Causes of Poor School Administration

CAUSES OF POOR SCHOOL ADMINISTRATION AT GOVT: HIGH SCHOOLS AT TEHSIL JAMRUD KHYBER AGENCY.

BY: GUL NAZIR KHAN 

 SUBJECT SPECIALIST GOVT: HIGHER SECONDARY SCHOOL
JAMRUD KHYBER AGENCY.

ABSTRACT: The purpose of this study is to determine the areas of
weaknesses in relations to the existing administrative practices in
FATA Government High Schools for boys of Khyber Agency, Tehsil Jamrud.
It is the descriptive type of research, which is mainly concerned with
the existing conditions, and evaluation of school administration by
the head masters in secondary schools of the Tehsil Jamrud. The method
adopted for the research is a survey method. Ten out of fifteen
schools were selected through simple random sample. A questionnaire
was distributed among all the head masters of the schools. The result
was calculated through simple percentage. Sixty percent of the head
masters /principals observed that there is grouping in their school
.About 70% of the school head masters/principals responded that there
is deficiencies of infrastructures and teaching staffs especially
science teachers. In order to avoid grouping in the school it is
necessary on the part of the head master/principal that he should be
impartial, unbiased and neutral in the school. A need is felt to
provide in-services refresher training course to these staff. So that
they may be able to acquaint themselves to the problems arises in the
field of administration. In order to avoid grouping in the school it
is necessary on the part of the head master/principal that he should
be impartial, unbiased and neutral in the school.

FATA- (Federally administered tribal area), Khyber agency-(part of
F.A.T.A), Jamrud-(tehsil of Khyber agency), Head master- (head of the
school).

Introduction-; the word administere is derived from the latin word
ministiare which means to serve. In its common sense administer means
to manage the affair of other or to look after people (A.R Tygi nd).
The educational leader "must stay focused on core business despite
desperate stakeholder demands, uncertain funding, critical labor
shortage and must be highly skilled at dealing with sensitive and
divisive issues with in politically charged environment.." (carr,2003)

The world today is a rapidly changing world. New goals are being set
up and new techniques are being devised in order to achieve
readjustment of society to new situations. This is particularly so in
the case of a developing country like Pakistan. The present condition
calls for headmasters or principals with a broad, deep and thorough
understanding of life, to achieve the objectives in an educational
organization. Our school administration lacks such skills. What are
the causes of these poor school administrations, the research was
conducted.

STATEMENT OF THE PROBLEM: The purpose of this study is to determine
the areas of weaknesses in relation to the existing administrative
practices in F.A.T.A government high schools at tehsil jamrud Khyber
agency.

SIGNIFICANCE OF THE PROBLEM: the main purpose of this study is to
evaluate the head masters awareness of administration under the
present system. Secondly is to determine the benefits being gained by
the teachers students and community.

DELIMITATION OF THE STUD: In view of the shorter time and limited
resources the study is confined to:

1: Tehsil Jamrud( one of the three tehsils of Khyber agency).

2: Boys high schools.

3: One academic year.

OBJECTIVE OF THE STUDY: The objective of this study are'

1 To point out the effect of deficiency of staffs on school administration.

2 Influence of deficiencies of infra structure on school administration.

3 The effect of groupings among the teachers on school administration.

NATURE OF THE RESEARCH:

It is the descriptive type of research, which is mainly
concerned with the existing conditions, and evaluation of school
administration by the teachers in secondary schools of the Tehsil
Jamrud. The method adopted for the research is a survey method. It
involves collecting and interpreting of the data collected with regard
to the existing administrative practices in High schools of Tehsil
Jamrud Khyber Agency. The instrument used in the research was
questionnaire which consists of ten questions. Ten out of fifteen
schools were selected through simple random sampling.

2. CONSTRUCTION OF THE QUESTIONNAIRE:

The questionnaire was designed for principals/ head
masters including one type of item, that is Yes/No, item;

Formal discussions in connection with the questionnaire were
frequently made with the supervisor of the research study to make the
questionnaire more objective. Some items from the questionnaire were
excluded, refined the remaining ones and finally items were selected
for duplicating under the guidance of the research supervisor.

After construction of the questionnaire, it was cyclostyled for
sending out to the concerned schools. Some extra copies made for
try-out purpose.

3. CONTENT OF THE QUESTIONNAIRE:

The items included in questionnaire are of closed form type because
they are easy to fill in, take little time, keep the respondent of the
subject, relatively objective and fairly easy to analyze.

The questionnaire was constructed to collect factual information's
about the extent and nature of the existing conditions of "poor
administrative practices" in the high schools of Tehsil Jamrud.
Questions concerning the ways and means of relationship between the
school and the community were also included on the questionnaire.

4. AREAS CONTAINED IN THE INSTUMENT:

The instrument contains questions regarding the following areas:-

a. Headmaster teacher's relationship.

b. Training in management and administration.

c. Principal's self-confidence, commitment and vision.

d. School-community relationship.

e. Rules and regulations in the school.

f. Teaching and non teaching staff cooperation

g. Political interference.

h. Shortage of infrastructures.

i. Deficiencies of staff.

j. Grouping among teachers.

k. School's location.

1:GROUPING IN THE SCHOOL

N = 10

Response of the principals and head masters about any types of
grouping in the school.

