INDIAN INSTITUTE OF TEACHER EDUCATION

GANDHINAGAR
GUJARAT
SYLLABUS
DIPLOMA IN EDUCATIONAL MANAEGMENT (DEM)


DEM 1. COURSE OBJECTIVES :
1. To develop an insight into the Educational Management as a discipline.
2. To understand Organisational Behaviour as a concept in Educational Management.
3. To recognize the nature and importance of Educational Resources and their Management.
4. To identify and solve educational management problems scientifically.
5. To understand the process of Communication and Decision Making in Educational
Management.
6. To Plan, execute, and evaluate educational programmes as educational managers.
7. To develop an insight into various leadership and motivation theories which are useful for
Educational Managers.
8. To make students conversant with Concept and application of ICT in the field of Educational
Management.
9. To explain methodology of Action Research which they need to carry out as one of the
requirements of this course.
10. To develop communication skills and skill of Participation on the discussion of any
educational issue through seminars.
11. To motivate the students to carry out field work assignments to develop understanding
about the reality in actual situation.


DEM 2. DETAILS OF THE PAPERS AT DEM COURSE
The following are the papers offered at DEM course

Sr.
No.
Paper & Practical Work Credit
1 A 1 MANAGEMENT AND ORGANISATION OF EDUCATIONAL SYSTEM 3
2 A 2 RESOURCE MANAGEMENT IN EDUCATION 3
3 A 3 COMMUNICATION AND DECISION MAKING IN MANAGEMENT OF
EDUCATION
3
4 A 4 LEADERSHIP, MOTIVATION AND ACTION RESEARCH IN EDUCATIONAL
MANAGEMENT
3
5 B 1 VIVA VOCE 2
6 B 2 ACTION RESEARCH 2
7 B 3 CONDUCTING SEMINAR IN A SCHOOL ON MOTIVATION 2
8 B 4 VISIT TO A SCHOOL FOR STDYING LEADERSHIP STYLE 3
9 B 5 Visit to a school for knowing the planning and monitoring system 3
Total 24


C. DURATION
1. This diploma course is of fifteen weeks.
2. Timing of the course : 4.30 pm t0 6.30 pm Three days a week (on Tuesday, Thursday and
Saturday)

The candidate must have 80% attendance in during the period of the course.
DEM 3. ATTENDANCE

DEM 4. ADMISSION CRITERIA
1. The first preference will be given to the in service upper primary, secondary and higher
secondary teachers.
2. A candidate who has completed graduation in any faculty is eligible for getting
admission.
3. Candidate who has completed B. Ed. / M. Ed. / M. Phil (Education or Psychology) / Ph.
D. (Education or Psychology) will be given first preference.


DEM 5. COURSE OUTLINE :
The following are the papers offered at DEM course

Paper A-1 : MANAGEMENT AND ORGANISATION OF EDUCATIONAL SYSTEM :
Course Objectives:
(a) To make the students gain a systemic view of management of education
(b) To make the students aware of the various sub-systems operating within the Management
dimension of Educational system
(c) To make the students understand the crucial role of Managing the various Educational sub-
systems;
(d) To enable the students examine critically and understand the issues related to policy-
making, policy execution and policy appraisal in education.

COURSE OUTLINE
UNIT-I The Educational System and Policies :
1. Educational System: Macro and Micro dimensions,
2. Management of Education
(a) Goals and Values : The ideal nature of educational goals, Translation into specific
objectives
(b) Structure : Collegual Vs Bureaucratic, Organic Vs Mechanistic
3. Psycho-Social Dimensions in Educational System : 1) The Psychological Dimensions, 2) The
Sociological dynamics

UNIT-II The Educational Policies :

1. Policy making, Policy execution, Policy appraisal, Relevant Educational Policies with specific
reference to India. (Since 1947)
2. Some emerging issues : Centre- State Relationship, Centralization- Decentralization,
Control-Autonomy, Accountability,
3. Role of Macro level Authorities in management of Education at each level.

