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Human Relations for School Administrators
The document discusses human relations and people management in educational institutions from a Filipino cultural perspective. It emphasizes that a school administrator must be people-oriented to meet educational goals given Filipino values like harmony, cooperation, and good relations. The administrator should understand communication styles, address teachers' needs, and discipline in a way that balances trust and vigilance. Performance evaluations must also consider Filipino traits like needing motivation but having a limit, and firing only after warnings.
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Human Relations for School Administrators
- 2.
- 3. Human Relations for SchoolAdministrator
- 4. Objectives: • To knowwhat is effective human relations, discipline, and performance appraisal. • To be more familiar of Filipino values and how to cope with them. • To asses our own communication style.
- 5. Human Relations –systematic, developing body ok knowledge devoted to explaining the behavior and relationship of man as man, be the school president or the janitor. - views man as human being his total make, driven and controlled by diverse elements in society, with fears and frustrations, expectations and desires – all part of his total make-up - the integration of people into a work situation in a way that motivates them to work together productively, cooperatively and attain economic, psychological and social satisfaction
- 6. (C) (M) =PP (Competency) (Motivation)= Performance and Proficiency Human Relations in School
- 7. Basic Needs thata School Administrator Must Respond Crying Needs of Teachers Administrative Tasks Information Communicate Opportunity Challenge Help, if deficient Care Measurement, Criteria or Standards of Performance Control Rewards Compensate
- 8. The School Administrator’sSkills For the school administrator to fulfill his task as developer or motivator of his people, he must possess the three kinds of skills: • Technical Skills – the ability to use knowledge, methods, techniques and equipment necessary for a performance of specific tasks required form experience, education and training. • Human Relations Skills – the ability to work with and through people, including an understanding of motivation and application of effective leadership. • Conceptual Skills – the ability to understand the complexities of the overall educational organization and where one’s own operation fits into the organization and according to the objectives of the school.
- 9. Barriers to HumanRelations 1. Administrator’s indifference and arbitrariness in dealing with teachers. 2. Ineffective supervision and malpractices of discrimination and favoritism. 3. Abusive and defiant attitudes toward school administrators by some teachers. 4. Inadequate wages or salaries, unfair company personnel policy, poor working conditions and luck of job security and stability of employment. 5. Lack of opportunity for advancement and self-improvement, recognition of worker.
- 10. Principles of HumanRelations • Teachers and school administrators should share the responsibility of establishing and maintaining harmonious relationship. • School administrators should practice empathy. • Should cooperate to others, and in turn gets cooperation. • Should share information, knowledge, credit, decisions and problems. • Sharing information is telling others why they need to do something in a particular way. • Sharing credits is giving praise to others who have done a good job in helping meet educational goals. • Sharing decisions is getting support of the decisions he makes. • Sharing problems is getting solutions from others.
- 11. Summary Human relations orschool administrators is the integration of people into work situation in a way that motivates them to work together productively, cooperatively and attain economic, psychological and social satisfaction.
- 12. Filipinizing Teachers andSchool Management Relations Pamilya High Tiwala, Low tutok Low Tutok, Low Tiwala High Tiwala, High Tutok Average Tutok, Average Tiwala High Tutok, Low Tiwala Bayanihan
- 13. Each set ofcoordinator represent a certain type of a school managerial leader. Each type has certain styles of characteristics: 1. High Tiwala, Low Tutok. When the values of the teacher are positive rather than negative, this style motivates, this style motivates them to do their work well. 2. Low tutok, High Tiwala. When the values of the teachers are not yet known to be neither negative nor positive, this style of go-along- to-get-along, “don’t rock the boat” approach may be made but only within the first few months. 3. High Tiwala, High Tutok. When demands of the job is to get high quantity and high quality results and the teachers have positive values, this style will maintain their enthusiasm for work. 4. High Tutok, Low Tiwala. When the values of the teacher are negative than positive, this is the appropriate style. 5. Average Tutok, Average Tiwala. When the teachers have positivized their values but still there is doubt about it, then this is the appropriate approach.
- 14. A school managerutilizing the value grid should consider the following: 1. The phrase “Marunong mag-asikaso sa kapwa” 2. Pakikisama 3. Bayanihan 4. Hiya and amor propio 5. Galang 6. Utang na Loob
- 15. Summary The school managerhas to be people-oriented to meet the educational targets because of the values and norms of our Filipino culture. He must always promote harmony and goodwill continue to o well in the work station. He must emphasize the importance of communications and good relations, for if a teachers are happy, feel contented, feel a sense of worth and warmth and acceptance, then they will want to cooperate him in the educational system.
