The document is a case study on school management that provides solutions to problems arising from a lack of effective school management. It discusses how school managers can solve problems by defining the issue, gathering information, developing alternatives, and implementing decisions. Specific challenges at one school included an inadequate number of teachers, high dropout rates, poor exam results, and low staff morale. The case study evaluates time management strategies for school managers to overcome such issues through goals setting, prioritization, managing interruptions, avoiding procrastination, and effective scheduling.

1. Case Study on
School Management Fever
Presented to
Soraya Faculo, Ed.D
Assistant Regional Director
In Partial Fulfillment of the Course
Requirements in
Education 306
Submitted by
Novilyn N. BAsilio
October 29, 2016

2. School Management
SCORE: 65
46-75- you’re managing your time very effectively!
Goal Setting
(Questions 6, 10)
Your score is 9 out of 10
To start managing time effectively, you need to set goals. When you know where you're
going, you can then figure out what exactly needs to be done, in what order. Without
proper goal setting, you'll fritter your time away on a confusion of conflicting priorities.
People tend to neglect goal setting because it requires time and effort. What they fail to
consider is that a little time and effort put in now saves an enormous amount of time,
effort and frustration in the future. Mind Tools has two great articles on goal setting that
are must-reads for everyone. If you are serious about time management, we suggest
you start with Personal Goal Setting and The Golden Rules of Goal Setting . We also
recommend Treasure Mapping .
Prioritization
(Questions 1, 4, 8, 13, 14, 15)
Your score is 28 out of 30
Prioritizing what needs to be done is especially important. Without it, you may work very
hard, but you won't be achieving the results you desire because what you are working
on is not of strategic importance.
Most people have a "to-do" list of some sort. The problem with many of these lists is
they are just a collection of things that need to get done. There is no rhyme or reason to
the list and, because of this, the work they do is just as unstructured. So how do you
work on To Do List tasks – top down, bottom up, easiest to hardest?
To work efficiently you need to work on the most important, highest value tasks. This
way you won't get caught scrambling to get something critical done as the deadline

3. approaches. For information on how to start prioritizing your tasks, see Activity Logs ,
Prioritized To Do Lists , Prioritization , The Action Priority Matrix , and Eisenhower's
Urgent/Important Principle .
Managing Interruptions
(Questions 5, 9, 11, 12)
Your score is 15 out of 20
Having a plan and knowing how to prioritize it is one thing. The next issue is knowing
what to do to minimize the interruptions you face during your day. It is widely
recognized that managers get very little uninterrupted time to work on their priority
tasks. There are phone calls, information requests, questions from employees, and a
whole host of events that crop up unexpectedly. Some do need to be dealt with
immediately, but others need to be managed. Our article on Managing Interruptions
discusses how you can minimize your interrupted time.
However, some jobs need you to be available for people when they need help –
interruption is a natural and necessary part of life. Here, do what you sensibly can to
minimize it, but make sure you don't scare people away from interrupting you when
they should.
Procrastination
(Questions 2)
Your score is 4 out of 5
"I'll get to it later" has led to the downfall of many a good employee. After too many
"laters" the work piles up so high that any task seems insurmountable. Procrastination is
as tempting as it is deadly. The best way to beat it is to recognize that you do indeed
procrastinate. Then you need to figure out why. Perhaps you are afraid of failing? (And
some people are actually afraid of success!)
Once you know why you procrastinate then you can plan to get out of the habit. Reward
yourself for getting jobs done, and remind yourself regularly of the horrible
consequences of not doing those boring tasks! For more help on recognizing and
overcoming procrastination see our guide to Beating Procrastination .