UNIT-II The Dimensions of Management
1. Management : Definition, Meaning and Characteristics
2. Dimensions of Management : Planning, Staffing, Organising, Co-ordinating, Evaluating,
Directing, Monitoring
3. Role of the Head of Institute in Planning, Staffing, Organising, Co-ordinating, Evaluating,
Directing, Monitoring

UNIT-III: Organization in Educational System
1. Organisation : Definition, Meaning, Charactristics and its major tasks
2. Different Types of Organisation.
3. Organisation at different levels

UNIT-IV: Organisational Behaviour in Education :
1. Personality aspects : (a) Intrinsic: Physical, Mental, Emotional, Spiritual, (b) Extrinsic : Social
and Professional.
2. Intrapersonal Communications and Interpersonal Communication, (a) Johari Window, (b)
Transactional Analysis
1. Conflict Management : (1) Intra-personal : Frustration-Defense Mechanisms-Goal Conflict
2. Interpersonal: Strategies lose-lose to Win-win, (2) Zrganizational: Strategies for Managing
organizational conflict.

Assignment & Practical work in A-301 Course
Visit any educational institution and meet the head of the institution. Find out from him/her
the following :
Goals and values of that institution. (General & Specific)
Techniques, methods and skills used in the institutions for class from teaching.

RECOMMENDED READING:
1. McGrath; J.H; Planning Systems for School Executives. In text Educational Publishers S.
Francisco , 1972.
2. Handy, Charles & Robert Aitken; Middlesex, 1986.
3. Tyler, Willian: School Organization: A Sociological Perspective- Crown Helm, London 1988.
4. Kaufman, Roger A: Educational System Planning, Prantice Hall Inc;N. Jersey, 1972.
5. Ban Ghart, Frank W.A. Educational systems Analysis, Macmillan Co; London, 1969.
6. Getyels, Jacob W, et al: Educational Administration as a Social Process. Harper & ROW, New
York, 1968.
7. Derek T and Jane W., The Reality of School Management Basil Blackwell , Ltd., 1994.
8. Weihrich & Knootz H., Management: A Gloabal Perspective (10th Edition), Mc. Grow Hill
INC, New York, 1993.
9. Weihrich & Knootz H., Essentials of Management (5th Edition), Mc. Grow Hill INC, New
York, 1990.
10. Bhatt K.S. & Ravishankar S. (Edt.) , Administration of Education): New Perspectives and
View Points, Delhi, 1985.
11. Shukla M.C. Business Organisation and Management , New Delhi, 1998.
12. Wali B,M. & & Yalawar Y.B. Business Management and Policy, Delhi , 1988.
13. Luthans, Fred: Organizational Behaviour. McGraw-Hill Intenational Book Co., Tokyo, 1981.
14. Herbert, Theodora T.: Dimensions of Organizational Behaviour, MC Millian publishing Co.,
New York, 1976.
15. Heuriegal, Dkon and John W. Slocum: Organizational Behaviour. : Contingency Views, West
Publishing Co., New York, 1976.
16. Cohen, Allan R., et al : Effective Behaviour in Organizations. Richard D. Irwin Inc. Illinosis ,
1976.
17. Milton Charles R: Human Behaviour in Organizations. Prentice-Hall Inc., New Hall Jersey,
1981.
18. Robertson, Ivan T. and Cray L. Cooper:Human Behaviour in Organizations. MacDonald &
Evans. Ltd., London, 1983.
19. Weihrich & Koontz H., Management Innovative Global Patterns, New Delhi, 1997.

Paper A-2 : RESOURCE MANAGEMENT IN EDUCATION
Course Objectives:
This Course has been designed to enable the students to
1. Understand the meaning, concept and process of Resource Management;
2. View the management of different resources (human, material , financial, time and
curriculum) from both the administrative and managerial dimensions;
3. Integrate the understanding of the administrative and managerial dimensions of
management of resources in education.