Yes

06

60 %

No

04

40 %

DISCUSSION:

In the above table 60% head masters/principals admit that there is
grouping in their school. These grouping were either community based
(relatives, friends etc) or on political party based, on the basis of
their religion while in the big school these grouping are on the
ranking bases according to the detail discussions with them . These
groupings are fatal to the school administration. For effective
administration no grouping will be required.

2:DEFICIENCY OF TEACHING STAFFS ESPECIALLY OF SCIENCE TEACHERS..

N = 10

Response of the principals about deficiency of teaching staffs
especially science teachers in their school.

Yes 07 70 %

No 03 30 %

Undecided

00

00%

DISCUSSION

About 70% of the schools in Tehsil Jamrud Khyber agency are deficient
in staffs especially of science teacher, which also contribute to the
poor school administration.

3:DEFICIENCIES OF INFRASTRUCTURES.

N = 10

Is there any deficiency of infrastructure in your school?

Yes 70 70 %

No 30 30 %

Undecided

00

00%

DISCUSSION:

About 70% of the schools in Tehsil Jamrud Khyber agency, face shortage
of infrastructures like classrooms, play ground, wash rooms'
facilities, clean and drinkable water, laboratory apparatus etc. Most
of the schools lack proper buildings. The situation is further worse
for science students provided no laboratory, apparatus, and chemicals.

CONCLUSION:

Sixty percent of the school head masters/principals said they have
grouping in their schools. These grouping are either on community
based, Political based or on religious based.

Forty percent of the schools were deprived of teaching staff
especially of science teachers.

About 70% of the schools face the shortage of basic facilities in the
form of infrastructures like classrooms, ground, washrooms facility
and laboratory equipments.

RECOMMENDATION:

In the light of the above study following recommendations were made
on the government as well as for further research study.

Government should keep strict vigilance on the performance of teachers.

Provide staffs to schools and give infrastructures facilities to each
school. The study is not final; however there are some areas in this
connection which needs further research like low socioeconomic
condition of the teachers and principal, relationship of the
headmasters with the teachers and students and lack of commitments on
students behalf.

BIBLIOGRAPHY

Carr,N, 2003, Leadership: the toughest job in America, American school
board journal special report: Ed: vital sign 2003, no 122,14-20.

F. Hennery, (1949) General and Industrial Administration, New York, Pigeon.

F. G. Dickey, (1983) Basic Principles of Supervision, New York,
American Book Company.

F.W.Johnson, (1925) The administration and supervision of high school
New York, Ginnad Company.

Harray.N.Rivin, (1993) Encyclopedia of Modern Education New York, the

Philosophical Library of New York City.

H. C. Hunt, P. R. Pierce, (1958) The Practice of School administration Boston

Houghton Mifflin Company, Boston.

J. W. Best,(1970) Research in Education. New Jercy, Prentice Hall INC.

M. Sultan Mohiyuddin,(1999) School Organization and Management Lahore,
West Pakistan Publishing company Ltd.

Rao Ush, (1991) Education technology Bombay, Himaliya publishing house

S. J. Knezevich,(1962) Administration of Public Education New York,
Harper and Brothers.

Wilson P.S (1971) Interest and discipline in education London,
Routledge and kagan.

Information Processing Theory

BY Gul Nazir Khan

§ Information processing theory-Claude Shannon

§ Information processing

§ Short term memory

§ Long term memory

§ Mnemonic memory devices.

BIOGRAPHY:

Shannon was born in Petoskey, Michigan, on April 30, 1916. He graduated from the University of Michigan in 1936 with bachelor's degrees in mathematics and electrical engineering. In 1940 he earned both a master's degree in electrical engineering and a Ph.D. in mathematics from the Massachusetts Institute of Technology (MIT). Claude Shannon was a founder of information theory. He combined mathematical theory with engineering principles to get the stage for the development of digital computer. The term bit, today used to describe an individual unit of information processed by a computer was coined from Shannon's research in 1940.He published a mathematical theory of communication in the bell system technical journal(1948).His work founded the subject of information theory and he proposed a linear schematic model of communication system.

• The use of the term "bit" as a unit of information first appeared in this paper. In an age in which communication took place with continuous, analog waveforms, it was a startling notion that information traveling across any communications system could be defined mathematically as some quantity of binary symbols. It was entirely new that information of any kind-- whether for use on a telegraph, telephone, radio, or television-- could be decomposed into zeros and ones, encoded, transmitted, and decoded. He went on to present the concept of the maximum rate of transmission on a channel-- the capacity or "Shannon limit"-- which provides the benchmark against which all codes and modulations are measured

Memory

Psychologists define memory as the capacity to record, retain and retrieve information-the three R’s of remembering. Without memory learning would be impossible. Most cognitive psychologists define memory as a perceptually active mental system that receive encode modifies and retrieve information. The collections of all of our memories are the library of our personal history. Our memory forms a living record of what we have read, heard, seen and experienced over the period of our life.

Types of Memory

There are three types of memory:

• Sensory memory: This type of memory exists for vision and hearing. However many psychologists assumed that it exist for other senses as well. We are not controlled over the information that enter into our sensory memory-its capacity being unlimited. The information being held is much briefed. But the question is that “why we are not overwhelmed with the incoming data?” The answer is that we do not attend to every data that enters sensory memory, if it failed to attend it fade away in a second or so.

Functions of sensory memory

The main functions of sensory memory are:

• It makes the visual world smooth and continuous despite the blinking of eyes.

• Give a moment or two to determine if the incoming data should be processed or not.

• It can group facial features into a complex pattern of face. Without sensory memory the world will be a jumble of unrelated elements.

