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July 20, 2013

Essay on HR Management in Education

Principles of Supervision and HR management in education
The role of HR management in education has now become an integral part of institutions. The strategy for modernizing human resource management, whose ultimate goal is to make teaching and learning more efficient, less costly and responsive to the needs of pupils, teaching and non-teaching staff demand a set of well-structured procedures. The aim of human resource management in education is driven by key strategies for the establishment of governance systems, improving conditions and professionalism of teachers, the development of information technologies and communication and the systematic monitoring of progress.
Many countries currently have development programs that integrate dimension to improve the management of their system of education and training. The scarcity of financial resources, in step with the growing needs of quality education for all, imposed a renewal of the missions and structures of the HRM function and resulted in the enlargement of its scope. In many countries, HRM function in the education sector is evolving rapidly.
Educational institutions need good people: knowledgeable staff, knowledgeable, professional and dedicated, whose behavior follows the rules of ethics. The Educational institutions whose performance is top are making the most of their judges and their employees, regardless of task or work to accomplish.
According to the commonly-held perception, school heads are often said to be the ‘sense makers’ of learning institutions. It is incumbent on the school heads to ensure that enhance learning is the first and foremost function of all schools. In addition, instructional leaders ensure that effective teaching is conducted with the induction of quality teachers.  
As a result, school heads must hold teachers responsible for giving quality education that imparts well-structured curricular and teaching plan in order to cater to the diverse needs of all sorts of learners in the classrooms. Given this, the school head has to assume the role of a teacher evaluator and supervisor of the teaching and learning process. It is necessary that the school head provide formative instructional supervision in order to communicate the perpetual and constructive feedback to the teachers.
The word ‘supervise’ has different connotations. Generally it means “to watch over’’ ‘oversee’ and direct. Traditionally speaking, the ideal role of the school head is such that he/she is the person responsible for the supervision of the school teachers as well as the aspects of school administration. 

In the teaching and learning agenda, the school supervisors are by and large the school heads, senior assistants to the school head, instructional lead teachers, department heads, and master teachers.
According to Komoski (1997), supervision is a leadership instructional act where the ultimate aim is to enhance classroom instruction. Besides helping to enhance the teaching and learning process, is also seen as a process to ensure the formal curriculum is implemented in the classroom. More importantly the supervisory process should provide teachers with constructive feedback leading to increased teacher motivation.
The supervision process is an important one because it assists school heads in evaluating the competency of the teachers in terms of knowledge, skills, and attitudes. According to Holland & Adams (2002:228), the right supervision supports teaching and professional development, enhances “personal and collaborative enquiry, promotes critique, and contributes to an evolving pedagogy”. To this Acheson and Gail (2003) highlight that supervision is not autocratic but collaborative and interactive. Furthermore it is not directive but democratic. It is also more teacher-centered rather than being an authoritative supervisor-centered activity. Olivia (1993: 478) puts it fittingly when she accentuates that the supervisor can be dubbed as "a teacher of teachers".

It is through the recruitment, selection, employee relations, job analysis, assessment of
jobs and job classification, administration of payroll and benefits, and management
performance that Educational institutions express their beliefs, values
​​and standards. The
educational leader whose performance is unmatched also serves to enhance the contribution of teaching and non-teaching staff.
Like most other public sector organizations, the educational institutions uphold the largest their budgets to salaries and benefits. The educational institutions make knowledge easily accessible and public trust is top on the list of their priorities.
The relationship between case management, education, training and development, budgeting and finance, information technology and human resources, is direct. The goal is not to achieve good human resource management in an otherwise mediocre educational institution, but to come to an institution whose performance is marked at the corner of excellence.
Inspired by a vision and strategic priorities, the educational leaders are the people who after being posed with issues are able to respond to all the problems.  
Ideally, the role of educational leaders is to live up to the vision and highest aspirations of the management and students. However, the vision and practices of educational leaders is fraught with unforeseen challenges as well.
The management of human resources is cohesive and reflects objects, values ​​and
essential workflow of the educational institutions. Impartiality and independence are values
associated with the educational leaders. The process of supervision and human resource management must be fair and objective. Even in the modest size of most educational institutions, the complexity of issues is related to human resources. But no matter the agreement
on the recruitment, selection and hiring, evaluation, payroll, rewards,
development and management of institution personnel, the educational leaders must be able to control its human resources function, maintain its image and effectiveness.
Changing environmental factors also pose a challenge to the resources human in the educational institutions. Public demands for accountability across the government dictate a sense of urgency in terms of HR practices.
The services of educational institutions are valued as they should be. Recruitment, selection, education, training and development and equity must meet a standard at least as high
than that bend all other employers, whether public sector or
private industry. The leader should be a model employer with an imbued sense of change and innovation.  They must create and maintain a culture of teamwork and promote extensive learning and evaluation of teaching. The changing pool of workers poses a challenge for the educational institutions and leaders. Current trends reflect an aging workforce, young workers with different values
​​and expectations, more number of women, more "minority" racial and ethnic immigrants, and lifestyles which are more diverse. Remote working, benefits, work rules, schedules work, competition with other employers in the private or public and leadership practices are the number of complex issues. Excellent human resource management encompasses a diverse workforce which is dynamic as well.
Like their counterparts in other sectors, good educational leaders who oversee human resource management and ensure that the human resources staff and its policies and practices are conducive to performance excellence. (Gravin, 1998)
Good leaders are questioning and challenge those who manage human resources by asking questions as "What can we do to help court staff to do a better job they would not alone in creating a work environment conducive to high performance? "
Not only the effective management of human resources is it conducive to performance, but
boosts morale and employee perceptions of equity and self-confidence. People who
work in educational institutions are exceptional people. If educational institutions have a proper supervision principles and human resource management in place it may contribute to a sense and pride. (Fiedler, 1974)







References
Glickman, Carl(2000) “Supervision and instructional leadership A Developmental Approach
Fiedler, Fred, E. and Chemers, Martin, M.(1974) Leadership and Effective Management, Glenview, Ill, Scott, Foresman
Friedman, Dennis, The Essence of Leadership
Garvin, David, A (1998) The processes of organization and management, Sloan Management Review, Summer


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