Rules and regulations for primary school teachers in gujarat

School management and school administration can be considered as pillars of success of education

Educational management refers to the administration  of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system.Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences.
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The Education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance.

At all levels of the educational ecosystem, management is required; management involves the planning, organising,  implementation review, evaluation, and integration of an institution.
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Educational management is related to Henri Fayol's 14 Principles of Management. 
Educational management and educational leadership are central concepts in understanding organising in educational institutions but their meaning, the difference between them and their value in educational organising remain the subject of debate.

In this article, we analyse and contrast the two concepts. We conclude that educational management entails carrying the responsibility for the proper functioning of a system in an educational institution in which others participate.

Carrying a responsibility of this kind is a state of mind and does not necessitate actions, though it typically and frequently does. 

In contrast, educational leadership is the act of influencing others in educational settings to achieve goals and necessitates actions of some kind. When those carrying a delegated responsibility act in relation to that responsibility, they influence and are therefore leading.

Although educational leadership is ideally undertaken responsibly, in practice it does not necessarily entail carrying the responsibility for the functioning of the educational system in which the influence is exercised.

Through our analysis, the notion of responsibility, which is underplayed in considerations of organising in educational institutions, comes to the fore. Educational responsibility is an important notion and it should play a more prominent role in analyses of organising in educational institutions.

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