- 16. How School ManagerInfluence Other A good and effective school manager must be able to influence others to attain objectives. He must be able to diagnose the communication style by his people by their letters, proposals, memoranda, telephone conversation, and the environment and surrounding in which they work.
- 17. Communication Styles OfPeople
- 18. COMMUNICATION STYLES OF PEOPLE POSITIVENEGATIVE Intuitor conceptual, original, imaginative, creative, broad=gauged, idealistic, intellectually tenacious and ideological too theoretical, unrealistic, far-out, fantasy-bound, irrelevant, out-of- touch, dogmatic and impractical Thinker fact-oriented, deliberative, prudent, weighs alternatives, stabilizing, objective, rational, analytical, exact and precise non- emphatic, indecisive, over- cautious, over-analyzing, unemotional, non-dynamic, controlled and controlling, over- serious and rigid and nitpicking Feeler people-oriented, spontaneous, persuasive, emphatic, grasps, traditional values, introspective, draws out feelings of other, loyal and informal hard-nosed, over-reacts, manipulative, sentimental, guilt ridden, subjective and too casual, over-personalizes and stirs up conflicts Senser action-oriented, pragmatic, assertive, directional, results-oriented, technically skillful and objective too here-and-now in thinking, status- seeker, self-involved, poor planner, impulsive, does not work with ideas, overpower, lacks trust in others and acts before thinking
- 21. ENVIRONMENT AND SURROUNDING PERSONDESK OFFICE DRESS Intuitor has book piled on the desk (survey/theoretical) evidence: reference works and scholarly reports often two piles as he compares two sets of data has painting of an abstract nature on the wall, a book case with a large number of theoretical or conceptual book and a sound conference table resembles many think-thank cares little abbot his clothing and the manner in which he presents himself, not-fashion conscious and may look like an absent-minded professor Thinker neat and orderly, display only things currently being worked on evidence: electronic calculator neat and simple with charts and graphs on the wall, tasteful and conventional painting furnishings, often have computer printouts neatly dressed with careful attention paid to details such as color coordination and accessories, tends to wear ties with geometrical designs and dress in conservative, understand manner Feeler In addition to business papers photographs, meaningful paperweights and picture of the family and personal memorabilia photographs of company, outings, souvenirs, citations on the wall, his office is likely to be the most personalized, warm and colorful, books are autobiographical and people-oriented cares how much he and others appear Senser most clattered and disorderly , piles of papers, correspondence and projects in progress in no apparent arrangements cluttered with half-finished projects, with piles of papers, with two or three briefcases, wall paintings depict action or motion, aerial photographs of plants or picture of products inclined toward simplicity in dress, down-to-earth and action-oriented as shown by his jacket off, sleeves rolled- up and tie loosened, for males, light loose and casual with few accessories if female, too busy to be neat
- 22. PERSON WHAT HE/SHESAYS PRIMARY STYLES OF THE PERSON HOW TO INFLUENCE Intuitor future-oriented (next year), deals primarily with world of concepts and ideas (“tie into our concepts”) and interested into innovative and new ideas (unique) rejects facts and make judgment on his own hunches, thought pattern shift rapidly, able to see how complex things fit together, will try new things and even want to see how he can make things differently the school manager must show him the unusual, the new and the creative, new development will interest him Thinker like to think things through and weighs alternatives (options), works in an organized, systematic way (step by step) and often uses words like “exact” and “precise” rational, logical and fact detail oriented very organized and concerned with whatever relevant fact products, questions everything and continuously requests for information the school manager must have organized presentation, use many alternatives, be specific, provide data and use plenty of examples, the school manager must present himself as firm and technically competent Feeler puts considerable stock in the opinions of these whom he respects (“who else”), very concerned about impact on other in the organization (“most of the people in that department will not like”) and often uses the word “feel” tends to be aware of and be sensitive to feelings both yours and his, hates to be rushed, concerned with how friendly the ongoing relationship will be the school manager must be personable, polite to the point and maintain eye contact, the school manager must be sincere Senser always in a hurry (“only got 5 minutes”), impatient to get through into action (“get it on stream”) and has an abhorrence for minutiae or likes to get to the main point quickly (“never mind all the details”) tend to be blunt and to the point; the Thinker factual, logical, chatty, the Feeler, gossipy, the Intuitor , flighty the school manager must bear in mind that the Senser’s favorite things are “winning” and “power”, the school manager must get to the point limit alternatives, emphasize action and give concrete examples
- 23. Summary A school managermust be able to know the different communication styles of his teachers in order to sustain flexibility on treating or dealing with his teachers thus hinder the conflict and discomfort of his administration.
