publication of the Act on Education). Sections relevant to the issue

under review will be cited in order to determine the improvement in the

management of education, especially in the public high school.

The 2001 White Paper on Education (formerly the 2000 Green Paper) will also

be explored, with emphasis on management in education.

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SURVEYS

Among the variety of survey methods (questionnaires, interviews, observations,

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

will be sought in order to determine the outcome of the improvement of

management in the system. The choice of participants will be done randomly.

RESEARCH

In addition to the texts on education referred to in the previous chapter,

different writers shared views on the topic under review.

Management, as defined by J. Stoner and R. Freeman in their book

MANAGEMENT, is the process of planning, organizing, leading and

controlling the work of organization members and of using all available

organizational resources to reach stated organizational goals. The public high

school administrator (Principal/Vice Principal) as managers of an organization

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(the school) ought to reflect all aspects of this definition.

Planning in schools by school administrators should include courses of action

that are established to achieve the institutions’ desired goals. The achievement

of such goals is totally dependent on proper planning. Poor planning leads to

unachieved objectives, thereby defeating the purpose of good management.

Organizing, in the context of the public high school system, may be seen as the

collaboration of both the supervisor (administrator) and the supervised (teachers

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

of improved management in the public high school.

Leading involves directing and influencing task-related activities of a group.

The leader in the public high school is the administrator. This individual, in

leading, should ensure that these task-related activities must be performed

effectively for the improvement of educational administration.

Controlling, according to Stoner and Freeman, is the process of ensuring that

actual activities conform to planned activities. In the public high school

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system, these activities are task-related that must be adhered to in meeting the

required objectives of the school to facilitate the improvement of

administration.

Education – the process of learning to live as a useful and acceptable member

of the community – brings together different people or stakeholders. The

coming together of people describes a social setting or broadly speaking, a

society. This society consists of humans who form part of the resource of a task

environment. This gives rise to Human Resource Management (HRM).

However, HRM – the management function that deals with recruitment,

placement, training and development of organization members – will not be

viewed within the ambit of its definition only, but from the management of

stakeholders as resources to the public high school system as a way of

improvement in administration.

The improvement in administration may begin with the administrator.

Recruitment of the ‘right’ Principal/Vice Principal by the School Board is a

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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

for the position.

However, this may not be so, as with training and development, the

administrator would show signs of improvement, which may be utilized, in

managing subordinates in the system. This, if continued, would lead to an

improvement in administration in the public high school.

The recruitment and placement of teachers in the public high school by the

Principal/Vice Principal is also important to the improvement of school

management. When conducting the interview for teacher placement in 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

personality, deportment, mannerisms, to mention a few.

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

development continuously, should be the focus at all times if improvement in

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administration is to be a reality.

In the public high school system of Jamaica, administrators have no control

over the recruitment and placement of students in their schools. The processes

of recruitment and placement is administered by the Ministry of Education

through its primary school exit examination now called the Grade Six

Achievement Test (GSAT), which replaced the 40 year old Common Entrance

Examination (CEE) in 1999.

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

development is called secondary education, with the bulk of its responsibility

been undertaken by the two stakeholders highlighted above, (administrators and

teachers). Offering a sound education to these students throughout their five

years of schooling is a reason for improvement in administration of the system.

To ensure complete improvement in educational administration, the parents

should participate as a stakeholder. They should relate to the school at all

times, be it good or bad. For the holistic education of a child, the parent,

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teacher (including administrator) and student must have a common

understanding of the child/student purpose of secondary education. For

effective management of the school system to occur, no two stakeholders must

decide for the student’s welfare. The decision must be made by all involved i.e.

the teacher, the parent(s), and the student/child himself/herself.

The PTA, in assisting parents, could be involved in the training and

development of parental skills, which are not exhaustive. In so doing, parents

will be better able to relate, not only to the teachers, but also to their charges.

The skills of Management and Human Resource Management have a bearing on

the improvement of administration in the public high school. The subsequent

chapters will unfold this in a more detailed manner.

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CHAPTER 3

RESEARCH ANALYSIS

LIBRARY COLLECTION

For administration to be improved in the public high school, one must address

the administrator’s style of management for its suitability in a changing society.

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

attempted to define the concept”. He defined managerial leadership as the

process of directing and influencing the task-related activities of group

members, similar to Stoner and Freeman in their book MANAGEMENT.

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Leadership, according to Stodgill, involves

- other people

- an unequal distribution of power

- the ability to use the different forms of power to influence followers’

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

Principal/Vice Principal, while the Principal/Vice Principal in turn, leads the

teachers and students, and by extension, the PTA. By their willingness to

accept directives from their respective leader, the sub-ordinates help to define

the leader’s status, making the leadership process possible.