Course outline:
UNIT-I : Resource Management in Educational System :
1. Meaning and Concept of Resource Management
2. Nature and Component processes: Identification, Optimization, Replenishment , Appraisal
3. Types of resources: Human, Material (physical), Financial, Time, Curriculum.

UNIT-II Material Management :
1. Administrative dimension: Procurement, stock taking, maintenance, replacement etc.
2. Managerial dimensions : Multipurpose utilization of material, Adaptability / mobility of
resources.
3. Issues wherein, the creative managerial aspects offsets the scarcity factors.

UNIT-III : Financial Management :
1. Administrative dimensions : Grants, budgetary heads, accounting and auditing and
maintenance of financial records
2. Managerial dimensions : Financial planning, Feasible internal reallocation for optimization
3. Sources of Finance

UNIT-IV Time and Curriculum Management :
1. Yearly calendar of events, Daily Time Table (for teachers and schools) time saving devices,
forward planning, decentralization
2. Administrative dimensions of Curriculum Management : Organisation of basic curricular
inputs i.e. textbooks, library, laboratory, instructional material, co-curricular activities, etc.
3. Managerial dimensions of Curriculum Management : Visualisation of integrated curricular
inputs, The integrative, innovative and socially productive aspects

Assignments & Practice work
Visit any educational institution and note down the various types of resources and classify
them under the following headings.
Personnel or human resources
Material resources

Recommended Reading
1. Govt. of India, Budget Estimate committee, Budge, 1985-86.
2. Mort, Paul & Reussor, W.C.: Public School Finance. McGraw-Hill Book Co., 1951.
3. Castetter & Ovsiew: Budgeting for Better Schools. Prentice Hall Inc., N.J.,1960.
4. Roe, W.H. : School Business Management, McGraw-Hill Book Co., New York 1961.
5. Brookes, J.ER.et: School Time-tabling, Unit 9. The Open university Press, London, 1976.
6. Misra Atmand: The Financing of Indian Education Asia Publishing House, Bomnay 1967.
7. Bhagia. N.,et al: Educational Administration in India and other developing countries.
Commonwealth Publishers, New Delhi,1990.
8. Vaizey John: The Economics of Education , Faber & Faber, London, 1962.
9. Torrington D. and Weightman J. : The Reality of School Management Blackwell Educational ,
England, 1989.
10. Preedy Margaret: Apprpaches to Curriculum Management, Open University Press, 1989.
11. Decenzo D.A. and Robbins S.P. Personnel/Hunman Resource Management (3rd Edi).,
Prentice Hall of India , New Delhi, 1997.
12. Flippo, E.B., Personnel Management (6th Edi)Mac. Grow Hill, 1984.
13. Roger Smith, Successful School Management ,1995.
14. Chandan J.S., Mnagement theory and Practice, New Delhi,1997.
15. Wali B.M. and Yalwar Y.C. Business Management and Policy, Delhi,1988.

Paper A - 3. COMMUNICATION AND DECISION MAKING IN MANAGEMENT OF EDUCATION
Course Objectives:
1. To develop an understanding and appreciation of the significant role of communication in
educational administration and management with special reference to Decision-making.
3. To develop an understanding of the kinds of communication, relevant to administration and
management of education at various structural levels.
4. To critically appraise the existing systems of communication and decision-making in Indian
Education Systems at micro / macro level.
5. To provide a basic understanding and to develop an appreciation for the complexities and
issues involved in decision making process in educational management, with specific
reference to Indian education system.
6. The students will know and appreciate the use of ICT in educational management.
7. The students shall acquire the skills of using Micro soft word, Office automation software
package, Accounting package, tele conferencing, internet surfing etc.

