Pattern of management analysis

********** ** ******** OF ********** *************** OF MANAGEMENT ******************* SCHOOLIts school ********* ********** ** * ********* ******* *** ******** ******* the functions of ************ planningb organizingc ********* directinge motivatingf controllingOPERATIONAL **************** Management ***** **** *** ****** *** ********** ** ******** ********* ******** and ****** chains ** considers *** *********** *********** *** *********** of ********* **** firms need ** ******* *** goods and ******** ***** clients wantLEADER--STEVE *********************** ******************** MEG **************** ** ****** *********************** ** SCHOOL ADMINISTRATORSEducation ** *** *********** *** ********* ******* ****** of *********** from the *********** times ** the ******* ** ******* *** ***** of *** ******* education ****** ** ***** ** ******************* ** *** ********** at certain ************** ** *** ******** struggle ** a ************** ***** ******** ******* ** *** activities or ***** **** * managers ** ** an ************* ************************ ***** ** *********** ********** **** ***** is ** **** *** ** manage ** ************************ or ** deal with *** ******** ****** than ***** ***************** *** ******** leaders must ** ********** ******* ******* *** contingencies **** **** ** * *** to day basisCONTEMPORARY SCHOOLPERSPECTIVE ** *********** ADMINISTRATIONThecontingency ******** to ************ ***** ** *** **** ********* ** ** best *** ** manageand **** ** be ********* ******** ********** ******* *** *************** be ********** ************* ****************** ** an organizationSITUATIONAL ****************** SCHOOL ** THOUGHTManagers *** ******* ** ******* roles ***** ***** ** summarizes unto three ***** ************* rolesb ************* rolesc ******** allocator1 *********** ************** ** ********** of * learning ************ Educational ************** ** *** ********* *** ********** ** ******** ************ such ** ****** ******* ***** **** ******* colleges and universities3 **** ***** ********** ** prestigious ************ *********** administrators manage ************** ********* ************** ********* *** *********** *********** Because ** ******** ******** educational ************** ******** a **** ***** ** ******* ********* *** customary ******************* Perspective of *** ********** *********** ******** ***** ** in ************** times education *** ******** ************ *** devoid ** ******* ******** **** ******** **** vocational ******** and **** academics (3 *** ** ***** ******* *** ** *** ****** of tribal ********* *********** system ** ********* underwent ***** changes ****** *** Spanish ************ *** ****** ****** **** ******** ** the Spanish ************ ********* *** religion-oriented ******* *********** was free *** *** ******** of Spanish *** compulsory Education ****** that ****** was inadequate ********** *** controlledThe ****** ** Spain by ******** ****** ***** *** *** *** *********** ******** under a ************* ********** *** ******* ********** ** ***** *** **** than ***** ********* **** closed *** *** time ***** *** were ******** ** ****** ** **** ** *** Secretary ** ******** *** ****** ********* in ******* *** Military Academy ** ******* *** the ******** University ** the Philippines **** *********** * system of **** *** ********** ********** ********* *** *********** by *** ******* ************** ******** *********** *** **** ****** ****** ****** ****** *** ***** ****** of ******** rule was *********** **** *** ************** of *** ******** ********** **** ******* *********** **** ******* the ****** for the ****** ** *********** *** avocation *** ******** ** the Taft ********** per instructions of ********* McKinley ********* *** non-commissioned ******** **** assigned to ***** ***** ******* as *** medium ** instructionA ****** *********** ****** ****** ****** was installed ** **** ** *** Philippine Commission by ****** ** *** ** ** *** implementation ** **** *** ******* * ***** ******** of ******** ** the ********** ********** ********** *** ********* ** ****** *********** to ***** ** *** *********** *** ******** **** *** *** **** **** the ThomasitesJapanese *********** ******** were ******** ** ******** Order ** * ** **** The ********** Executive ********** *********** *** Commission ** Education ****** *** ****** ******* and schools were ******** ** June **** On ******* ** **** *** ******** - sponsored ******** ******* *** ******** ** Education ***** *** ******** regime *** ******** of Tagalog ********** History *** Character ********* *** ******** for ********* **** *** **** and dignity ** labor was ********** On ******** 27 1945 the ********** of *********** *** **** **** ** the ********** ** ****** InstructionThe ********* Act ** **** ******* *** ******** ** ********* Culture *** Sports ***** later ****** *** ********** ** ********* ******* and ****** in **** by virtue ** ********* ***** ** *** *** ********* ** DECS ** embodied ** ** ** *** *** practically remained unchanged ***** **** **** *** ********** ** ****** ********* (CHED) and **** when the Technical ********* *** ****** *********** ********* ******* were established to supervise ******** ****** ******** *** ********** ******************** programs ************** August **** ******** *** 9155 ********* called the Governance ** ***** ********* Act was ****** ************ *** **** of *** Department ** ********* ******* *** ****** ****** ** *** ********** ** Education ******* *** ********** *** role ** ***** ******* (regional offices ******** ******* district ******* *** schools)At ******* *** ********** ******** **** four **************** ** *** areas of:(1) ******** *** Projects; *** Regional Operations; *** ******* and *************** and *** ***** Affairs; four ********* *********** ** the ***** *** (1) Programs and ********* *** ******** *** ************ *** ****** and ********* ******** *** *** Legal *******