An unequal distribution of power between superiors and sub-ordinates in the

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

which the leader proves that he is powerful.

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

teachers to make sacrifice for the good of the students.

The view that leaders are born, not made, is still popular among laypersons,

though not among professional researchers. In searching for measurable

leadership traits, researchers have

1. compared the traits of those who emerged as leaders with the traits of

those who did not, and

2. compared the traits of effective leaders with those of ineffective

leaders.

To a certain extent, both sets of research proved somewhat successful, but the

behavioural approach to leadership tends to be of a contemporary nature.

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

that individuals trained in appropriate leadership behaviours would be able to

lead more effectively.

To operate effectively, a group needed someone to perform two major

functions: ‘task-related’ and ‘group-maintenance’. An individual who is able to

perform both roles successfully would obviously be an especially effective

leader.

These two leadership functions tend to be expressed in two different leadership

styles. Managers/Administrators who have a task-oriented style closely

supervise employees to be sure the task is performed satisfactorily. Getting the

job done is more important to them than employee’s growth or personal

satisfaction. Administrators/Managers with an employee-oriented (group-

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

allowed to participate in decisions that affect them.

ACCOUNTABILITY AND EVALUATION

‘Reform movements have focused on the issues of governance of school

systems and schools, supervision of teachers and accountability, which usually

encompasses teacher evaluation’ says Professor Errol Miller in his article

Teacher Development in the Caribbean. School governance plays an integral

role in school administration. Governance involves participation, decision-

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

ones but classroom teachers also.

The issues of accountability and evaluation should form part of governance

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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from the traditional patterns related to ad hoc assessments done by education

officers and project assessment teams. However, says Professor Miller, in 1994

the Professional Development Unit (PDU) of Jamaica’s Ministry of Education

introduced its School Based Principal and Teacher Assessment Programme.

The main purpose of the appraisal is teacher development.

The School Incentive Programme is another evaluative-type programme

conducted by the Ministry of Education. This programme is conducted on a

regional basis where regions establish evaluative teams consisting of Principals

and teachers of other regions and Education Officers. These teams visit schools

to examine records, inspect building and observe school and classroom

practices.

ANALYSIS

Leadership, accountability and evaluation are but three of the tools required by

public high school administrators.

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Leadership is important, as without it there can be no direction of any group. In

other words, without a leader, there exists no followers. Without a

Headteacher/Principal, there can be no teachers and no students in a public high

school. The Principal as leader in the school is vital as without him there would

be no exercise of power and no wave of influence. Power and influence are

important, as they help in the improvement of the leadership process that is vital

to improving educational administration.

Accountability – the responsibility of one’s own actions – is also a significant

member of the 3-member management tool kit. To the public high school

administrator, this is a very important factor in the management of the school.

He is accountable to several stakeholders in the education system such as the

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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Evaluation is a necessary management tool, as it allows a manager to be able to

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

of tests/examinations for students or evaluation assessments for teachers. If the

outcome is favourable, then the Principal as leader would have been successful

as an administrator. If not, then a scope for improvement would be devised.

MINISTRY PAPERS

THE EDUCATION ACT, 1980

This is the legal document of Jamaica’s education system, be it public or private

(independent). It is the Code of Regulations that guides all stakeholders in the

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

of Management of which the Principal is a member.

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THE WHITE PAPER ON EDUCATION

Successive governments of Jamaica, since the 1962 Independence, have

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

being proposed by the current government. With globalization being a reality,

the government sees education and training as the path for development. In its

commitment to the process of education it says ‘Education must be not only

better but different’.

It sees education as

- A partnership agreement between all stakeholders at the national and

community levels

- Needing efficient management.

It reiterates that Boards of Management of public educational institutions are

agents of the Ministry of Education (that arm of government that deals

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specifically with the process). These Boards represent a critical interface

between the state and the school community.

The government further stated that the system would be performance-driven

and results-oriented. In so doing, they will ensure that

- Performance evaluation instruments be standardized broadly, and be

used as part of the process of improving teacher performance and

school effectiveness

- School Boards are regularly and appropriately informed about

assessments of school performance, Principal performance, and

teacher performance

- Systems of accountability and performance management improve

performance and win public confidence and trust

- New administrators (Principals and Vice Principals) as well as those

administrators in new posts be engaged in contracts which will be

performance-related

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- Principals and teachers are required to prepare, provide and use the

required data as something which both contributes to performance

management and to facilitate national policy development, planning

and operations

- The Ministry publishes relevant information about school

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

administrator, to be able to exercise power in leadership. In general, as a

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

the Board of Management of public education institutions. This is good, as

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not only power in leadership can be utilized, but all aspects of management in

education, which if adapted properly and followed through correctly, would

enhance the education system; thereby allowing for improvement in educational

administration in the public high school.