• Class room implications: O f the stimuli in the environment some succeed in providing an orienting response, others do not. Orienting response makes us curios, arouse our interest and make us want to know more about the stimulus. Perhaps the simplest way to make the students attention is to:

• Commands

• Variations in the stimuli

• Emotional stimuli

• Novelty.

Short term Memory

Short term memory is also called working memory and relates to what we are thinking about at any given moment in time. In Freudian terms, this is conscious memory. It is created by our paying attention to an external stimulus, an internal thought, or both. Nearly a hundred years a go William James give the concepts of “primary” and “secondary” memory which later refer to short term memory and long term memory. Short term memory (STM) refers to the process of attending to information in sensory memory or attending the information in to your conscious thoughts and perceptions at any given moment.

STM has two characteristics:

• The information that enters it is available for a very short period of time unless it is actively processed. This process take the form of maintenance rehearsal as when you repeat a word over and over again to your self also take the form of manipulating information-with out some kind of mental effort. Information fades away from STM in 15 seconds.

• STM have limited capacity. Most people can hold only about seven bits in it at any one time e.g. if you were given the strings of random numbers to remembers, and you come to the seven one, you would be approaching the limit of your STM. For example how you can remember a phrase which consist of 36 individual letters. It can be remember through chunking. By chunking individual letter into seven meaningful words. You can easily keep this information active. You can store the idea of this phrase into a single chunk leaving room for other information

Forgetting from STM

• Some researchers believe that interference is the primary reason why information is forgotten from the STM (zechmeister & Nyberg, 1982).

• Long term memory (LTM): In contrast to STM, LTM store information with relative permanence and has almost unlimited capacity. Information is normally transferred into LTM through an attention related process. One such process is rehearsal which itself can take several form. In maintenance rehearsal, you repeat information silently over and over, without giving it real thoughts. It’s not enough to transfer information into LTM.

• Much more effective and getting information into LTM are attention based process that involves making association between aspects of the new information and information you already known (Howard, 1983).

• How STM & LTM work together:

Suppose you read lists of 31 authors name and you asked to recall one by one in any order as you can. This is called a free recall test.

• You will probably recall:

• Common author regardless of where they appear.

• Your favorite authors.

• However tests show that best recall for items presented at the beginning of the list called primary effect.

• Further more naming at the end- recency effect.

Psychologists explain these by pointing to the different functioning of STM & LTM.

You may still recall the name of the authors at the end because it is still exist in your STM. On the other hand you may recall the first authors name because of more time to rehearse them into LTM. Poorest recall for middle items because it is not yet processed in LTM, at the same time new items have displaced it from STM.

KINDS OF LTM

• Procedural memory: it include to perform a numbers of skill like drive a car, ride a bike play tennis etc, because you stored the necessary knowledge to perform skills in one part of the LTM, that is called procedural memory.

• Episodic (ep-ih-sah-dik) memory: we remember 100 of daily events, such as getting up early in the morning, taking breakfast watching a movie because we personally experienced in a type of LTM. You can answer the question “how was your day?” from episodic memory.

• Semantic memory: in semantic memory we can remember definition of mole, education and learning because we have stored information or relationship between things in a type of LTM called semantic memory. When you take an exam, you recall information about mental representation of objects, facts and relation from semantic memory.

Transfer information from STM & LTM (various kinds of LTM) Involve a number of attention related process.

Information Processing

Incoming Information

Sensory memory system

Does a person attend to information?

No ----------------- (yes)

Information is lost SHORT TERM MEMORY

· How information is processed?

· No processing (information loss after 15 second)

· Shallow processing (information is maintained in STM for longer time)

· Deep processing (LTM) If information is later needed, it is transferred to STM (Lindal, Davidoff,1987)

v Stage Model of Information Processing

v One of the major issues in cognitive psychology is the study of memory. The dominant view is labeled the "stage theory" and is based on the work of Atkinson and Shiffrin (1968).

v This model proposes that information is processed and stored in 3 stages, i.e. Sensory memory, short term memory and long term memory.

Diagram of information processing Atkinson and Shiffrin(1968)

APPLICATION OF INFORMATION PROCESSING THEORY

• Problem solving

• Decision making

• Information gathering and storage

• Other cognitive process

How to improve learning

• Organization: e.g. to learn type of memory one must organize it in SSL i.e. Sensory, short term, and long term memory.

• After organizing the materials use the following three techniques to help you to remember it.

• Mediation

• Imagery

• Mnemonic

Mediation associate two items to be remembered by using a third that ties them together e.g. all men are mortal, Ahmad is a man, and therefore Ahmad is mortal.

Imagery: It involves making mental picture of events and things that you want to remember. it is difficult to define mental picture but most people agree that they can form mental picture, although they are differ with the ease with which they form mental picture, vividness of picture, and the amount of detail included.

Mnemonic: It is a Greek word meaning to remember. A mnemonic is a device that helps to improve one’s memory without expensive and time consuming memory aids.

Mnemonic devices

• Laird cermak in his book, improve your memory, suggest a method which is also called cermak method. This method involves two basic steps and three techniques.

• Pay close attention to what you want to remember.

• Organize your thoughts.

• SQ3R method: This method includes survey, question, read, recite and review-is systematic method to improve your ability to learn.

• Separate the task into smaller units, reading one or two sections of each unit each day.

• Quickly survey the material

• Question yourself about the most important aspect of what you have just surveyed

• Read it carefully

• Recite the important points out loud.