4. Scheduling
(Questions 3, 7)
Your score is 9 out of 10
Much of time management comes down to effective scheduling of your time. When you
know what your goals and priorities are, you then need to know how to go about
creating a schedule that keeps you on track, and protects you from stress.
This means understanding the factors that affect the time you have available for work.
You not only have to schedule priority tasks, you have to leave room for interruptions,
and contingency time for those unexpected events that otherwise wreak chaos with
your schedule. By creating a robust schedule that reflects your priorities and well as
supports your personal goals, you have a winning combination: One that will allow you
to control your time and keep your life in balance. To learn specific scheduling skills, see
our articles on Pickle Jar Theory and Scheduling Skills .
Effective education leadership makes a difference in improving learning. There’s nothing
new or especially controversial about that idea. What’s far less clear, even after several
decades of school renewal efforts, is just how leadership matters, how important those
effects are in promoting the learning of all children, and what the essential ingredients
of successful leadership are.
How do high-quality leaders achieve this impact? By setting directions – charting a clear
course that everyone understands, establishing high expectations and using data to
track progress and performance. By developing people – providing teachers and others
in the system with the necessary support and training to succeed. And by making the
organization work – ensuring that the entire range of conditions and incentives in
districts and schools fully supports rather than inhibits teaching and learning. There is
still much more to learn about the essentials of quality leadership, how to harness its
benefits, and how to ensure that we don’t continue to throw good leaders into bad
systems that will grind down even the best of them. I’m confident that the knowledge in
this report, and subsequent publications by this team of researchers, will help lead to

5. more effective policy and practice at a time of fully justified public impatience for school
improvement.
ABSTRACT
The purpose of this case study is to provide solution for the problem arising from lack of
school management of school managers wherein it’s very critical in the educational
system as it highly affect the achievement and performance of students. In order to
achieve this objective, the following case study questions framed this study:
1. How school managers solve problems?
2. What are the suggested strategies to overcome school management issues?
INTRODUCTION
The desire to improve the management of schools and other educational institutions
continues to be pervasive. Finding those factors and/or behaviors that contribute to
effective and efficient management of educational organizations must be the quest of
those who seek a solid base in educational management and a desire to improve their
own performance. Much of what is known about educational management was derived
from practice, that is, through the observation of people at work and developing an
understanding of the reality of the situation. In the continuous search to find the 'best'
way to manage, the pendulum has swung from searching for excellence to total quality
management to downsizing and reengineering. Clearly for management to be effective
the changing nature of the context in which management takes place must be studied
to provide new insights and new knowledge about managerial practices at the
workplace.
Yet, critical to finding those things that can make management effective must be the
pivotal role that teaching models/strategies/techniques play in preparing the
educational manager for the job. It must be the main aim of teaching to get the learner
so involved in the teaching learning process that the sum total of the knowledge gained
represents a greater effort on the part of the learner for self-education.
Further, school managers shape the teachers development, determine the educational
goals of the school, direct educational applications to achieve educational objectives,
make recommendations on the regulatory practices of teachers’ methodology, find
solutions for the problem between teachers and the classroom, take measures to ensure

6. the motivation of teachers to improve the quality of education. The main duties of the
school managers are to develop the learning environment at school and to ensure the
development of teaching methods for teachers.
FACTS
The school has an inadequate number of teachers, the pupil drop-out rate is high, the
results in national examinations are poor, the buildings equipment and materials are in
adequate and poorly maintained the grounds are untidy and the morale of those
connected with the school is not high.
PROBLEM
Problems are at the center of what many people do at work every day. Whether you're
solving a problem for a client (internal or external), supporting those who are solving
problems, or discovering new problems to solve, the problems you face can be large or
small, simple or complex, and easy or difficult.
A fundamental part of every manager's role is finding ways to solve them. So, being a
confident problem solver is really important to your success. Much of that confidence
comes from having a good process to use when approaching a problem. With one, you
can solve problems quickly and effectively. Without one, your solutions may be
ineffective, or you'll get stuck and do nothing, with sometimes painful consequences.
The following are the steps in solving a problem:
I . D e f i n i n g t h e p r o b l e m / g a t h e r i n g i n f o r m a t i o n
I I . D e v e l o p i n g / w e i g h i n g a l t e r n a t i v e s
I I I . I m p l e m e n t i n g d e c i s i o n s / m o n i t o r i n g p r o g r e s s
I . D e f i n i n g t h e p r o b l e m / g a t h e r i n g i n f o r m a t i o n
Define the Problem
what prevents you from reaching your goal?
You may need to state the problem in broad terms
since the exact problem may not be obvious.
 you may lack information to define it
 you can confuse symptoms with underlying