Referring to the White Paper on Education, the proposals put forward by the

government appears to be adequate. They should be adaptable on the platform

of globalization as the government seeks to promote development through

education and training.

SURVEYS

In obtaining stakeholders’ feel as to the management of public high school, a

random survey was done. The participants include Principals, Vice Principals,

teachers, students and parents, all of whom are involved in some way with the

public high school system.

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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

sample of questionnaires). Each of the measurable questions were weighted as

follows:

RESPONSE WEIGHTS

Never / Below average 1

Sometimes / Average 2

Always / Above average 3

The responses were measured in groups, with an overall measurement for each

of the four stakeholders.

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Administrator (less than 1 year) Administrator (1-3 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

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

management is above average. This is evident in the 2.50 group average

obtained in the survey. However, they did not get the opportunity to alter their

roles (1.00 group average).

In Table 2 the administrators also rate their management style high (3.00

average) as well as being successful in changes in their roles (3.00 average).

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Administrator (3-10 years) Administrator (0ver 10 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

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

encourage their counterparts in other schools to be involved in role changing

sometimes. It must be noted that this experienced group of administrators did

not display a maximum rating of 3.00.

Contrary to the administrators of Table 3, the more experienced leaders of

Table 4 score a 3.00 average rating of their management style. Significantly

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though they score more than one 2.00 average (their lowest score).

Administrator (Overall average)

Question Overall Weighted Average

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

a high of 2.70. Most administrators would not encourage their counterparts in

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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Teacher (less than 1 year) Teacher (1 – 3 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

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

9 2 - < Subject> 9 2, 3, 3 2.40

10 2 - < Form > 10 2, 2, - 2.40

Table 6 Table 7

With only one member of Table 6, group comparisons cannot be made, so no

analysis is possible.

The average responses from the group of classroom administrators of Table 7

showed no significant range (2.00 – 2.00), with no outstanding average

responses.

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Teacher (3 – 10 years) Teacher (over 10 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

3 2, 2, 3 2.30 3 3,3,2,2,-,3,2,3 2.60

4 3, 2, 2 2.30 4 2,2,2,3,2,2,2,2 2.10

5 2, 1, 2 1.70 5 2,2,2,2,2,2,2,3 2.10

6 2, -, 3 2.50 6 3,2,2,2,2,2,2,2 2.10

7 1, 2, 2 1.70 7 2,2,-,2,1,1,2,- 1.70

8 3, 2, 2 2.30 8 2,2,2,2,2,2,2,3 2.10

9 3, 3, 3 3.00 < Subject > 9 3,3,3,2,3,3,3,- 2.90

10 3, 2, 3 2.70 < Form > 10 -,3,-,3,3,2,2,- 2.60

Table 8 Table 9

In Table 8, this group of experienced classroom administrators rate their style of

management as Form Teachers and Subject Teachers as above average (3.00 –

Subject Teacher and 2.70 – Form Teacher).

Table 9 shows the more experienced classroom administrators ratings ranging

from a low of 1.70 to a high of 2.90. They would not allow their immediate

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supervisors (Co-ordinators/Heads of Department) to advise the school

administrators to change their particular role of classroom management. On the

contrary, they rate their classroom management as a Subject/Form Teacher as

above average (2.60 – 2.90).

Teacher (Overall Average)

Question Overall Weighted Average

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

The overall average of these classroom administrators shown in Table 10 ranges

from 1.80 to 2.80. They don’t think that they should encourage their immediate

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supervisors to allow the school administrators to effect any changes in their

classroom management. On the contrary, they are comfortable with their

subject management and form management styles with an average score

ranging from 2.50 – 2.80.

Parents/Guardian (less than 1 year) Parents/Guardian (1 – 3 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

3 2, 2, 2 2.00 3 3,3,2,2,3,2 2.50

4 1, 2, 2 1.70 4 2,3,2,2,3,2 2.30

5 3, 2, 2 2.70 5 3,2,2,2,2,2 2.20

6 1, 1, 1 1.00 6 1,2,1,1,1,1 1.20

7 1, 2, 2 1.70 7 1,2,2,2,2,3 2.00

8 1, 1, 1 1.00 8 1,1,1,1,1,1 1.00

9 1, 2, 1 1.30 9 2,2,2,2,2,2 2.00

10 3, 2, 2 2.30 10 3,2,2,2,2,2 2.20

Table 11 Table 12

Table 11 showing the parents/guardian of students in Grade 7 (1st year of Public

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High School) rate the management style of teachers/administrators in the range

1.00 – 2.70. The lower range highlights these respondents negligence in

questioning the style of management of the school/classroom administrators.