• Finally review all material covered.

· Elaborative rehearsal-while you are rehearsing information, elaborate on the information to enrich encoding. One way is to make an association with the material.

· Method of loci: First practiced by Greek narrator the singular of loci is locus which means place. The method of loci is a means of remembering the order of a list, a name or objects –by associating them with some sequence of place with

References

• Berliner D.C, Gage N.L (1992)“educational psychology” Fifth edition, Houghton Mifflin company Boston.

• Davidoff.l(1987) “introduction to psychology” 3rd edition, Macgraw Hill Book Company USA.

• Plotnik .R(1989) “introduction to psychology” second edition Random house, New York.

• Sehraie ,Asim(2007) “exploring psychology”vol-, A-1publisher Lahore.

• http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html on 29-3-2009.

Planning the Research study

PLANNING THE RESEARCH STUDY

Gul Nazir Khan
I.E.R P Peshawar University

§ Sources of Research ideas/Problems.

§ Formulating hypotheses

§ Review of the Literature

Research problem

One of the most difficult phases of any research project is the
identification of research problem. The identification of a good
research problem should be considered a discovery in itself.

In the beginning after the preliminary study of review literature
the investigator thinks that most of the problems of education have
already been studied (problem blind), However in the field of

education there are a number of variable factors in terms of

pupils,teachers,parents,communities, curricula, text book etc.

The problem lie everywhere around us, need is to develop problem
awareness, problem consciousness in order to locate and recognize
them.

How to proceed?

n Select a field of specialization

n Develop a concern for that field

n Critically study the available literature in the specialized field.

n Accept the difficulties or obstacles of that field as a challenge.

n Prepare a record of that problems already studied in the areas
of specialization

n Acquaint yourself with the research underway in that area.

n Analyze the trend in the field of specialization.

n Widely discusses any problem that come to your mind

Sources of the research problem

n The classroom, school, home, community, and other agencies of education.

n Social development and technological changes are constantly
bringing new problems and opportunities.

n Record of previous research..

n Discussions.

n Questioning attitude.

n Consultations.

M.S Surindhar: has further pointed eight other sources of research i.e.

· Reading

· Academic

· Experiences,

· Daily experiences,

· Exposed to field situation,

· Consultation,

· Brainstorming,

· Research,

· Intuition.

According to William M.K Trochim(2001) the sources of the research problems are:

n Practical problems in the field,

n Literature in your specific field,

n Request for proposals,(from government or from non government)

n Think of the problems by your own self.

Criteria of a good Research problem:

n Novelty (original one)

n Interesting

n Importance

n Feasibility

n Availability of data

n Availability of cooperation

n Availability of guidance

n Immediate application

n Aim of research

n Level of research

n Courage and confidence.

n

Formulating and stating the problem

There are two different way of stating the research problem, one is
posing question/questions and the other is making declarative
statement/statements. Both of these ways may be used, keeping in mind
that question form has an advantage in focusing the issue.

DEFINITION OF PROBLEM:

After stating the problem it must also be defined. By
definition the separation of problem from the complex of difficulties
and needs. It means to put a fence around it, to specify it in detail
and with precision.

DELIMITION OF PROBLEM

n Here the investigator states the limitation restriction which he
imposed on his study it will provide information concerning

n who

n What

n Where

n How many

It will determine the boundaries of research project

Justification of problem

n The investigator has to indicate:

n To what extent this study would contribute to the human knowledge.

n The chief purpose of the study

n And other subsidiary related specific objectives that compel him
to undertake such an investigation

Hypothesis

n A hypothesis is tentative assumption drawn from knowledge and
theory which is used as a guide in the investigation of other facts
and theories that are yet unknown.

n A hypothesis states what we are looking for. A hypothesis looks
forward. It is proposition, which can be put to a test to determine
its validity. It may prove to be correct or incorrect. (Goode and
Hat,1952 course code 837 a.i.o.u). According to Lundberg _A
hypothesis is a tentative generalization the validity of which remain
to be tested. In its most elementary stage the hypothesis may be any
hunch , guess, imaginative ideas which become a base for further
investigation

Importance of Hypothesis

n Provide direction to research

n A guide to thinking process/discovery

n Focuses research

n Prevents blind research

n Serve as framework from drawing conclusions

n Link together related facts and information and organize it.

1 Investigator eye

n Clarify method and procedure to be used.

n Place clear and specific goals before us.

n Sensitized the individual to facts and condition that otherwise
might be overlooked.

n Gather relevant data, discourage haphazardness

Sources of Hypothesis:

n General culture (religion or moral values)

n Scientific theory

n Personal experience

n Analogies

Types of hypothesis:

§ Null hypothesis: states that no significant difference exists
between the two variables concerned. For example there is no
significant difference between age and intelligence.

§ Prediction form: applicable in action research. For example
there may be a significant
difference between age and intelligent.

§ Declarative form: for example there will be a significant
difference between age and intelligent.

§ Question form: for example "is there will be a significant
difference between age and intelligence?"

Characteristics of hypothesis:

n A good hypothesis is in agreement with the observed facts

n Does not conflicts any law of nature

n Stated in scientific language

n Stated in the simplest possible language

n Its test should provide an answer to the original problem

n Testable

n State relation between variables

n Limited in scope

n Testable in reasonable time

Formulation of hypothesis:

n According to Goode and Hatt;" The theorists who does not know
what techniques are available to test his hypothesis is in poor way to
formulate his usable hypothesis"

n According to P.V Young, "the more insight the researcher has in
to the problem, the simpler will be his hypothesis about it"

Steps in formulating hypothesis

n Deep knowledge of a clear theoretical framework

n Ability to make use of theoretical framework logically

n Familiar with the available research techniques

Review literature:

n According to Bruce (1994), the review forms an important chapter
in a thesis where its purpose is to provide the backgrounds to and
justification for the research undertaken.