- 24. How to TakeCare of Teachers and School Personnel The school administrator should encourage communication and participation. The school administrator and teachers must work together in formulating plans. Appropriate benefits should be given and made known to the teachers and school personnel. The key words in taking good care of teachers and school personnel is “ARAW’ (Achievement, Recognition, advancement and Wealth)
- 25. How a SchoolAdministrator Should Enforce Discipline in the Philippine Setting
- 26. Disciplining – isresponsibility which rests squarely on the shoulder of any school administrator. Authority – the art of eliciting obedience; obedience is not the end of authority but an effect of it, grounded on moral values An administrator is given an authority to discipline When on in the authority is not morally good, refuge is sought either in tyranny on the part of the person in authority, or license on the part of the subordinates. The union of authority and obedience is the goal of two values which make demands from one another and should achieve equilibrium. If the value of authority is lost, obedience loses its point of support and no discipline is possible.
- 27. 11th. Thou shallnot get caught. 12th. If caught, thou shall not admit. 13th. If forced to admit, thou shall implicate others. A school administrator must know that there are 13 commandments followed by Filipinos aside from the ten commandments of God: • Popular Filipino belief, “Kapag nakikita bawal , kung hindi nakikita, hindi bawal”. • Baka Makalusot mentality
- 28. Some Negative Attitudesthat Affect the Filipino Behavior: • Ginagawa naman ng lahat. Bakit ako magpapahuli. Ano ako tanga? • The “If-you-can’t-beat-them” attitude • Ipabubugbog kita kung itutuloy mo ang iyong tamang hakbang. • bantay salakay attitude
- 29. Summary A teacher’s teachingefficiency or a school personnel’s urge to work harder or improve his work depends on how he feels; if he is tired or not, his present state of health, or anything that that motivates him to work or otherwise distract his attention at a certain time. Using financial incentives like increasing salaries may have a temporary effect and its effectiveness also depends on the factors mentioned. It may serve as good means of attracting teachers and school to do their best. However, an individual’s capacity is only up to a certain level, depending on the kind of work, no matter how much he is motivated to do more.
- 30. How a SchoolAdministrator Should Enforce Discipline in the Philippine Setting
- 31. Disciplining Filipino Style Disciplining– demands firmness and kindness on the part of the school administrator. It requires trust and vigilance. Because of the bipolarity of Filipino Values, a school administrator in the Philippine setting must trust school teachers’ personnel, staff and students like angels but watch them like devils.
- 32. How to disciplinein Filipino way? • He must speak softly but carry a big stick. • Tutok tiwala way of managing • Carino con cinturon or amor con latigo Good Instruction – the foundation of good discipline
- 33. How to Implementan Employee Performance Appraisal and Maintenance System in School Cecilia Apostol Fortuna, The Role of Filipino Values on HRM Functions) “We try very hard to maintain a good staff. A first we light fire in our employees. If fails, we light fire under them. And if all fails, we fire them.” • Lights fire – steps taken are in form of incentives or challenges or in responsibilities given. • Light a fire under – resorting to more drastic measures if the attitude of teachers and employees does not improve, to wake up the teachers and employees from “slumbering performance”. • Firing - done after giving proper breaks and concomitant warnings. This system may work in the Philippines provided that the basic Filipino traits of the members of the groups or teams have previously been appraised and studied
- 34. Conclusion An effective andwell-organized teacher and employee performance appraisal and maintenance system can help ensure that personnel decisions are based or merit and not on some questionable criteria. The presence of objective, in turn, can bring about a healthier atmosphere and higher morale within the school. The system of teacher and employee performance appraisal and maintenance adopted by a school must be suited to its specific purpose and needs to the Filipino values of employees. Otherwise, the result will not be meaningful for the school nor for the teachers or employees.
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