They, however, appreciate these administrators management style by scoring an

average of 2.70.

The parents/guardian in the group shown in Table 12 whose children/wards

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

confronted their children’s administrators about their management style. At the

higher range of 2.50, this tells that they speak with the administrators

frequently.

Table 13 below showing the parents/guardian of senior students (Grades 10-11)

had a rating average from 1.00 – 3.00. The low range indicates that they do not

confront the management style of the teachers/administrators while the high

average of 3.00 says that they always desire a change in the management style

of the schools’ leadership. They are not comfortable with mediocre

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Parents/Guardian (3 – 5 years) Parents/Guardian (Over 5 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

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

Table 14 displays experienced parents/guardian with the schools –

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

when speaking with the teachers.

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Parents/Guardian (Overall Average)

Question Overall Weighted Average

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 –

2.50. Most parents/guardian never confront the teachers/administrators about

their style of management, as depicted by a low of 1.10. They speak with the

teachers/administrators always (2.50 to be exact).

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

1.50 average). However, surprisingly, this young group has no maximum

(3.00) average.

Students (less than 1 year) Students (1 – 3 years)

Question Weighted Group Question Weighted Group

Response Average Response 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

management style of their teachers/administrators as shown in Table 17.

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Students (3 – 5 years) Students (over 5 years)

Question Weighted Group Question Weighted Group

Response Average Response Average

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

The senior students, as depicted by Table 18, rate their teachers/administrators

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.

Students (Overall Average)

Question Overall Weighted Average

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

The students of the Public High School rate their teachers/administrators

management style between 2.00 and 2.40 (Table 20). This rating is slightly

‘above’ average. Similar to Tables 18 and 19, there is nothing of significance

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CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

Improvement in the educational administration of Public High School requires

good leadership with its power and influence. The influential behaviour of

school administrators can be very powerful as it helps in directing subordinates

(teachers and students) in the path to take. Power is unequally distributed

between superiors and subordinates, but subordinates need to feel that they are

not powerless, and that they can exercise their power in various ways.

However, superiors still have more power.

The behavioural approach to leadership is contemporary with effective leaders

at the core. Effective operations can be ‘task-related’ and ‘group-maintenance’.

These two leadership functions can be portrayed by two different styles of

leadership. The former emphasized a close supervision of employees in

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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interest and welfare – a friendly, trusting and respectful atmosphere prevails.

School Governance, which includes accountability and evaluation, is key to the

improvement of educational administration. It involves participation in

decision-making by the governed, not just by those who govern. The PDU of

the Ministry of Education, in showing signs of its involvement in accountability

and evaluation, introduced in 1994, its School Based Principal and Teacher

Appraisal Programme. Its main purpose is to appraise teacher development.

Another evaluative-type of programme conducted by the Ministry is the School

Incentive Programme. It aims to assess schools and school practices.

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

former speak to the responsibilities of administrators via the Board of

Governors.

Currently, the government is embarking on a review of the education system, so

it has tabled in Parliament its white paper on Education. This Paper seeks to

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address several issues in the education sector, inclusive of the administration of

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

use required data as something which both contributes to performance

management and to facilitate national policy development, planning and

operations.

All stakeholders in the sector have an impact on the education system, so their

feedback is necessary if improvement is to become a reality. The Principal,

Vice Principal, teachers, students and parents/guardian all have an effect on the

daily operations of the school, so their input is very important.

In the survey done, involving these stakeholders, a summary of the results

obtained is as follows:

- The administrators (Principals and Vice Principals) themselves are

satisfied with their style of management and performance.

- The teachers believe that the administrators should not effect any

changes to their roles as classroom teachers, as they also think that

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they are doing a good job in performing their duties.

- The parents/guardian seem to be comfortable with the style of

management of the schools’ administrators as they do not confront

them about it, seeing that they hold frequent talks with them.

- The students, however, do not show great appreciation for their

teachers/administrators leadership style as they see it as simply

average from the survey done.

RECOMMENDATIONS

Improving educational administration in Public High Schools has become a

necessity with the changing trends in a globalized world. The management

style in the teaching-learning environment at the secondary education level

must improve to enable individuals to function at least at this elementary level

in the world of globalization aided by technology. But, what has been done to

effect this improvement? Who is responsible to cause the improvement to

occur? These and more questions need to be answered if improvement in

educational administration in the Public High School is to become a reality.