7. causes
Prepare a statement of the problem and find someone you trust to review it and to talk
it over. If the problem is a job situation, review it with your supervisor or the appropriate
committee or resource.
Consider these questions:
 What is the problem?
 Is it my problem?
 Can I solve it? Is it worth solving?
 Is this the real problem, or merely a symptom of a larger one?
 If this is an old problem, what's wrong with the previous solution?
 Does it need an immediate solution, or can it wait?
 Is it likely to go away by itself?
 Can I risk ignoring it?
 Does the problem have ethical dimensions?
 What conditions must the solution satisfy?
 Will the solution affect something that must remain unchanged?
Causes!
When problem solving, identify the causes of the problem in order to solve it.
 Identify causes of your problem
Look at the current situation, rather than its history does not consider the
"trouble" it creates whether now or in the future.
 List and organize the causes of the problem
Fishi-kawa! Ishikawa diagrams! Fishbone diagrams! *
Similar to the practice of concept mapping and brainstorming,
place each "cause" along a line that ends in a box identifying a problem
creating your very own fishbone diagram.

8. At the beginning brainstorm and identify all the possible causes.
One strategy is to use post-it notes for each cause,
then paste them into your "graph" along the "spine" for a visual representation, either
on a whiteboard, flipchart, or other large surface that can be modified. If some causes
relate to others, you can develop layers connecting and extending out from the first
rays. As you develop your diagram, arrange the causes toward the fish head/problem to
indicate importance.
Identify/map all the causes before considering solutions to the problem.
What are examples of causes of the problem?
 People
Are there enough participants to help?
Are the participants' skills adequate?
Are some participants perceived as not helpful?
 Resources
are there enough, for example funding?
Are some not identified?
Are some not used effectively, or mis-placed?
 Environment
is it conducive to problem solving? Is there too much stress?
Is the power structure (administration or line of authority) supportive?
Is the power structure (administration or line of authority) aware of the problem?
 Processes, procedures and rules
are they understood, or badly defined?
Are they perceived as an obstacle?
 Vocabulary/terminology/concepts
Is there an agreed-upon vocabulary, and understanding of their meanings and
definitions?
Are some "hidden"?
Working with the diagram:
 Consider all the causes and rank them in importance
either on their post-its, or by circles with numbers etc.
 Examine relationship
Drop some causes to secondary levels, or off the chart to indicate irrelevance.

9. * The Ishikawa Diagram was developed by Kaoru Ishikawa (1968) with applications in
manufacturing and later published in "Introduction to Quality Control (1990. It was first
used in the 1940s, and is considered one of the seven basic tools of quality control.[4] It
is known as a fishbone diagram because of its shape, similar to the side view of a fish
skeleton. Mazda Motors used the procedure in the development of the Miata sports car.
"Every factor identified in the diagram was included in the final design."
Gathering Information
Stakeholders
Individuals, groups, organizations that are affected by the problem, or its solution.
Begin with yourself. Decision makers and those close to us are very important to
identify.
Facts & data
 Research
 Results from experimentation and studies
 Interviews of "experts" and trusted sources
 Observed events, past or present, either personally
observed or reported
Boundaries
The boundaries or constraints of the situation are difficult to change. They include lack
of funds or other resources. If a solution is surrounded by too many constraints, the
constraints themselves may be the problem.
Opinions and Assumptions
Opinions of decision makers, committees or groups, or other powerful groups will be
important to the success of your decision. It is important to recognize truth, bias, or
prejudice in the opinion.
Assumptions can save time and work since is often difficult to get "all the facts."
Recognize that some things are accepted on faith. Assumptions also have a risk factor,
must be recognized for what they are, and should be discarded when they are proven
wrong.
I I . D e v e l o p i n g / w e i g h i n g a l t e r n a t i v e s

10. Look at your problems in different ways; find a new perspective that you haven't
thought of before. Brainstorming, or rapid noting of alternatives no matter how silly, is
an excellent discovery process.
Once you have listed or mapped alternatives, be open to their possibilities. Make notes
on those that:
 need more information
 are new solutions
 can be combined or eliminated
 will meet opposition
 seem promising or exciting
Weigh Alternatives
After listing possible alternatives, evaluate them without prejudice,
no matter how appealing or distasteful
Consider all criteria
While a suitable solution may solve the problem, it may not work if resources aren't
available, if people won't accept it, or if it causes new problems

