School business jobs are available in a diverse range of tasks and responsibilities, from the level of superintendence to the level of hands-on teaching. This implies that school business jobs or functions are concurrent with instructional functions. Formerly, functions of school business personnel were limited to decision-making and policy stipulation on matters such as payment of teachers, improvement of infrastructure, construction of buildings among other administrative functions (Guthrie, Hart & Ray, 2008). Most school business districts have thought it wise to restrict school business jobs to those with hands-on teaching experience as well as relevant experience in serving appropriate educational administrative positions. However, this restriction comes with both positive and negative implications. Below is a brief discussion of the pros and cons of restricting school business jobs to those who have taught and have had appropriate educational and administrative positions.
Pros
Reduced Cost of Management
Engaging the same staff in the school business district to teach in other management functions is an effective way of reducing financial implication on the side of an institution. The concept of site-based management as proposed by Guthrie, Hart & Ray (2008), makes it easier to share management and administrative functions, which eliminates extra financial implication that would have required employment of individuals with special training in a particular area of specialization such as accounting or planning.
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Collaboration and Coordination
Job sharing and delegation of management functions to the rest of the staff members in an institution is a great way of achieving the desired success. According to Smiley (2014), job sharing, corporation, efficient communication and collaboration creates an enabling environment for success.
Increased Effectiveness and Efficiency and Effectiveness
Those who have already taught understand all the challenges in an institution from the scratch. They understand the challenges that are affecting an institution or those which are likely to affect an institution at the basic level. For instance, a teacher is most likely to understand the problems that learners are going through than an external specialist would understand. This approach also encourages the staff and personnel to own the policies they come up with, which increases chances of success ( Vlachou, 2004)
Trusted Management
It is difficult for the staff and the general community to trust an external administrator or policy maker or put their recommendations into practice with confidence. An atmosphere that encourages sharing of ideas and engagement of the members of staff in the process of decision-making is an all-inclusive approach and is likely to win the confidence of all the stakeholders who form part of the broader institution ( Vlachou, 2004) .
Cons
Multi-Tasking and Overworking
If the staff members at different capacities are involved in the process of decision-making and have an obligation of taking part in other functions of management, there are high chances that they may be overworked or overburdened. This is because they have an obligation of engaging in multiple tasks. This would mean reduced level of efficiency.
Need for Specialists
Inasmuch as it is cost-effective to entrust individuals who have held teaching posts in the business school districts, they might not be self-sufficient. According to Guthrie, Hart & Ray (2008), this approach allows for collective participation in technical matters such as decision-making, planning, accounting, among other services. In case there is a technical task that requires a specialist or an expert to solve, the management will have to hire an external expert which might require considerable investment of the institutional funds.
Conclusion
From the above discussed pros and cons of engaging the personnel with teaching experience in matters of administration and management, it is can be concluded that it is more of a beneficial practice than destructive. The management should work out ways of resolving a few challenges involved in order to polish up the system of management by being more strategic in decision-making, including coming up with a more focused budgetary plan. Ultimately, such an institution is likely to experience success in the long run.
References
Guthrie, J. W., Hart, C. C., & Ray, J. R. (2008). Modern School Business Administration: A Planning Approach (Peabody College Education Leadership Series), 1st Edition . [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780134452128/
Smiley, M. (2014). Future ‐ Looking Collective Responsibility: A Preliminary Analysis. Midwest Studies In Philosophy , 38 (1), 1-11.
Vlachou, A. (2004). Education and inclusive policy-making: Implications for research and practice. International Journal of Inclusive Education , 8 (1), 3-21.