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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

government (Ministry of Education) and the Schools’ Boards of Governors. In

monitoring, the Ministry through its officers (Education Officers), should make

monthly checks on schools. In so doing, it would be in a better position to

make adequate decisions concerning the proper management of the schools.

The Board of Governors can do weekly checks in order to keep a tab on the

routine operation by the administration. By doing this, the Board would be in a

better position to share with the school’s administrators, the performance level,

and suggest ways to improve or enhance administrative duties.

These regular checks would allow administrators to always be mindful of their

management skills, knowing that the authorities are constantly monitoring

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

to always want to improve, improvement in educational administration in the

Public High School would become a reality.

Accountability has become a buzzword in Public Sector Management in recent

times. But, is it of necessity to the education system? Not just accountability

should be encouraged, but tighter accountability. This should be practiced at all

stages in the system. The school administrators should be accountable to the

Board of Governors. The Board, in turn, should be accountable to the

government (Ministry of Education). The government must be accountable to

the citizens of the country. So, if there is a breakdown, then all parties involved

should be made responsible; as ‘a chain is as strong as its weakest link’.

Systems of tighter accountability should be put in place where constant

reportability must be done weekly, monthly and termly (every four months).

With this tighter accountability, improvement in educational administration in

the Public High School would become a reality.

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A third basic step to enable improvement in administration is trust. Low trust is

evident in the education system. This is so because of the weak accountability

existing that results from the fear of job losses, where applicable. The

relationship that captures this low trust system is the Principal-teacher

connection. The teachers tend to make the task of the administrator difficult at

times, as he is viewed as the master in a slave-master relationship. With a

difficult task, comes poor administration.

To improve this, a climate of high trust must exist. This may be achieved

through harmonious relationships between varying parties. The administrator,

for example, should aim to create a worry-free climate among his staff by

allowing them to participate in the decision-making of the school. The staff, on

the other hand, should participate freely by responding positively to the gesture.

This type of communication not only fosters nor build trust but, eventually

cause an improvement in educational administration in the Public High School

a reality.

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In addition to the three basic steps mentioned, evaluation or performance

appraisal is yet another step to be considered in the improvement of educational

administration. Performance Appraisal has been the measurement tool used by

the business sector in their evaluation process, but can it be adapted to the

education sector? Is this the way to measure the performance of educators, in

particular Public High School administrators?

The business entity has long being assessing their employees by appraising their

performance. This appraisal is tied to awards. These awards include increase

in remuneration, additional fringe benefits, recognition by way of awards

functions, and the popular ‘employee of the quarter’ and ‘employee of the

year’.

The Ministry of Education, through its White Paper on Education, has

suggested its willingness to evaluate performance by standardizing the

instruments that are currently being used to measure teacher performance as a

means of improving school effectiveness. It further reiterates that

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administrators will be hired on contracts, and that these will be performance

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

measures should be put in place to award administrators. Re-hiring may mean

increase in remuneration and obtaining additional benefits, but what of interim

awards like recognition for good work during the contract period, especially for

those administrators who will not be eligible for contract renewal.

Finally, the job of improving educational administration in Public High Schools

is a difficult one, which must be carefully considered when being administered.

There is no right way to carry out this task, but knowing what to utilize in

performing the task is of utmost importance. Improvement in administration at

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

contribute to the development of the society.

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BIBLIOGRAPHY

FARRANT, J. S. PRINCIPLES AND PRACTICE OF

EDUCATION, Western Printing Services Ltd.,

Bristol, England (1974).

GOLDWIN, Samuel THE SCHOOL PRINCIPAL, McMillan Education

Ltd., New Hampshire (1985)

McNIE, Bob, etal. HEADTEACHER MANAGEMENT TRAINING

AND THE DEVELOPMENT OF SUPPORT

MATERIALS: A PLANNING OVERVIEW,

Publisher: McMillan Education Ltd., London (1991)

MILLER, Errol TEACHER DEVELOPMENT IN THE

CARRIBEAN (unpublished)

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MINISTRY OF

EDUCATION, Jamaica THE EDUCATION ACT, 1980, Printed by The

Government Printing Office, Kingston, Jamaica

(1980)

MINISTRY OF

EDUCATION AND

CULTURE, Jamaica THE WHITE PAPER ON EDUCATION (2001)

STEINER, George, etal. MANAGEMENT POLICY AND STRATEGY

TEXT, READINGS AND CASES, McMillan

Publishing Co. Inc. New York (1977)

STONER, J. F., etal. MANAGEMENT, Prentice Hall International (UK)

Ltd., London (1992)

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APPENDICES

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