SCHOOL ADMINISTRATION AND MANAGEMENT

END OF SECOND SEMESTER EXAMINATION, OCTOBER 2024

INSTITUTE FOR TEACHER EDUCATION AND CONTINUING PROFESSIONAL DEVELOPMENT

(ITECPD)

LEVEL 400

EGP481, PBP481, JBP481

1. A. Distinguish between social unit and motivation as conclusions drawn by Elton Mayo with
regards to Human Relations Management.

Elton Mayo concluded that a social unit is a group of individuals who interact and form
relationships within an organization, emphasizing the importance of social factors in
productivity. Motivation, on the other hand, refers to the internal and external factors that
drive individuals to achieve goals. Mayo's studies indicated that social interaction and a sense of
belonging significantly influence motivation, thereby affecting overall productivity.

B. Explain with relevant examples four (4) rules of bureaucratic theory. Cite relevant
examples to support your responses and indicate a condition each under which the said
theory can be used in the traditional school setting.

1. Hierarchy of Authority: Clear levels of authority must exist. Example: In a school, the
principal has the highest authority, followed by vice-principals, teachers, and support staff. This
structure ensures accountability and clarity in decision-making.

2. Division of Labor: Tasks should be divided among specialized roles. Example: In a school,
teachers focus on specific subjects while administrative staff handle logistics. This specialization
increases efficiency.

3. Formal Rules and Procedures: Clear rules must guide operations. Example: A school
handbook outlines policies for student behavior, ensuring consistency and fairness in discipline.

4. Impersonality: Decisions should be made based on objective criteria rather than personal
relationships. Example: Student assessments should be based on standardized tests rather than
personal biases.

Condition for Use: Bureaucratic theory is effective in a traditional school setting during the
implementation of standardized testing, where a clear structure and formal rules ensure
fairness.
 C. Differentiate between planning and staffing.

Planning involves setting objectives and determining the course of action to achieve those
objectives. Staffing, on the other hand, involves recruiting, training, and placing individuals in
the appropriate roles to execute the planned actions. For instance, a school may plan to
improve student performance by introducing new curriculum materials (planning), and then
hire additional teachers trained in those materials (staffing).

2. A. Explain with relevant examples six (6) functions of the NTC.

1. Setting Standards: The NTC establishes professional standards for teachers to ensure
quality education.

2. Accreditation: It accredits teacher education programs, ensuring they meet established

criteria.

3. Professional Development: The NTC provides ongoing training opportunities for teachers to
enhance their skills.

4. Licensing: It issues teaching licenses, regulating who can teach in schools.

5. Research: The NTC conducts and promotes research to inform educational practices.

6. Advocacy: It advocates for policies that support quality teaching and learning
environments.

B. With an example each, explain in detail the conditions under which the theory X and
theory Y of motivation by DOUGLAS MCGREGOR 1960 can be used to enhance higher
productivity within an organization.

- Theory X: Assumes employees are inherently lazy and require supervision. Condition: In a
factory setting with low-skilled workers, where strict oversight ensures tasks are completed,
Theory X might enhance productivity.

- Theory Y: Assumes employees are self-motivated and seek responsibility. Condition: In a

creative environment, such as a marketing team, where employees thrive on autonomy and
innovation, Theory Y can lead to higher productivity.

3. A. Explain the concept of inclusive leadership.

 Inclusive leadership refers to a leadership style that actively seeks to include diverse
perspectives and backgrounds in decision-making processes. It fosters an environment where all
team members feel valued and empowered to contribute, enhancing collaboration and
innovation.

B. Cite concrete examples to explain four (4) similarities between administration and
management. Your responses must be brief.

1. Goal-Oriented: Both aim to achieve specific objectives.

2. Resource Allocation: Both involve the effective use of resources (human, financial,
physical).

3. Decision-Making: Both require making decisions to guide organizational direction.

4. Organizational Structure: Both establish systems and processes to facilitate operations.

C. Differentiate between matrix organization and line and staff organization.

A matrix organization combines functional and project-based structures, allowing employees

to report to multiple managers. This promotes flexibility but can lead to confusion. A line and
staff organization, however, has a clear hierarchical structure with line managers overseeing
staff specialists. This separation clarifies roles but may slow decision-making.

4. A. Enumerate four (4) factors you see to be barriers to effective communication in your STS
school.

1. Language Differences:Variations in language proficiency can hinder understanding.

2. Cultural Barriers: Different cultural backgrounds may affect communication styles.

3. Technological Gaps: Lack of access to communication tools can limit information flow.

4. Hierarchical Barriers: Rigid structures can inhibit open dialogue between staff and
administration.

B. How well do you understand school and community?

Schools and communities are interconnected; schools serve as centers for educational and
social development within communities. Understanding this relationship involves recognizing
community needs, fostering partnerships, and engaging in collaborative initiatives to enhance
student learning and well-being.