11. Select the best alternative
 Don't consider any alternative as "perfect solution."
If there were, there probably wouldn't be a problem in the first place
 Consider your intuition,
or inner feelings in deciding on a course of action
 Return to your trusted outsider:
Is there something you missed?
Does he/she see a problem with your solution?
 Compromise
Consider compromise when you have a full grasp of the problem, and your
alternatives. Competing solutions may yield a hybrid solution.
Techniques in weighing alternatives:
Thomas Saaty's Analytical Hierarchy Matrix.
List alternatives in columns and rows as depicted in the matrix above. Starting with
Alternative A, go across columns in the matrix and rate each alternative against all the
others.
When the alternative under consideration has then given the more valuable alternative
more value than the others_ a score of 1
When the alternative give the less valuable alternative has a less value than the others_
score of 0

12. Add the scores for each row/alternative; highest score is the highest rated alternative
according to the criteria you used. In the matrix above, Alternative C scores highest, so
it's the highest rated alternative.
SFF Matrix: Suitability, Feasibility & Flexibility
Suitability Feasibility Flexibility Total
Alternative A
Alternative B
Alternative C
Alternative D
Rate each alternative on scale of 1 - 3 for its:
 Suitability: refers to the alternative itself, whether it is ethical or practical. Is it
appropriate in scale or importance? an adequate response? Too extreme?
 Feasibility: refers to how many resources will be needed to solve the problem (i.e.
Is it affordable?)
How likely will it solve the problem?
 Flexibility: refers to your ability to respond
to unintended consequences, or openness to new possibilities? The alternative
itself and whether you can control outcomes once you begin.
Total a score for each alternative, compare, prioritize your alternatives.
I I I . I m p l e m e n t i n g d e c i s i o n s
Develop a plan for implementation.
Elements:
 Step-by-step process or actions for solving the problem
 Communications strategy for notifying stakeholders
Where important or necessary, inform those who care for you and/or will be
affected by the change. Prepare them as necessary about your decision
 Resource identification/allocation
 Timeline for implementation

13. M o n i t o r i n g p r o g r e s s
Your implementation will only be successful if you are monitoring your solution, the
effects of it on resources and stakeholders, your timeline, and your progress. As you
monitor your progress, if results are not what you expect, review your options and
alternatives.
Whether or not you achieved your goals, it is important to consider what you have
learned from your experience: about yourself, about what you consider important.
Lastly, if you have done your best, you have this as one measure of success.

14. Graphic overview of process

16. DISCUSSION
School managers shall:
Set Goals
Many people feel as if they're adrift in the world. They work hard, but they don't seem to
get anywhere worthwhile.
A key reason that they feel this way is that they haven't spent enough time thinking
about what they want from life, and haven't set themselves formal goals. Goal setting is
a powerful process for thinking about your ideal future, and for motivating yourself to
turn your vision of this future into reality.
The process of setting goals helps you choose where you want to go in life. By knowing
precisely what you want to achieve, you know where you have to concentrate your
efforts. You'll also quickly spot the distractions that can, so easily, lead you astray.
Schedule
Every end of busy working day makes you feel as if you’ve accomplished anything
significant even though you came into the office early and left late.
That's why it's so important to know how to schedule your time properly. Making time
for the work really matters, while still leaving time for personal development, family and
friends.
Prioritization
Prioritization is the essential skill that you need to make the very best use of your own
efforts and those of your team. It's also a skill that you need to create calmness and
space in your life so that you can focus your energy and attention on the things that
really matter.
It's particularly important when time is limited and demands are seemingly unlimited. It
helps you to allocate your time where it's most-needed and most wisely spent, freeing
you and your team up from less important tasks that can be attended to later... or
quietly dropped.
With good prioritization (and careful management of reprioritized tasks) you can bring
order to chaos, massively reduce stress, and move towards a successful conclusion.
Without it, you'll flounder around, drowning in competing demands.

