EDUCATIONAL ADMINISTRATION AND DEMOCRACY: AN OVERVIEW

BY
K. T. Takwate
Department of Science Education
Adamawa State University, Mubi
taquate@yahoo.com
INTRODUCTION
It is an undeniable fact that the world has turned into a small village. Speed of change has
increased and in today's information age, ways of access to knowledge, information, human
needs, expectations, and demands have begun to change. As a result new concepts and terms
have emerged in the field of education. This change affects administration of education, as well.
One of these concepts is the educational administration and democracy. Yirci (2012) defined
educational administration as essentially a service, activity or tool, through which the
fundamental objectives of the educational process may be more fully and efficiently realized.
Educational administration is concerned with the utilization of adequate resources and the
harmonization of relationships and interactions in a suitable environment, in order to foster the
attainment of the goals of teaching and learning. Educational administration requires rational
decision in the selection of the best for the achievement of education agreed goals. But since the
complexity of administrative decisions as well as human inability to see the future hinder
successful rationality, the purpose of democracy in educational administration is to compensate
for these limitations, partly by clear demarcation in the areas of responsibility of every member
based upon their competence and previous training and partly by formal rules and good
communication. Decisions for educational goal achievement should be made collectively
(democratically) under the leadership of an administrator.
The concept of democracy, was formed from Greek words demos meaning people and
Kratos meaning power, is considered not only as rule of the people by people, that is, a type of

governance, but also regarded as a life philosophy and life style (Biesta, 2006). From this
perspective, in schools where individual differences, human rights, fundamental rights and
freedoms are respected, it is natural that the concept of democracy is felt in all areas of life.
Democracy as a respected system, deeply affects the structure of education, since it presents the
opportunity to put human into the subject position of life, and restructures many areas from
economy to law, and from government reorganization to daily life of individuals. This feature has
made democracy a goal for educational administration (Ozpolat, 2010). Equality, political and
social participation, the decisions taken by the free discussion and voting, the tradition of
compromise, the exact denial of violence method in the realization of educational goals leads to
the reality, participation and freedom which are forms of democratic values (Wood, 2005).
Democracy which is perceived as a way of life and principles can only be introduced to
individuals via education effectively by adopting the basic values of democracy in schools
administration through a democratic education process and educational leadership style. This
context, wish to examine the application of democratic leadership process and its principles in
educational administration.
Democratic Educational Administration
In a society which is based on participation, empowerment, and democracy, shouldn't
education be participatory, empowering, and democratic? The United States of America for
example is founded on democracy and the democratic values of meaningful participation,
personal initiative, and equality and justice for all, which its educational administration infuses
the learning process with these fundamental values of it society. Democratic educational
administration sees people not as passive recipients of knowledge, but rather as active co-

creators of their own learning. They are not the products of an education system, but rather
valued participants in a vibrant learning community.
Democratic educational administration begins with the premise that everyone is unique,
so each person learns in a different way. By supporting the individual development of each
person within a caring school community, it helps people learn about themselves, engage with
the world around them, and become positive and contributing members of society.
Uniting democratic values with the educational administrative process is not a new idea. Over
the last 120 years, leading thinkers from John Dewey to Marian Wright Edelman and Margaret
Mead to Paulo Freire have articulated the basic hypothesis that:
If living in democratic societies committed to human rights creates well-being,
AND
If people learn primarily based on the people and environment that surrounds them,
AND
If culture is transmitted from one generation to another,
THEN
We need to create environments where people of all ages, especially youth, are immersed in the
values, practices, and beliefs of democratic societies and human rights.
Guided by this vision, democratic educational administration can take countless forms,
each shaped by participants in educational setting. Here are a few ways in which democratic
educational administration is practiced by teachers, students, schools, programs, and
communities:
1. Teachers creatively engaging students. They may work within more conventional school
settings, but still provide students with a chance to have choice in their learning. These
teachers go beyond the conventional curriculum to build a more relevant and engaging
experience that connects to the lives of students.
2. Schools can implement democratic educational administration on a day-to-day basis.
They may employ practices like self-directing learning, shared decision-making,
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individualized project-based work, and student-chosen internships in the community.