The purpose of the review is to analyze critically a segment of a
published body of search through summary, calssification and
comparison of prior research study.

Bourner (1996), mentioned the reasons for the review literature:

Ø : Identify the gap in the literature.

Ø To avoid reinventing the wheel (avoid making the mistakes
committed by the others)

Ø To carry from where other have already reached (build the
platform of ideas and existing knowledge).

Ø To identify other people working in the same field.

Ø Increase breadth of knowledge of your subject area.

Ø Identify seminal (strongly influencing later development) work
in your area.

Ø Identify opposing views.

Ø Provide intellectual context to your work.

Ø Identify information and ideas relevant to your work.

Ø Identify method relevant to your project.

Ø To demonstrate that you have access previous work.

Ø provide your work in to perspective.

Ø Find models( other research)

Ø Clarify your problem

Ø Narrow your topic

Ø Use current sources of information.

According to william M.k trochim(2001)

· Concentrate your effort on scientific literature.

· Do the review early, in the review we should:

· Look for quite similar study

· Include all the relevant constructs in your study

· Use prior experience of other and to avoid their common traps.

· Anticipate common problems in your research context

· Methodology of research

· Measuring instrument to employed.

Introduction

n In introduction you should:

n Identify or define the general topic, issue or area of concerned.

n Point out overall trend what have been published about the topic
or conflicts in the theory, methodology, evidence and conclusion.

n Establish the writer's reason (point of view) for reviewing
literature. Explain the criteria to be used in analyzing and comparing
literature and organization of review (http://www.ludwig.mission.edu)

Body of research

n In body of research you should:

n Mention research study and other types of literature

n Summarize individual studies or articles with as much as little
according to its importance

n Provide the readers with strong umbrella sentences (different
things) at beginning signposts throughout (direction) and brief
somewhat.

n In body of research you should:

n Mention research study and other types of literature

n Summarize individual studies or articles with as much as little
according to its importance

n Provide the readers with strong umbrella sentences (different
things) at beginning signposts throughout (direction) and brief
somewhat.

Summary and syntheses

n In summary: A recap of the important information of sources

n But in synthesis a reorganization or reshuffling of that information occur

References

§ Trochim M.K W the research method knowledge base 3rd ed
atomic dog publication 2001 cincinnati ,OH.

n Bruce ,c.1994"supervising literature review",in zuber skert,O and

Ryan,y(eds) quality in postgraduate edn kogan page London

n Good,Cater.V.,Introduction to Educational Research.new

york :Appletion century crofts,1959.(a.i.o.u)

n Rashid.M,Allied material of educational research,National
book

Foundation (A.I.O.U) Islamabad (2000).

n Surinder.M.S Rsearch Methodology part-2 ISRO satelite centre

Banglore(nd), retrieved on 17-3-2009(www.google.com/sources

n (www.uns.edu/dept/wcweb/handout/lit-review..html) retrieved on 19-3-2009.

On becoming a Leader

On Becoming a Leader
Chapter – 1

MASTERING THE CONTEXT

* In this chapter Bennis is talking about the important of leader by saying that one person can live on a desert island without a leader but if there are three or more someone has to take the lead, otherwise chaos erupts.
* Our quality of life depends upon the quality of our leaders.
* Why leader are important?

He gives three basic reasons:

i. They are responsible for the effectiveness of an organization (e-g football team cannot win without a leader)
ii. We need anchor in our lives and guidance leader fill that need.
iii. It is important for the integrity of our institutions learning from failure is one of the most important themes in this book.

* Two most important things essential for a good leader are:
i. Character
ii. Vision
Character is vital in leader without good character people do not but a leader in this regard he gives the example of self- made pea on ed. Who possesses all qualities good character and due to constraint, he did not become the president of factory.
A leader without a vision is not a leader. A leader must know where he has to take his organization. He gives the example / story of a successful T.V director and write Norman Lear.

There are four steps in the process behind Norman Lears success:
i. Becoming self- expressive
ii. Learning from the right mentor
iii. Listening to the inner voice
iv. Giving on self over a guiding vision.

Chapter 2

understanding the basics

“Hopes are the dreams of the waking man without hopes we cannot survive.” Tolstoy

According to Bennis almost all leaders share the following ingredients:

1. GUIDING VISION
Having a clear idea of what he wants to do personally and professionally.
2. PASSION
Integrity
Self-knowledge
(who am I?)
Maturity
(experience)
Caondor
(key to self-knowledge)Love for duty, enthusiasm leads to hope inspiration.

4. Trust
5. Curiosity

Different between leader & manager
· The manager administers the leader innovates.
· The manager is a copy the leader is an original.
· The manager maintains the leader develops.
· The manager focuses on system and structure the leader focuses on people.
· The manager relies on control the leader inspires trust.
· The manager has a short range view the leader has a long range perspective.
· The manager asks how and when the leader asks what and why.
· The manager has his eye always on the bottom line the leader has his eye on the horizon.
· The manager imitates the leader originates.
· The manager accepts the status quo the leader challenge it.
· The manager is the classic good soldier the leader is his own person.
· The manager does things right the leader does the right thing.

