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PHILOSOPHY of EDUCATIONAL MANAGEMENT
Asya F. Inayyah
CHAPTER I
INTRODUCTION
A. Background
so that the quality of education can be maintained even improved again. Management is meant
through a good plan, do something by the proportion that has been established so that there is no
implementation of education management has covered all matters relating to the management of
education itself because in the management there are several primary functions namely the
(actuating), and the function of supervision and evaluation (evaluating) good education will be
created if planning is done pleasantly and optimally because a process will run correctly or at least
minimize errors if the preparation made has given a clear picture of something that will happen.
Another aspect of organizing is that things that have been well planned will be classified by the
primary tasks and functions of each so that the implementation of the work will be by the
competencies of each person. It aims to meet the "right man in the right place." If the two main
things have been done, then the third management function will play an implementation of the
planning that has been prepared. Every execution of the program should always be monitored or
monitored so that in the evaluation stage it can give a real picture of everything about educational
objects.
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education process, so that the results obtained become more optimal. Although the science of
management was not initially originated from education but developed to create an educational
reviewed from the perspective of philosophy so that it can be known the beginning of the
development of management education itself. Finally, the writing of this paper is expected to
provide a clear explanation of the philosophical view of management education that is developing
in Indonesia in particular.
The subject of this paper is defining philosophy in general, explaining and describing
management.
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CHAPTER II
TOPIC / TEORITIC
learning experiences to students in order to impart knowledge, values, attitudes, and skills with the
ultimate aim of making them productive members of society, Educational Management is the
process of planning, organising, directing and controlling the activities of an institution by utilising
human and material resources so as to effectively and efficiently accomplish functions of teaching,
According to Gerald (2011), Educational management is an applied field of management. One can,
therefore, deduce that educational management refers to the application of theory and practice of
When:
The origin of the development of educational management as a field of study began in the United
States in the early part of the twentieth century. Progress in the United Kingdom came as late as
the 1960s. Educational management, as the name implies, operates in educational organizations
or institutions.
Why:
Who:
We need organizations to manage all the education system for a human. The organizations from
in school until the government choose and decide the best way by using a standard to make the
Where:
Educational management In school it may involve teachers, non-teaching staff, buildings, and
How:
Management and curriculum are two different things. Management is an effort to organize
resources for the organization to be productive. While the curriculum relates to something that is
used as a guide in all educational activities undertaken, including teaching and learning activities
in the classroom. In this case, the curriculum is seen as a program that is designed, planned,
developed and will be implemented in teaching and learning situations deliberate created. As an
educational program to achieve some specific educational goals, the curriculum needs to be
managed so that all educational activities come alive and productive. Therefore, management is
an engineering activity that is activities to produce, to implement and to appraise the effectiveness
Education Unit Tuition Curve (SBC). Therefore, autonomy is given to educational institutions in
managing the curriculum independently by prioritizing the needs and achievement goals in the
vision and mission of educational institutions and do not ignore the national policy that has been
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set. In the process of education, curriculum management should be implemented to provide more
effective, efficient and optimal curriculum outcomes in empowering various curriculum resources
and components.
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CHAPTER III
DISCUSSION
i) PlanningPlanning determines where the organization is going and the general approaches it
will use to get there. Planning helps the manager shape the future. Planning is concerned with the
future - not with the present (p. 32). With planning, managers can create or develop the situation
ii) Organising-- "Organising defines the part which each member of an enterprise is expected to
perform and the relations between such members, to the end that their collective endeavor shall be
The school manager must decide what to do and who will do it by determining the specific
iii) Staffing --- According to (p. 37) Therefore, the fundamental management task is school staffing
so the work will finish. In all Organization a lot of time is spent to maximize the use of staff optimal
results.
iv) Directing --- The educational manager is the director of his institution (p. 42). According to
(p. 42), He gives directions, he determines the tempo, and decides what happens and when, and
work staff ability accordingly. So the principal masterminded what was going on in school.