Course Outline:
UNIT-I : Basics of Communication in Educational Management .
1. Meaning, definition, Importance and issues of communication and decision making in
management process.
2. Forms and Purpose of Communication in the management of Education
3. Communication Blocks : Individual differences, Situations, IQ, Defense mechanism,
Attitudes

UNIT-II : Basics of Decision making in Educational Management Process :
1. Meaning, definition and Importance of decision making in management process.
2. Types of Decisions: Short term and long term, Personal and Institutional, Routine and
Unique Policy Decision, Executive Decisions, Operational / Functional Decisions.
3. Problems of decision making in management process and their solutions.

UNIT-III : Approaches and Techniques of Decision making in Educational Management Process
1. Approaches of Decision Making Process : Rationalistic, Humanistic, Integrative
2. Techniques of Decision Making : Participative-Brainstorming, Delphi technique, Nominal
group techniques, Staff/Professional discussions.
3. Role of the head o institute in decision making

UNIT-IV: ICT in Educational Management.
1. Meaning, concept, need and importance and limitations of ICT in Educational Management
2. Use of Micro soft word in Administration of Education : File creating, editing, Mail merge
3. Use of ICT in office automation : Data base creating and managing; Record keeping, Internet
use, E- mail use, Tele-conferencing

References :
1. Crockhite, Gary: Communication and Awareness. Cummings Publishing Co., Mass., 1976.
2. Burgoon, Michael & Michael Ruffner : Human Communication . Holt, Rinehart & Winston,
New York ,1978.
3. Worral, Norman: People and Decisions. Longman, Longman, London, 1980.
4. Goel, S.D.: Modern Management Techniques. Deep & Deep Publications, New Delhi, 1987.
5. Tortoriello, Thomas R.et. al: Communication in the Organizarion.
6. Luthans, Fred: Organizational Behaviour. McGraw-Hill International Book Co., Tokyo, 1981.
7. Baird, John E.: The Dynamics of Organizational Communication, Harper & Row, New York,
1977.
8. Handy, William V. :Communication and Organisational Behaviour. Richard D. Irwing Inc.,
Illinois, 1967.
9. Weugrucg & Koontz H., Essentials of Management (5
th
10. Shukla Satishprakash S. (2012) Information and Communication Technology in Teacher
Education. Agra : Agrawal Publications.
Edition), Mc. Graw Hill INC, New
York, 1990.
11. Roger Smith, Successful School Management, 1995.
12. Chandan J.S., Fundamental of Modern Management, New Delhi, 1986.

Paper A- 4. LEADERSHIP, MOTIVATION AND ACTION RESEARCH IN EDUCATIONAL
MANAGEMENT
COURSE OBJECTIVE:
This course has been designed to enable the student.
1. To understand the need of leadership and motivation concepts in educational management.
2. To understand the various theories of leadership and motivation.
3. To see the implications of different theories of educational leadership and motivation in
educational organizations
4. The students will know the meaning and concept of action research.
5. The students will know the steps of conducting action research.
6. The students will be able to formulate action research problem.
7. The students will be able to conduct an action research and prepare its report

Course Outline
UNIT I : Leadership
1. Concept of leadership in management
2. Styles of leadership in management McGregors X and Y Styles, Reddins three dimensional
model, Likerts four systems, Blake and Moutons Managerial Grid
3. Role of educational leader in educational management.

UNIT-II : Motivation:
1. Concept and need of motivation in educational management
2. Theories of Motivation : (1) Maslows Hierachy of Needs : Self-Actualization, (2) Mc Clelland
theory of motivation
3. Concept and need of Achievement Motivation, Affiliation Motivation, Power Motivation in
educational management

UNIT III : Meaning and concept of Action Research.
1. Meaning of action research and its importance.
2. Need of action research for educational managers.
3. Limitations and Merits of action research.

UNIT - IV: Process of Conducting Action Research
1. Identification of Problem
2. Diagnosis of the Problem
3. Identifying the causes
4. Title of the study & major objectives of the study
5. Preparation of the Action Plan
6. Implementation of the Action Plan
7. Evaluation of the Action Plan conducted.
8. Reporting of the Research

Assignments:
1. Visit any educational institution and study different leadership styles power-bases used by
the Educational manager under different situations.
2. Practice the use of Microsoft word and data base in managing education.