17. Time Management
Everyday interruptions at work can be a key barrier to managing your time effectively
and, ultimately, can be a barrier to your success.
Think back to your last workday, and consider for a minute the many interruptions that
occurred. There may have been phone calls, emails, hallway conversations, colleagues
stopping by your office, or anything else that unexpectedly demanded your attention
and, in doing so, distracted you from the task at-hand.
Because your day only has so many hours in it, a handful of small interruptions can rob
you of the time you need to achieve your goals and be successful in your work and life.
More than this, they can break your focus, meaning that you have to spend time re-
engaging with the thought processes needed to successfully complete complex work.
The key to controlling interruptions is to know what they are and whether they are
necessary, and to plan for them in your daily schedule.
Concentration and focus
Your personal work environment plays a large role in your ability to concentrate. The
more comfortable and welcoming your environment is, the easier it will likely be for you
to stay there and focus. Thus make sure you’re comfortable, put up pictures and Shut
out distractions as much as possible.
Self-motivation
When you think you're ready to quit something, or you just don't know how to start,
your self-motivation is what pushes you to go on. Self-motivation is the force that keeps
pushing us to go on – it's our internal drive to achieve, produce, develop, and keep
moving forward.
With self-motivation, you'll learn and grow – regardless of the specific situation. That's
why it's such a fundamental tool for reaching your goals, achieving your dreams, and
succeeding, in this journey we call life.
F u r t h e r , i d e n t i f y i n g a n d m e e t i n g development needs of teacher s
in schools is ver y impor tant. S ince education is changing rapidly, staff
must demonstrate the importance of lifelong learning by their own involvement
in on-going self-development. It is crucial to empow er oneself as w ell as one’s
colleagues. Acknow ledging the need to lear n per petually is the fir st

18. step tow ar ds r ealizing the goal of eff ective school m a n a g e m e n t .
W h e n l e a d e r s l e a r n m o r e a b o u t a s p e c t s a n d e x p e r i e n c e s
o f or ganizational cultur e they lear n to cr aft a vision w hich
subsequently leads S chool management and the str uggle for
effective schools to effective or ganizations. It is a cr i tical
commonplace that failing schools and or ganizations usually have
stagnant manager s w ho ar e not visionar ies and lifelong lear ner s.
In addition, the building of a school’ s vision is a key dimension of
leader ship.
“It wasn’t clear what Palin stood for.”
That hits it on the head, doesn’t it? If we do not know where we are going, how do we
know if we get there?
Therein lies the importance of having a clear mission and vision for a school. Why do we
have a school? What is our purpose? What are we supposed to be doing? What
collective commitments have we made? Is it clear what we stand for? For us to be a
professional learning community (PLC) with a culture that is clearly about student
learning first, last, and always, we must be clear about our purpose.
It is challenging for a school w ith no vision to have a sound cultur e
and positive climate. It is also not adequate to have a vision on paper without
implementing it. The vision is w hat binds the employees together in
a team as they str ive for common or ganizational goals. When a
school has a vision, it is mor e likely to shed its sense of
dependency. A vision is centr al to the tr ansfor mational leader w h o
has to get all stakeholder s in the school to move in the same
dir ection (S ingh & L okotsch, 2005). S chools that build their daily
success upon their vision and mission also tend to have a level of
desir able autonomy and matur ity. Yet, the vision w ill alw a ys be
influenced by the socio-economic status of the schools’ families.
Conclusion/Learning

19. The schools, as open systems, have been operated under different names constitute the
basis of the formal education system since the beginning of social life. One of the
outputs of the school system is to increase student achievement with high-quality
education and good management of the process.
According to the reports prepared based on international examinations and other
studies on education stated that, the school managers and teachers are the most
important factors for the success in comparison with the other factors which
contributed.
Education managers and planners must consider to have well-trained school managers
and teachers while preparing strategic plans, targets, and projects on education to
obtain better success, higher productivity, and to increase the quality of education.
Education system is not only a social system, but the only way to educate manpower for
other social systems, such as legal system, economy, policy, security, and others, and the
basis system to transmit common culture to the next generations to provide eternity of
nation as well. The success of this system is the success of the community. The
managers who are the cornerstones of this success, should be chosen by systematic
approach, well trained, developed, continuity should be provided. They should keep
track of our era and follow the changes and developments to train next generations to
realize the improvement and better quality.
School managers should take some special education and courses, such as theoretical
basis, system management, education planning, decision making process, organization,
communication, motivation, supervising and evaluation, usage of resources, personal
behaviors, human resource management and development, preparing special project for
schools, preparation and implementation of strategy, management of change, problem-
solving, and information management with case studies. School managers’ career
development program should cover project leadership, team leadership, school
leadership, and strategic leadership.
Educational leaders must be trained in accordance with the requirements of the
information age; such as thinking methods (creativity, critical thinking situations,
problem solving, decision making, learning), operating procedures (communication and
collaboration), working tools (information technology, communication technology,
information literacy) and skills to live in the world (citizenship, life and career, personal

20. and social responsibility), in fields of education, to contribute to the success and quality
of education.