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to (p. 44), School managers will be involved in the process of controlling activities which took
place at school. As the person who is ultimately responsible for what happens at school, he needs
to satisfy himself that such activity is the kind and quality he finds satisfying.
vi) Evaluation --- According to (p. 46), Evaluation is a process that takes place in all schools. Every
headmaster will spend time remembering how tremendous or various wrong activities have been
done. Critical differentiating characteristics between schools is how much evaluation is built as a
The purpose and benefits of education management according to Kurniadin and Machali (2012:
125), among others 1) the realization of learning atmosphere and active learning process,
innovative, creative, effective, fun (PAIKEM); 2) the creation of productive learners developing
his potential to have spiritual power religious, self-control, personality, intelligence, noble
character, as well as the skills required of himself, the people of the nation and country; 3) the
fulfillment of one of the four competencies of energy educators and education personnel (support
of educational goals efficiently and efficient; 5) provided his educational staff with theory about
planning education is equitable, qualified, relevant and accountable and, improvement of positive
education image (Asmendri, 2012: 13). According to Fattah (2012: 123) the purpose and benefits
of management education, among others, as follows (a) the realization of the atmosphere learning
and learning processes that are active, innovative, creative, efficient, and fun; (b) the creation of
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active learners developing his potential to have spiritual power religious, self-control, personality,
intelligence, noble character, as well as the skills that he needs, society, nation and country; (c) the
fulfillment of any of the four competencies of labor educators and education; (d) the achievement
of educational objectives effective and efficient; (e) the provision of educational personnel by
theory about education administrative processes and tasks; (f) Above all quality education issues.
needed. The aspect of reality which is reached by theory and management of education through
sensory experience is the world of human experience empirically both in the form of the level of
quality and quantity of results achieved. Object material management education is the management
side that organizes all educational activities, namely, planning, organizing, mobilization,
Effective behavior management is based on the teachers ability to successfully create a well-
managed, structured classroom environment so that learning can occur (p. 7).
Well-managed classrooms:
begin the year with a set of rules and routines which are understood by all children
If there is no consistency with rewards and punishments, then likely it is the child will continue
The more attention the teacher gives to a childs behavior the more likely it is that that behavior
will be repeated.
Discipline and ethical behavior are learned, and they must always be reinforced. Guide your
students to know what to do in all situations rather than punish misdeeds. Help your students
understand that with rights come responsibilities.
Encourage your students to be responsible for their learning and behavior. When students
make choices, they learn new skills and gain social awareness from the outcome of those
decisions.
Guidelines for effective classroom management
Be consistent
Have the same expectations of all students for appropriate behavior. Your students should
know that you will enforce rules consistently and apply a necessary consequence. Your goal
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is to be fair, but that might mean not using the same result to all students. If one
student frequently fails to return homework, you may apply a different result than you
would to the student who forgets her/his homework for the first time. Knowing that youll be
fair, but not equal, your students should understand that being equal is not always fair. To be
consistent, be sure that the consequences you apply are reasonable and appropriate.
Ensure that you have had a thorough classroom discussion on this so that students understand
the fair, but not equal concept.
Strategies
Proximity
While teaching, move about the room, pausing near potential trouble spots. Remaining
behind your desk or seated in the front of the class encourages misbehavior in the less visible
areas of the room.
Pause
Continuous teacher talk may give students a noise screen for their own conversations. An
occasional pausejust a few seconds of silencebrings an off-task student back in focus.
Active participation
Sometimes having the student respond to a question or become involved in an activity can
Eliminate the undesired behavior. Asking for a show of hands, having students perform a
physical activity, or having each student write a quick answer to a question can make all
students accountable for an immediate response.
Cueing
Change direction; for example, a group of chatting students may be quieted by announcing an
impromptu quiz on the subject at hand.
Humour
When all else fails, you might have to stop instruction to remind the class of appropriate
behavior. Keep it light.
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CHAPTER IV
CONCLUSION
Educational Management is the process of planning, organizing, directing and controlling the
activities of an institution by utilizing human and material resources to effectively and efficiently
We need organizations to manage all the education system for a human. The organizations
from in school until the government choose and decide the best way by using a standard to make
Management and curriculum are two different things. Management is an effort to organize
resources for the organization to be productive. While the curriculum relates to something that is
used as a guide in all educational activities undertaken, including teaching and learning activities
in the classroom. In this case, the curriculum is seen as a program that is designed, planned,
developed and will be implemented in teaching and learning situations deliberate created. As an
educational program to achieve some specific educational goals, the curriculum needs to be
REFERENCES
The Further Education Staff College Bristol. (1987). Education management handbook on
The PRACTICE of TEACHING: A handbook for new teachers and TTOCs. BC Teachers
Federation
Kristiawan, M., Safitri, D., & Lestari, R. (2017). MANAJEMEN PENDIDIKAN. Yogyakarta: CV
Budi Utama.