Administrative Problems

Administration and management re importants to be an integral process shaping the educational sector. Here, it carries out leadership approaches in trade ining with the purpose and objectives border educators in meeting the needs of students.It takes into account themes that allows the faculty to recognize current trends and responsive efficiently. By laborious to draw out particular strategies it provides opportunities to facilitate educational success, draw out faculty empowerment, and foster institutional growth. With such dynamics, decision making on a day-to-day basis becomes synchronized with what is essential in abidance to school objectives and policies.This paper seeks to outline how educational administration themes be constantly applied on a day-to-day basis. It takes into account themes associate to organisational culture, organizational change, and discourse practices between administrators and educators.In particular, the paper finds property and common actions shaping action and decision making between two administrators. By synthesizing opinions and responses from two educational administrators, better actualiseing can be made on how these administrators respond to school objectives and educational administration.IntervieweesThe low gear respondent is John Morris. He is a principal of Garland High School since 2001. With numerous days of experience in the school, he corpse competent about Garland High Schools organization and continues to align specific policies in relation to the needs of two students and faculty (Garland High School, 2007).Having acquire his bachelors degree in Stephen Austin University and know in educational Administration, he provides howling(prenominal) insights on argonas related to organizational culture, communication, and organizational change.The second interviewee is Linda Glassel. She is an administrator at Garland Christian academy for almost five years. She finished her Bachelors degree in Psycholo gy and pursued her Masters in Educational Administration.With her background and experience in dealing with educators and students from elementary to high school, it can be argued that she is competent to address issues related to administration and management. organizational CultureLooking closely at the responses made by Linda and John concerning organizational culture, it can be seen that they substantiate similar responses about its importance in their single schools. Both believed that enhancing a process of a facilitative and supportive school environment enriches opportunities for students, faculties, and administrators to become responsive to their respective(prenominal) needs.Similarly, both withal considered the need to recognize diversity as an essential process shaping education. By taking into account diversity, it encourages better cohesion of strategies and provides solutions to daily problems (Ornstein and Lunenberg, 2007).On the other hand, Linda and John opinio ns diverge when they talk about how to deal with setity and headmaster excellence. Here, it can be seen that Linda sees the need to constantly motivate people to become answerable and accountable to their respective roles within the school.It is through this process that they can open up and become adaptive to change and abide with specific and given standards. If there are existing conflicts, it gives easier means to root issues and conform to the norms provided.In contrast, John sees this daily problem as part of the role and responsibility of an educator and administrator. He believes that since standards and expectations are given consortly, each one must be keen and responsible enough to function fit to these parameters. Here, John sees the issue as more of an individual endeavor compared to Lindas perspective that it must be a collective process.Organizational ChangeAssessing the responses made by John and Linda with regards to organizational change, it can be seen that their opinions agree on the idea that change is inevitable.They both see it as an opportunity to grow and function in accordance to the changing needs of their respective schools. Since organizational change can induce varied responses among members of the school, it is then life-and-death to clearly identify these resistances so appropriate attention can be made (Ornstein and Lunenberg, 2007).Likewise, Linda and John also believed that addressing problems of organizational change on a daily basis means incorporating aims and objectives by administrators. By advocating these policies, administrative problems can be alleviated and addressed in a more efficient manner.On the other hand, the main difference between John and Lindas responses revolve nigh specific mechanisms that can be apply to address organizational resistance and accountability problems. Specifically, Linda is more of a facilitative type, seeking to interact and burst an environment where teachers feel comfortable in their work and responsibility.She believes that this would then provide the necessary means to instil better means to generate better reaction and feedback from employees.On the contrary, John seeks to expand communication lines and openness among his people. He believes that resistance only happens because individuals do not see the bigger picture or just overly comfortable with the original setup of things. However, by bridging these gaps on a daily basis, educators and administrators can fully understand the situation and prevent confusions from happening.CommunicationThe last area discussed with the interviewees revolves around administrative problems related to communication. Here, Linda and John were asked specific questions on their perspective and opinions on how this problem can be solved daily and what specific means are available that each one can utilize.Reviewing the responses made by the two, it can be seen that their similarities revolve around the recognition t hat conflict is inevitable in any organization. Likewise, both also believed that resolving conflict, miscommunication, and other vault in communication would mean establishing specific dynamics that opens up and diversifies how people interact both officially and informally.Again, like the previous two questions, Linda and John differ in their capacity to apply these changes in their schools. Since their respective educational environments vary in specific patterns of communication and level of professionalism, the methods used to address conflict and resolve issues are also different.For example, Linda argued the need to create an environment of openness and respect other peoples opinions concerning a specific issue. This would then helper limit miscommunication and development of factions within the school.On the other hand, since Johns scope and responsibility is much bigger compared to Linda, he sees the need to establish appropriate protocols and rules that teachers should follow. By evolution a standard on how people can communicate, it can help establish a professional and responsible means to interact. Also, it can be argued that this is his solution on communication problems in his school on a daily basis.Analysis of Inputs and Responses from IntervieweesSummarizing the whole of the interview process, Linda Glassel and John Morris provided significant feedback of how administrators operate on educational issues related to their field. Here, it can be seen that each one provided ideas, opinions, and experiences on how they manage and further administrative goals in their respective schools.Assessing their responses, it can be seen that similarities are apparent in the manner on how leadership, responsibility, and open communication remains crucial in addressing organizational culture, organizational change, and communication (Refer to Appendix for more details). Each one believed that these principles help administrators become responsive with dai ly issues revolving around their practice.On the other hand, distinctions can also be seen in the expression Linda and John provided specific means of how the three elements can be addressed. It can be argued that since organizations vary according to culture as well as organizational dynamics, administrators must look into means to integrate their capabilities to contain that administrative functions are met effectively (Fiore, 2004).That is why the strategies elaborated by the two interviewees correspond to what their organization needs. Also, such result goes to show how subjective and circumstantial the process of educational administration is. That is why administrators must be keen to analyze and interpret situations within their jurisdiction so that appropriate actions related to leadership and communication can be established (Musella and Davis, 1991).ConclusionOverall, the replies made by both Linda and John showcase the different dynamics involved in educational administ ration. Though their answers may vary in some aspects, both have identified important precepts that looks into enhancing communication, the importance of leadership and reinforcing responsibility.By taking into account daily administrative problems, it goes to show the esteem of decision making and strategies used by administrators in resolving the issue.ReferencesFiore, D.J. (2004) Introduction to educational administration standards, theories, and practice.(US midsection on Education).Garland Christian Academy. (2009) Mission Statement. Retrieved fromhttp//www.garlandchristian.com/about-gca/mission-statement/Garland High School. (2007) Administration. Retrieved fromHelping Pauline Face Her Sister DeathMusella, D. and Davis, J. (1991) Chapter 12 Assessing Organizational Culture Implications forLeaders in Organizational Change. Understanding school administration issues studies of the contemporary chief education officer. eds. Kenneth Leithwood and Donald Musella. (US Routledege). Ornstein, A.C. and Lunenburg, F.C. (2007) Educational Administration Concepts andPractices. (US Cengage Learning).