To reprise Wallace Stevens, manager wear square hats and learn through training. Leader wear sombreros and opt for education. Consider the differences between training and education.
EDUCATION TRAINING
Inductive deductive
Tentative firm
Dynamic static
Understanding memorizing
Chapter 3

KNOWING YOURSELF
* Know thyself means separating who you are and who you want to be from what the world thinks you are and wants you to be .
* Self knowledge and self invention is a life time process. The people who struggle to know themselves reflect on the experiences and test themselves.
* 4 lesson of self knowledge according to bennis are
1 One : you are your own best teacher.
2 Two : accept responsibility blame no one .
3 Three : you can learn anything you want to learn.
4 Four : true understanding comes from reflecting on your experience .
* Reflecting on experience leads to understanding this is what all the
leaders agreed upon.
* Leaders are self directed but learning and understanding are the keys to self direction and it is our relationships with others that we learn about ourselves.
Social interaction is very important for self knowledge . in this regard, he gives on equation:
Family + school + friends = you
Chapter 4
Knowing the world
* To become a true, one must know the world as well as one knows ones self. Au leaders demonstrates that certain kinds of experience are especially significant for learning these experience include:
* Broad and continuing education.
* Idiosyncratic families.
* Extensive travel /exile.
* A rich private life.
* Key associations with mentors and groups.
* He quotes john Gardner,

The maturing of any complex talent requires a happy combination of motivation character and opportunity most talent remains undeveloped.
* Universities unfortunately are not always the best place to learn. they produce narrow-minded specialist. These specialist have been taught how to do, but they have not learned how to be instead of studying philosophy, literature and history. Which are the experiences of human beings. They study computer programming .
Chapter 6
Deploying yourself
Strike hard,
Try everything

“Lettings the self emerge” is the essential task for the leaders. For this reflection is very important it is a way of making learning conscious.
As Roger Gould says,
Reflection permits us to process our feelings understand them, resolve our questions and get on with our work.
* We learn from our mistaken. It we think about them, well never repeat them.
*· Perspective is very important for the leader leadership without a perspective is not leadership and of cause a leader must have his own perspective and point of view.
TEST AND MEASURES
* The first test is knowing what you want, knowing your abilities and capital us.
* The second test is knowing what drives you knowing what gives. You satisfaction.
* The third test is knowing what your values and priorities are knowing what the values and priorities of your organization are and measuring the difference between the two.
The fourth test is – having measured the differences between what you want and what you are able to do.
MASTERY IS VERY IMPORTANT
When he asks Masty Kaplan to describe the qualities of leadership he said,
· Competence
· Ability to articulate
· Level of human sensitivity.


Chapter 7

Moving through chaos

In this chapter he defines leader, according to him,
“Leader is an innovator. He does things other people haven’t done or don’t do. He does things in advance. He makes things new having learned from the past, he lives in the present with one eye on the future.

§ Leaders learn by leading and they learn best by leading in the face of obstacles.
Leader’s curriculum is:
· Difficult bosses
· Circumstance beyond their control
· Their own mistakes

Chapter 8

GETTING PEOPLE ON YOUR SIDE

He describes some technique how to get people on your side in the regard he quotes British Philosopher I Berlin according to Berlin:
· Leader have to establish and maintain positive relationship with their subordinates inside the organization and their peers outside the organization.
· They must possess the ability to understand the organizations dimensions and purposes, but to articulate their understanding and make it manifest.
· They have to be straight with people not clever or cute.
· Since leader deal with people not things leadership without values, commitment and conviction can only be inhumane and harmful.
Peter Druker

Using your voice for change
· Leading through voice inspiring through trust and empathy does more than get people on your side.
“I think the first thing one has to do is get people on ones side and show them where you want to take the company. Trust is vital people trust you don’t play games with them . when you put everything on the table and speak honestly to them your intellectual honesty comes and people recognize that and respond positively.”

Chapter 9

ORGANIZATION CAN HELP OR HINDER

In this chapter he is talking about the importance of change. Change is fruitful for the improvement of organization.
· Leader should take new tasks within their organizations these tasks include:
Ø Defining the organizations mission so as to frame its activities.
Ø Creating a flexible environment in which people are not only valued but encouraged to develop to their full potential and treated as equal rather than subordinates.
Ø Encouraging innovation experimentation and risk-taking.
Ø Anticipating the future by reading the present.
Ø Identifying and responding to new needs.
· Leader are not made by college course but by experience.

Chapter 10

FORGING THE FUTURE
How does a leader learn to transmute chaos?
How does a leader learn not only to accept change and ambiguity, but to thrive on it? There are ten factors, ten personal and organizational characteristics for coping with change, forging a new future and creating learning organizations.
1. Leader manage the dream
2. Leader embrace error
3. Leaders encourage reflective backtalk
4. Leaders possess the nobel factor faith, hope
5. Leaders encourage dissent
6. Leaders understand the Pygmalion effect in management
7. Leaders see the long view
8. Leaders understand stakeholders symmetry
9. Leaders create strategic alliances and partnership.

