Page 278 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes in what ways and on what occasions. Sensitivity education, which is a group process by which
people attempt to know one another better, uses sensitivity to another’s needs, interests and
values. Learners are undoubtedly affected and influenced by their peer groups. Research is yet
to find with certainty, the conditions of such influence on learners and how exactly they are
influenced.
(5) Teacher-Teacher Relations : The teacher as an individual has great potential for professional
improvement outside the classroom. One such situation is the working relationship among the
teachers. The faculty of teachers differ widely in terms of moral or group cohesivsness. But
whatever the nature of the group, the teacher has to find a place in it. He has to learn to relate
and communicate adequately to his surroundings within the faculty group. As a member of
this professional group, the teacher’s different roles are responsible for his professional
effectiveness and personal satisfaction within the institutional climate. There are many common
areas for cooperation and mutual help such as marking, promotion, reporting of activities of
students, inter-disciplinary topics, community and social service, etc. In fact an attitude of
mutual helpfulness is contaigious and favourable affects, teacher-learner and teacher-teacher
relationships in especially decreasing staff conflicts and promoting harmony among them.
Teacher education programmes should, therefore, lay stress on the importance of working with
other teachers and developing skills necessary to work successfully with teaching peers, stressing
on the need to communicate adequately and appropriately.
(6) Teacher-Administrator Relations : Teacher get opportunities to come in contact with
administrators in their daily routine of work and develop harmonious relations with them, as
long as administrators do not indulge in authoritarianism and the teachers are aware of their
role within a democratic set-up. However, when interpersonal difficulties are encountered it is
natural for one of the persons to project the problem on the other. Instead of blaming the other,
good human relations can be retained if each thinks in terms of the weakness on this part which
could have been responsible for the problems created in working with the other. Self-assessment
helps in eliminating many of the weaknesses and problems and develops interpersonal skills.
Each becomes tolerant of the other as he is acquainted with the other’s point of view. Further,
the administrator should exhibit a belief in the worth of all his faculty members, respect them
and see to it that all live and work in harmony. He should have special skills to work with
individual as well as groups in such a way that a good relationship is maintained.
(7) Teacher and Community Relations : Teacher not only have to establish good rapport with
learners, other teachers and administrators but have also to create sound relationships with
parents and other community members. This sort of relationship will have considerable effect
on the success of the students’ efforts and on the effectiveness of the teacher. The teacher’s
community relations extend beyond the parents group and enables them to participate as good
citizens of the community. Since interacting with a community involves a number of interpersonal
relationships caution should be the watchword. Realizing his major responsibilities in the
educational institution, the teachers relationship with the community should be cordial,
understanding and cooperative. An inter-play of a chain of relationship is anticipated in such
situations and it is necessary for the teacher to avoid over-committing himself with the
community activities.
(8) Student’s Involvement and Students Participation : The colleges can pursue several courses of
action to direct student discontent and dissatisfaction into constructive channels. If students
can be involved in daily activities, in annual functions and in co-curricular activities they will
work within the college system rather than feel compelled to attack it. The following are some
of the suggested programmes :
(i) Colleges should provide two-way communication channels. There should be regular
opportunities for dialogue among students, teachers and administrators.

272 LOVELY PROFESSIONAL UNIVERSITY