Recommended readings

Luthans, Fred: Organizational Behaviour. McGraw-Hill Intenational Book Co., Tokyo, 1981.
1. Herbert, Theodora T.: Dimensions of Organizational Behaviour, MC Millian publishing Co.,
New York, 1976.
2. Heuriegal, Dkon and John W. Slocum: Organizational Behaviour. : Contingency Views, West
Publishing Co., New York, 1976.
3. Cohen, Allan R., et al : Effective Behaviour in Organizations. Richard D. Irwin Inc. Illinosis ,
1976.
4. Milton Charles R: Human Behaviour in Organizations. Prentice-Hall Inc., New Hall Jersey,
1981.
5. Robertson, Ivan T. and Cray L. Cooper:Human Behaviour in Organizations. MacDonald &
Evans. Ltd., London, 1983.
6. Holt, Robert R. : Assessing Personality : Harcourt, Brace, Jevanorich Inc., New York, 1971.
7. Journard , Sidney N. : Personal Adjustment, Macmillon Co., New York, 1963.
8. Naspier, Rodney W. and Matti K. Gershenfeld: Groups: Theory & Experience. Houghton
Miffin Co., Boston, 1973.
9. Mabry, Edward A. and Richard E. Barnes: The Dynamics of small Group communication,
Prentice-Hall Inc., New Jersey, 1980.
10. Grasha, Anthony F., and Danial S. Kirschenbaum: Psychology of Adjustment & Competence.
Winthrop, Mass., 1980.
11. Govt. of India, Budget Estimate committee, Budge, 1985-86.
12. Mort, Paul & Reussor, W.C.: Public School Finance. McGraw-Hill Book Co., 1951.
13. Castetter & Ovsiew: Budgeting for Better Schools. Prentice Hall Inc., N.J.,1960.
14. Preedy Margaret: Apprpaches to Curriculum Management, Open University Press, 1989.
15. Sharma S.R.,(Edt.) Encyclopaedia of Modern Educational Research: Methods of Educational
Research, Anmol Publications, New Delhi, 1994.( Vol.I-V)
16. Cooke,B. and Cox, J.W. Fundamentals of Action Research, Sage Publications, New Delhi,
2005
17. Shukla Satishprakash S. (2012) Excel and Data Analysis. Ahmedabad : Kshiti Prakashan.
18. Shukla Satishprakash S. (2012) The Leaarner : Nature and Devlopment. Agra : Agrawal
Publications.
19. Quereshi, M. Educational Research, Anmol Publication Pvt. Ltd., New Delhi, 2005

a. The students performance in the course will be assessed on the basis of periodical tests
which are to be conducted at the end of the course and on the basis of continuous
evaluation which includes attendance, behavior, assignment work, participation in activities
and conducting course based activities.
DEM 6. SCHEME OF EVALUATION
b. Weightage of written examination will be 70% and of continuous evaluation will be 30 in
each paper.
c. No written exam will be there for the courses B 1 to B 5.
d. Performance will be assessed on an eleven point scale, details of each are given hereunder:
Grades: A+ A A- B+ B B- C+ C C- D E
Points: 10 9 8 7 6 5 4 3 2 1 0
e. There is also the convergence of grade and marks for the DEM course. The equivalent marks
and grades are presented here below.
Marks equivalent of Grade followed to evaluate students of DEM course
Grade Equivalent Marks Remarks
A+ 96-100 First Class with Distinction
A only 86-95 First Class with Distinction
A- 76-85 First Class
B+ 66-75 Second Class
B only 56-65 Second Class
B- 46-55 Pass Class
C+ 36-45 Pass Class
C only 26-35 Fail
C- 16-25 Fail
D 6-15 Fail
E 0-05 Fail

To qualify for the DEM, a candidate must obtain at least C+ grade in each of the courses offered
as well as in the aggregate.
DEVGC 7 : STANDARD OF PASSING