C. Discuss five (5) reasons why managers fail to delegate.

1. Lack of Trust: Managers may not trust others to complete tasks to their standards.

2. Fear of Losing Control: Concern about losing oversight of projects can lead to reluctance to
delegate.

3. Perfectionism: Some managers believe they can do tasks better and faster themselves.

4. Inadequate Training: Managers may feel their team lacks the skills needed to take on
additional responsibilities.

5. Time Constraints: Managers may perceive that delegating will take more time than
completing the task themselves.

5. A. Explain the three (3) domains of NTS.

The three domains of the National Teacher Standards typically include:

1. Professional Knowledge: This domain encompasses the understanding of subject matter,

pedagogy, and the principles of teaching and learning. It involves knowing the content to be
taught, how to teach it effectively, and being aware of the curriculum standards. Teachers are
expected to stay current with educational research and best practices to enhance their teaching
effectiveness.

2. Professional Practice: This domain focuses on the actual application of teaching methods and
strategies in the classroom. It includes planning and delivering lessons, assessing student
learning, and managing classroom environments. Teachers are expected to implement
instructional practices that engage students, differentiate instruction, and foster an inclusive
learning atmosphere.

3. Professional Engagement: This domain emphasizes the importance of teachers as active

members of the educational community. It involves collaboration with colleagues, participation
in professional development, and engaging with families and the broader community. Teachers
are encouraged to reflect on their practices, seek feedback, and contribute to the ongoing
improvement of their schools and the profession as a whole.

These three domains work together to promote effective teaching and support student
learning, ensuring that educators are well-prepared and continuously growing in their
profession.

B. Explain in detail the functions of administration and management (POSDCoRB) you know.

- Planning: Setting objectives and determining how to achieve them.

- Organizing: Arranging resources and tasks to implement plans.

- Staffing: Recruiting, training, and placing personnel.

- Directing: Leading and motivating staff to achieve organizational goals.

- Coordinating: Ensuring all parts of the organization work together effectively.

- Reporting: Monitoring progress and providing feedback to stakeholders.

C. Discuss any four (4) sources of leader’s power you know.

1. Legitimate Power: Authority derived from a position or title.

2. Reward Power: Ability to provide rewards for desirable behaviors.

3. Coercive Power: Ability to impose penalties or consequences for undesired actions.

4. Expert Power: Influence based on skills or knowledge in a specific area.

NATIONAL TEACHERS’ STANDARDS FOR GHANA:

GUIDELINES
THE TEACHERS’ STANDARDS

1 Professional Values and Attitudes

Professional Development

The Teacher(s):

a) Critically and collectively reflects to improve teaching and learning.

b) Improves personal and professional development through lifelong learning and

Continuous Professional Development.

c) Demonstrates effective growing leadership qualities in the classroom and wider

school.

Community of Practice

The Teacher:

d) Is guided by legal and ethical teacher codes of conduct in his or her development

as a professional teacher.

e) Engages positively with colleagues, learners, parents, School Management

Committees, Parent-Teacher Associations and wider public as part of a community

of practice.

f) Develops a positive teacher identity and acts as a good role model for students

g) Sees his or her role as a potential agent of change in the school, community and

country

2 Professional Knowledge
Knowledge of educational frameworks and curriculum

The Teacher:

a) Demonstrates familiarity with the education system and key policies guiding it.
b) Has comprehensive knowledge of the official school curriculum, including

Learning outcomes.

c) Has secure content knowledge, pedagogical knowledge and pedagogical content

Knowledge for the school and grade they teach in.

d) At pre-primary and primary the teacher knows the curriculum for the years

Appropriate to multigrade classes; has good knowledge of how to teach beginning

Reading and numeracy and speaking, listening, reading and writing, and to use at

Least one Ghanaian language as a medium of instruction.

Knowledge of students

The Teacher:

e) Understands how children develop and learn in diverse contexts and applies this

In his or her teaching.

f) Takes accounts of and respects learners’ cultural, linguistic, socio-economic and

Educational backgrounds in planning and teaching.

3 Professional Practice

Managing the learning environment

The Teacher:

a) Plans and delivers varied and challenging lessons, showing a clear grasp of the
Intended outcomes of their teaching.

b) Carries out small-scale action research to improve practice.

c) Creates a safe, encouraging learning environment.
d) Manages behaviour and learning with small and large classes.

Teaching and Learning

The teacher:

e) Employs a variety of instructional strategies that encourages student participation

And critical thinking.

f) Pays attention to all learners, especially girls and students with Special Educational

Needs, ensuring their progress.

g) Employs instructional strategies appropriate for mixed ability, multilingual and

Multi-age classes.

h) Sets meaningful tasks that encourages learner collaboration and leads to

Purposeful learning.

i) Explains concepts clearly using examples familiar to students.

j) Produces and uses a variety of teaching and learning resources including ICT, to

Enhance learning.

Assessment

The Teacher:

k) Integrates a variety of assessment modes into teaching to support learning.

l) Listens to learners and gives constructive feedback.
m) Identifies and remediates learners’ difficulties or misconceptions, referring
Learners whose needs lie outside the competency of the teacher.

n) Keeps meaningful records of every learner and communicates progress clearly to

Parents and learners.

o) Demonstrates awareness of national and school learning outcomes of learners.

p) Uses objective criterion referencing to assess learners