This includes schools that use the label "democratic schools" and others that practice
these values and use other terminology.
3. Meaningful students voice forums providing students with the opportunity to be part of
educational planning and decision-making through Student Union Government (SUG)
and student-teacher-administrator committees.
4. Students leading reform efforts in their schools. Engaging students in the development of
their own learning plans and participation in school decision-making.
Democratic educational administration is both a means and an end in itself in the long or
short-term. In the long-term, it helps develop well-informed citizens who work toward creating a
democratic, vibrant, and just society. In the short-term, it nurtures self-determined and caring
individuals who enjoy learning for the sake of it. Learning in an engaging and participatory
environment is not just for the privileged few, because equality and justice are at its core,
democratic educational administration must be available to all teachers and students in a school
set-up. In addition, it instills teachers and students with the skills and critical thinking they need
to build a more equitable and socially just society.
While it sounds like common sense for a democratic society to base its educational approach on
democratic values. Studies (Doyle, 2002; Murphy, 2002; Cunningham & Cordeiro, 2005) have
shown that educational environments engaging teachers and students as active participants in
decision making that concerns teaching and learning are linked with higher student attendance
and student achievement, greater creativity and conceptual learning, and increased intrinsic
motivation and determination in learning. Moreover, recent brain and cognitive research points
to the value of the democratic education learning environment to include key elements such as

collaborative projects, age mixing, learning through active experiences, and the importance of a
caring community (Caine, 2008). Yet democratic educational administration is important not
only for it benefit to the school community who experience such a learning environment but as
revealed by Ozpolat (2010) it also carries the potential for a broader societal impact, as the selfdetermined and caring individuals who experience democratic education will be the leaders in
building a more democratic, vibrant, and just society.
In trying to draw a thin line between educational administration and democracy
Rodriguez (1997) in Khetam and Ekhlas (2014) opined that, the vision and mission of the
educationl administration emerges from the following foundations of democracy:
1. Authority: The individuals right to do something that is written within an organizations
instructions, laws, or regulations, and other members of the organization are expected to
respect the given authority ,
2. Justice: the equitable distribution of benefits, each according to what he deserves, and the
pursuit of security and social stability,
3. Responsibility: an ethical commitment to work, and
4. Privacy: the scope and domain of an individual. The right of the individual not to be
watched, and the right to express his opinion without persecution, as well as the right that
determines the extent to which the information is shared.
Implementation of Democracy in Educational Administration
Since education is a social process with many kinds of societies, criterion for educational
criticism and construction implying a particular social ideal. The points by which to measure the
worth of a form of social life are the extent in which the interests of a group are shared by all its
members, and the fullness and freedom with which it interacts with other groups (Glickman,

1998). An undesirable educational administration, in other words, is one which internally and
externally sets up barriers to free intercourse and communication of experience. While an
administration which makes provision for participation of all its members on equal terms and
which secures flexible readjustment of its institutions through interaction of the different forms
of associated life is in so far democratic.
Democracy is acceptance of human-centered management approach in a school
management. In schools, individuals have begun to ask the same freedoms, rights and
responsibilities they have outside the educational environment. This has revealed the fact that
academic and non-academic staff and students should be regarded as citizens. People come to
their works not just with their knowledge and skills but also with their emotions and social
needs. Therefore, modern educational administrators are obliged to manage the education system
in a framework of values of democracy. Thus, an efficient work space can be created where
employees feel themselves as part of the organization in a free and equal environment with a
reduced hierarchy (Manville and Ober, 2003: 24- 25). This status mentioned by Manville and
Ober is also true in the educational administration. A more democratic attitude is expected from
teachers, students, school staff, parents and educational administrators. Leaders have to make
many decisions and choices in daily tasks. These choices may not always be such choices
between good and evil. Sometimes they have to choose one of the two bad options. Since these
difficult situations faced by the administrators are not stated clearly in education laws, policies or
guidelines to make a choice is difficult. Even if the educational administrator does his/her best,
he or she can still be criticized for the decisions made (Duignan, 2006). At this point, the
democratization of educational administration becomes more important. If the school
administrator takes others' views in a democratic manner in the decision making process, this

would be a rather robust administrative style. Implementation of the democracy in educational

administration will be possible when the school administrators take the principles of democracy
in the management processes (Doyle, 2002).
A democratic educational administrator makes all decisions based on peoples views and
feelings as a part of the school itself, gives responsibility to parents, teachers and students in the
school, offers equal opportunities to everyone. It's very hard for antidemocratic organizations to
be effective in today's competitive education environment. Some kind of measures needs to be
taken when school managers failed to influence human resources to achieve organizational
objectives. These measures include:
i.

making the organizational structure appropriate for teamwork,

ii.

effective use of information,

iii.

shared leadership and participation of staff in decision-making process.