The Relationship between Headmaster and Staff

by

Iram

Delicate and critical role of the principal, the principal has to play a very delicate and critical role as he has to strike a balance in the practical field among fighting and quarrelling students, grudging and grumbling teachers and complaining parents. The members of the teaching staff have their different whims: some sensitive, some emotional, some enthusiastic, some old, some young, some trained and other untrained and some marking time. The principal has to make the BEST use of them and seek their whole hearted cooperation in all the activities of the school, academic, co-curricular and administrative.
Encouragement in one case, assistance in overcoming difficulties in another, suggestions here, definite orders there, all are necessary, “writes H.G. Stead. The principal has to weld the members of the staff into a real team.
The principal is expected at various times and by various interests to play many roles. He must be nature of this position be:
a) A teacher of teachers.
b) A supervisor not only of teachers but of service personnel.
c) A disciplinarian just but effective.
d) A psychologist at least to the extent of discovering maladjustments, especially of teachers which hinder progress.
e) A financier in organizing the school budget.
f) A sociologist to the extent of understanding the relationships of the school with social forces.
g) A lawyer to the extent of being able to know his own obligations, rights, legal abilities as well as of those of all school personnel.
h) A technical expert in educational measurement and evaluation.
i) An expert in group dynamics to the extent of working effectively with staff, pupils, public and the authorities.

Relation of the principal with his colleagues:
Milo Stuart states, “The relation of the principal to his teachers should be the most intimate of any. If a teacher fails, the principal fails; if the teacher succeeds, the principal succeeds. To sum up what the principal’s job is, I shall call him a referee the captain of the ship the boss of the firm a juvenile judge before whose tribunal come out not only the culprits but the adults who frequently contribute to the pupil’s shortcomings. He is a promoter who must project the future of his institution and convert the public to his plan. He is a social physician to every parent who has wayward son who needs attention. He is a friend in need to pupils and to all the homes in which misfortune comes. His power, his activities, even the good he does, can not be measured by a material yardstick.

PRINCIPLES OF STAFF HARMONY:
Principle of Democratic Administration.
We have already discussed that a Head should follow the principles of democratic administration. According to K.G. Saiyidain, “To my mind a good Headmaster is one who can inspire and enthuse his colleagues without dominating over them like a hard task master”.

Principle of Sharing Responsibility:
He should be prepared to share the control and authority with his colleagues. He should not think that he is born to rule and should not desire to be on the top of everything in the school, i.e. the president of games, the chairman of literary societies and the patron of social service and health unions, etc. the different departments should be placed under the charge of the senior members of the staff. Principle of sharing responsibility should be the keynote of his policy. Supervision of the examinations, school cleanliness, morning assembly, funds, hostel, scouting, literary and social activities are some of the chief duties which would be delegated by the Headmaster to the other members of the staff. This will develop in them a sense of responsibility for the school.
PRINCIPLE OF MUTUAL CONSULTATION:
The Headmaster should frequently consult his colleagues regarding improvement in school discipline and instruction. Such consultations instill in them the spirit that they belong to the school and are as responsible to it as the headmaster is staff meeti9ngs should be called from time to time. The teachers should be given full freedom to put forth their problems in these meetings. Briggs found that the teachers expected in a staff meeting.
a. Help on their problems
b. The wider outlook in education
c. Meeting to be happy and wholesome,
d. Meeting based on appreciation of effort and accomplishment rather than shortcomings and faults. The head of the institution should take note of the teachers problems and accordingly given his suggestions for the solution of the problems concerned.

PRINCIPLE OF HUMAN RELATIONSHIPS:
A good headmaster keeps in view the human factor while dealing with the member of the staff. He treats them jut like friends and does not say anything to them in the presence of the students and their parents which may lower their prestige. He does not give them suggestions regarding methods of teaching when they are taking their classes but gives the same by calling them in his office and tries to avoid all bossing tendencies. The teacher should come out of the headmasters office a better person, wiser and in a more pleasant mood than he was when he went in his office. Autocratic heads are always ready to snub any pupil or teacher who puts questions to them and are easily annoyed when their colleagues differ from them.

Principle of constructive criticism:
The criticism offered by the Headmaster should be judicious, fair and constructive rather than destructive. Supervision should be a matter of inspiration to teachers. It should be moderate. Excessive supervision kills all the initiative and drive of teachers. The role of a policeman or a military officer does more harm than good.

Principle of cooperation:
On the close cooperation of the headmaster and the staff depends on the efficiency of the school and the head of the institution is to a great extent responsible for securing cooperation of teachers. According to Reavis, No matter what his personal characteristics are, he will not be successful unless he is able to inspire his associates and collaborators with the desire to work cooperatively for the goals for which the school stands. E will be judged by his ability to enlist and to utilize their ability in participating in the solution of school problems and in formulating educational policies that have the common objective of advancing the welfare of the children enrolled in the school. He does not attempt to conceal that he is their leader, but he does not on the other hand remind them what he is.

Principle of friendly supervision:
Speaking about administrators of tomorrow D.I. Lal observes, “He gives up the time old tradition of checking his teachers, frightening his teachers, weakening his teachers and examining them, but manipulates things so as to train his teachers, inspire his teachers and trust them. In this way he will not only create an excellent professional moral among the teaching staff but will also cultivate a vital interest in them for educational philosophy, so that they can continually test and re test their plans and purposes, ideas, ideals, methods and procedures, systems and organizations.
Jacobson observes, The principal should not interrupt classes, create disturbances on entering and leaving, or to take the class away from the teacher, unless invited to do so. If the principal stays to the end of the class period he should observe good manners by expressing in a sentence or two his pleasure in visiting the class but refrain from making condemnatory statements until there is sufficient time to discuss them at length, if indeed he indulges in them at all.


