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EDT305S EXAM SUMMARIESCHAPTER 1 (EDUCATION MANAGEMENT IN EARLY CHILDHOOD DEVELOPMENT)
1. MANAGEMENT
• Working with and through individuals, groups and other resources (such as funds and equipment) to fulfill
organizational goals
• Applicable to all types of organizations (businesses, educational institutions and social structures)
2. MANAGEMENT STYLES
AUTOCRATIC MANAGEMENT STYLE
• When a manager/leader determines policies and assigns tasks without consulting others
• The director uses own power to get things done
• No group-inspired decisions and little teamwork
• Advantages: achieve goals without staff motivation
• Disadvantages: staff are motivated by fear and little job satisfaction
LAISSEZ FAIRE MANAGEMENT STYLE
• To allow people to do as they please
• Management style is uninvolved and staff is left to act by themselves
• Few decisions are made and problems are solved
• Advantage: provides an opportunity for the personal/professional development of educators who strive to
make their own decisions
• Disadvantage: often results in anarchy or chaos
DEMOCRATIC MANAGEMENT STYLE
• Role players in education (staff/parents) are involved with the manager in the making of policies and decisions
• The manager is person-oriented and tries to accommodate everyone
• The emphasis is on teamwork, two-way communication and delegation of responsibilities
• Advantages: motivated staff, job satisfaction and low staff turnover
• Disadvantage: overload of people giving input regarding decisions
MANAGEMENT STYLE DETERMINED BY A SPECIFIC SITUATION
• Different factors play a role in selecting a management style
• All 3 styles could be applied by a director/principal
• Styles could be applied according to a specific situation, depending on the people involved the aims to be
realised
• This could vary from an autocratic one or to a democratic and/or laissez faire style
• Management styles are interwoven with the management functions
3. MANAGERIAL FUNCTIONS OF THE DIRECTOR/PRINCIPAL
The director/principal has to plan, organize, lead and control activities in order to maintain order, to discipline or to
change direction/strategies if the initial ones are unsuccessful
PLANNING
• Study all surroundings, people, physical attributes, material resources, goals and school ethos when planning
activities
• Planning is the first step and involves a mission, aims and outcomes
• Short-term planning results in smooth running and long-term planning helps to achieve goals
• Decision making is part of the planning process
1
, • The most appropriate strategy should be chosen to solve a problem
ORGANISING
• Establishing an organizational structure to determine how people/resources should be deployed to accomplish
the outcomes
• Organizing is the second step and also involves planning and dividing tasks
• After plans have been made to achieve goals, organizing can begin
• Delegation allocates authority, responsibility and liability to a person/s to perform certain tasks
• Coordinating is also an important factor in organising
LEADING
• Leadership implements policies, plans and decisions that direct the activities of an organization towards
specific goals
• Leading is the third step and it involves directing and motivating people so that their actions are aligned to the
outcomes
• There is a difference between leadership and management. Leadership relates to mission, direction and
inspiration and management relates to designing, performing tasks and working with people in an effective
way
• Managers administer; leaders innovate. Managers maintain; leaders develop. Managers control; leaders
inspire.
MANAGEMENT TASK CYCLE LEADERSHIP TASK CYCLE
• Setting goals/objectives • Creating a vision of how things could be
• Developing a velar work bettered
programme • Turning visions into workable agendas
• Facilitating work programmes • Communicating agendas to generate
• Making/monitoring adjustments commitment
• Rewarding performance • Creating problem solving/learning around
agendas
• Persisting until agendas are accomplished
CONTROL
• All the methods used to measure the quality of activities
• Assessment, taking corrective actions and disciplinary measures all form part of control
• The director/principal must plan ahead by setting direction, formulating aims and specifying the achievement
of goals
• Resources must be organized, leadership duties must be performed, there must be control over
responsibilities and discipline must be maintained
4. RESPONSIBILITIES OF AN ECD DIRECTOR/PRINCIPAL
• Set overall goals which are used as a basis for the school’s curriculum
• Enroll children and keep an accurate waiting list
• Work with staff to implement/maintain goals and objectives
• Plan, allocate and use space effectively
• Set up a budget
• Recruit and hire staff
• Communicate the goals of the school to parents
• Maintain a health programme for the school
• Present the school and its goals to visitors
• Control budget expenditures
• Prepare job descriptions for each position
• Plan/implement parent education activities
• Keep health records on all enrolled children
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