Organizational structure is more plain and open for innovations (Lawler, 2001).

According to Lawler (2001) for organizations like the school to be more effective, school
administrators need to exhibit democratic leadership behaviours. Woods (2005) summarizes the
necessary behaviours for democratic school administrators as follows:
i.

Creating an environment where educational stakeholders (teachers, students, parents

etc), can express their thoughts in a comfortable way,

ii.

Giving due consideration to the ideas of educational stakeholders,

iii.

Encouraging staff for innovation startups, responsibility and risk-taking issues,

iv.

Rejecting the wrong approach which accuses employees, students and parents,

v.

Creating a cooperative culture, where responsibilities are shared, supported in

difficult times when things goes wrong.

vi.

Creation of a collaborative culture within the school environment, where

responsibilities are shared, enhanced solidarity between the school employees,

vii.

Acceptance of success or failure as a responsibility of everyone will create a certain

harmony within the school. And this will provide a positive impact on employee
motivation.
If understood, certain conditions must be fulfilled in order to implement a democratic

approach in educational administration as implemented in the ancient Greek where all of the
citizens participate in administration actively. The most important of them is the simplification of
organizational structure, as bureaucracy-free as possible. The second important requirement is to
state a democratic leadership behaviour in administration. Educational organizations, where the
democratic principles are adopted by all members within the organization and have become a
way of life, will be more successful.
Democratic School and Its Administration
Schools are a part of their society. It's not possible to consider an isolated school from
society. According to Yirci (2012) public opinion of many scientific studies in education field,
shows the social mission of the school as to sustain culture by transferring it to new generations,
and to form the manpower required by the society. The school differentiates the individuals from
other people by developing their individual abilities and talents, while making them more social.
Democratic school administration can be presented through the schools by adopting democratic
administrative method or process by expecting individuals:
To be tolerant,
Know their responsibilities,
To respect different opinions,

 To be compatible,
Able to work in teams,
To participate in decision-making processes,
Obey to the decisions made by the majority (Dewey 1944).
According to Birzea (2000) school is a small representation of the society. Birzea
summarizes the duties of a democratic school in Figure 1. According to the author, democratic
school should perform integration and social cohesion, evoke desire in individuals for change
and development, provide opportunities for learning and personal development, and create a safe
and supportive learning environment. It should remain faithful to basic democratic principles
such as equality, respect for human rights and freedom, while carrying out its duties.

Providing
Different
Opportunities
for
Learning and
Personnel
development
Ensuring
Integration and
Social harmony

Strengthenin
g
Individual
and Social
capacity For
transformatio
School
as a
n
Democratic
Micro- society

Distributing
Rights and
Responsibilities
Of everyone
equally
Improving
Cooperation and
Partnership
Between individuals

Creating a safe
Supporting
environment
Figure 1: Duties of a Democratic School
Adopted from Birzea in Yirci (2012). Democratic practices in school
management and ceoracy. International Journal on New
Trends in Education and their Implications, 3(2), 142-150