SUGGESTIONS FOR PROMOTING STAFF HARMONY:
1) Take the first step in being friendly.
2) Be cheerful.
3) Remember and use names
4) Take interest in the out of school activities of the members of the staff.
5) Be easily accessible to the staff.
6) Avod taking special privileges.
7) Be polite and courteous.
8) Avoid keeping people waiting.
9) Ask persons if they are willing to assume responsibility.
10) Take prompt action on requests.
11) Keep a record of promises and live up to them.
12) Attempt to see actions and decisions from the other persons point of view.
13) Give credit to the persons responsible when the school receives praise.
14) Let people know when their work is good.
15) Be concerned about the way a teacher feels about his job and his out of school life.
16) Be willing to listen.
17) Avoid any evidence of authority.
18) Ask questions that relieve anxiety about discussing a problem.
19) Give praise for reporting facts accurately.
20) Avoid giving advice.
21) Become fully informed about the social structure of the staff.
22) Refuse to accept the assumption that conflicting groups in staff are unavoidable.
23) Offer services to assist in seeking agreement when disagreements arise in the group.
24) Do not show any undue favour to any member of the staff.
25) Inform new teachers on matters of school regulation.
26) Visit teachers who are ill.
27) Keep in mind while preparing your schedule that other teachers are not put to inconvenience.
28) Show consideration for bashful teachers.
29) Give teachers a chance to tell their side of the story.
30) Do not make personal remarks to shame them.
31) Show consideration for the feeling of other teachers.
32) Do not embarrass a teacher of inferior ability or one who has physical defects.
33) Do not laugh at the actions which seem funny to you.
34) Learn to work, to play, to live successfully with your associates.
35) Learn to like people.
36) Find out how different teachers wished to be treated and treat them accordingly.
37) Be willing to help teachers secure better positions.
38) Make changes slowly, preferably at teachers suggestions.
39) Seek the help of teachers as co workers and special advisers.
40) Be sincerely interested in teachers, like them as persons. Lincoln said, “If you wish to win a man to your cause, first convince him that you are his sincere friend.
41) Give teachers your undivided attention both when listening and when talking to them.
42) Criticize only in private.
43) Smile! As they say in the Navy, “ a happy ship is a good ship” so, too, a happy school is a good school.
44) Always ask a teachers permission to break into a classroom activity.
45) Help teachers in difficulty with pupils, parents or other teachers.
46) Meet staff in informal situations.
47) Use the word co-workers in place of subordinates and treat them as such.
48) Motivate desirable action through commendation.
49) Share knowledge of coming events with colleagues.
50) Give reasons for instructions and orders.
51) Earn respect of colleges by character and behaviour.
52) Regard yourself as a member of the group rather than command respect through position.
53) Encourage suggestions, evaluate them carefully, and accept them on merit.
54) Deal appropriately with outside criticism of staff members or the organization.

STAFF MEETINGS:
Efficient running of the school demands that members of the staff should occasionally meet for sharing responsibilities as well as experiences. These meetings should be presided over by the principal.
These may be convened from time to time.
Briggs found that teachers expected the following things in a staff.
i. Help in their problems.
ii. A wider outlook on education.
iii. Meeting to be happy and wholesome.
iv. Meeting based on appreciation of effort and accomplishment rather than shortcomings and faults.


Planning of staff meetings:
The teachers should be informed in advance of the problems to be discussed in the meetings. It is very important for the head to listen to every teacher with attention and care. Minutes of staff meetings should be kept if possible.
A limit must be put to staff meetings and the BEST appears to be once a month of course, there need not be any rigidity in observing this principle. Occasional meetings for some particular purposes may have to be called. Sometimes it may become necessary for he head to convey staff meeting to clarify certain points of written order issued by him. An atmosphere of cheerfulness should prevail in all such meetings.
The head of the institution should take note of the teachers problems and accordingly give his suggestions for the solution of the problems concerned. His attempt should be to help the teachers as much as possible.
Time of meeting should be such as most of the members of the staff find it convenient to attend.
Staff meetings should not be too long. Usually not more than one and a half hours be spent upon these.

Characteristics of staff meeting:
1) All discussions should be above the personal level.
2) They should be economical in time.
3) Discussion should not go off the track.
4) They should start in time.
5) They should result in concrete suggestions.

STAFF CLUB:
The formation of staff club will facilitate intimate contacts between the head and the members of the staff and also among the members of the staff themselves. One member of the staff should serve as a secretary who should be elected every year so that most of the members get a chance of leading others.
The functions of the club would be recreational cum educational. It may arrange tea during recess for the staff members. Its another function would be to arrange welcome and farewell parties. Its third function will be to arrange excursions and picnics on holidays. Its fourth function will be to arrange discussions on important school problems.
The head should not look upon this club with suspicion. He should occasionally attend meetings of the club. Through such informal meetings, he will learn more about the members of the staff and this will also help in cementing the bonds of friendship, goodwill and mutual understanding.

Principal and the beginning teacher:
1) Plan a conference with the teacher.
2) Establish the systems educational philosophy and practices with him.
3) Discuss the systems educational philosophy and practices with him.
4) Visit the class and hold short conferences after the observation.
5) Arrange for the beginners observation of successful and experienced teachers
6) Help him in making lesson plans
7) Give a good deal of assistance during the first term
8) Suggest pertinent educational literature.
9) Give encouragement and appreciation to him
10) Make him feel that he is capable of becoming a successful
11) Show patience with his progress.