CHALLENGES AND PROSPECTS OF EDUCATIONAL ADMINISTRATION AND

DEMOCRACY IN NIGERIA
It is pertinent to raise one and very important questions in an attempt to understanding the
problems facing educational administration and democracy in Nigeria and profound a probable
solution to them based on issues gleaned from the literature. The question is: what are the
challenges facing democratic educational administration in Nigeria and what are the probable
remedy?
Democratic educational administration is usually created in schools to produce a broad
based knowledge of democratic ethos, accountability, and skills required for improving the
delivery of educational services and execution of government policies in the school system.
Regarding the problems facing the practice and, of course, development of democratic
educational administration in Nigeria include adoption of old colonial administrative machinery,
limited educational administrative personnel training, lack of commitment to improve efficiency
and effectiveness in the educational system, unwillingness to decentralize administrative powers
and responsibilities among other educational stakeholders, and considerations of ethnicity
through an affirmative action at the expense of a merit system in appointment of educational
administrators.
Another factor that restrains democratic educational administration service in Nigeria is
weak governance. Therefore, the lack of accountability, transparency, the rule of law, and citizen
participation in the formulation and implementation of educational policies characterizes the
problems of educational administration in Nigeria. Equally, choice of administrative approach
outside the approved and sanctioned methods as regulated by civil service rule creates an
additional set of challenges to educational administration such as meeting performance standards
and justifying their direction. This is because greater staff, student and parent involvement, and
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sharing leadership need to characterize any chosen administrative approach. These need to serve
as the foundation of a democratic administration.
Democratization of a society requires an inculcation of knowledge, values and attitudes
through democratic educational administration (Marius & Izak, 2011). It was Thomas Jefferson,
third American president, who said that if a nation expects to be uneducated and free, then it
expects something that never was and never shall be (Blaug & Schwartzmantel, 2006). John
Dewey, the pragmatist American philosopher and renowned educationalist, asserted that
democracy shapes educational administration and educational administration, in turn, shapes
democracy. This implies that the nature and practice of democracy in societal institutions, such
as schools, must be congruent with the education that citizens receive; otherwise, the educative
force of the real environment would counteract the effects of early schooling (Parry & Moran,
1994).
In order to address some of the undemocratic inclinations in educational administration, it
is contended that the practice of participative and deliberative democracy in school suggest
outcomes that would improve educational administration. Most of these recommendations are
contained in the practice of deliberative democracy and are based on the democratic principles of
responsiveness, accountability, common interest and justification of decisions through rational
discourse as suggested by Marius and Izak (2011). In this regard it is recommended that:
1. School administrator should choose administrative path that are of least resistance and
adopt an approach that has worked for other schools. There are numerous lists of
"proven" programs published by government agencies and educational organizations.
Though adopting a program or approach is not a guarantee of success. The seal of
approval for adopting programs should be supported by scientifically based research. As

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schools administrators engage in their work they make critical decisions that have lasting
impacts on their performance, school climate, and relationship with their community.
2. Educational administrators should choose to pursue a course where the result can be
developed by articulating the values and interests of the local community (students, staff,
and parents) and the method is a more democratic, reflective process. This approach is
not always seen as an "acceptable" response to the accountability systems that are being
developed both formally and informally. Choosing a more democratic process that
involves students, staff, parents, and community in determining the standards and
approach of a school administration is an approach that requires more communication
and patience to be successful. It is not a quick fix that is easy to implement and promote.
3. Training sessions and workshops should be held for educational administrators about
administration based on the foundation of democracy. This is in order to allay the
constraints of ignorance and misconceptions, over-politicization of schools, absolute
majoritarianism, homogenous hegemony and single language dominance
4. According to Lawler (2003) for organizations to be more productive, high officials and
boss of the organization should reflect elements of democratic leadership in their attitude
with subordinates as follows:
i.

Employees should have rights to free express their views and share their thoughts
with management with comfort.

ii.

Educational environment should be provided in which administrators consider the

appropriate ideas of employees, in benefit of both employees and the system.

iii.

Staff should be encouraged to take initiatives, responsibility and risk issues in the
school.

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5. Management should take effective steps to create a working environment in which

respect, cooperation, and all possible assistance is provided within the school system,
where responsibilities are shared, where the failure and success is not the responsibility
and not depend upon any individual, where teamwork is appreciated, such steps will
enhance the solidarity between the organizations' supervisor (principal) and the
supervisee (teachers). Such steps will motivate employees even in difficult situations.
Conclusion
This discussion has demonstrated that some of the challenges in the education system are
partly attributable to misconceptions of democracy, misapplications of democratic principles and
systemic weaknesses in educational administration. Democratization of the education system
should be improved by involving all stakeholders in educational administration by improving
authentic participation and by applying the principles of deliberative democracy. In order to
improve educational administration, there is need for inculcation of essential knowledge, values
and attitudes to attain substantive democracy based on the practice of deliberative democracy,
principles of responsiveness, accountability and justification of decisions through rational
discourse.

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