This essay captures the central ideas of what educational management is. The word management is very broad and speaking of it involves a whole hierarchical and educational structure; which is systematic, is aimed at strengthening educational institutions in order to enrich pedagogical, managerial, community and administrative processes, but in order to carry it out, you need the support of the three phases; thus also the institutional one exists that is the one that is in charge of the structure of the school as of the administration; the school one, plays an important role in educational institutions because it is practically focused on all the actors in the educational community (principal, teachers, support staff, parents and students) and finally the pedagogical one, which achieves quality educational focusing on the classroom and student teacher integration.
What is intended in this essay is to publicize everything that encompasses management and the processes that must be followed for a better education, as well as to publicize some actors who refer to educational management and contrast them with experiences lived through of practice, analyzing whether everything that makes up management within an institution is actually carried out.
In the same way, a constructive criticism is made about educational reform, this law applied to impacted society, It is worth mentioning that it is necessary to question whether it is really being given the importance it deserves to achieve quality institutions externally and internally..
Due to this, it is necessary to carry out a whole process of innovation through educational, pedagogical, institutional and school management, to build students capable of developing to face the world and make a significant change.
EDUCATION MANAGEMENT
It is necessary to consider a change in values in the educational culture, against professional isolation, against a defensive attitude, against dependency, against individualism. (UNESCO).
Within educational institutions, a series of rules are promoted where in some way they are based on the institutional order, and on the other hand, internal organization, based on its improvement; a significant part for this realization is to demand the basic resources of the institutions.
Mintzberg (1984) and Stoner (1996) assume, respectively, the term management as the arrangement and organization of the resources of an individual or group to obtain the expected results. It could be generalized as the art of participatory anticipation of change, in order to permanently create strategies that guarantee the desired future of an organization; it is a way of aligning efforts and resources to achieve a certain end.
The term management is a very broad word because it not only implies asking for something, but it also has a series of steps that must be complied with, it is applied in all educational and business institutions.
Management implies changes because it is a form of organization, where not only the internal but also the external must be changed, the change must be from the economic to the global, because the organization continuously deals in a changing environment.
We must not forget that the field of management is very broad since it is categorized into four areas: educational, institutional, school and pedagogical.
What we must take into account primarily is educational management, which is a systematic process that is aimed at strengthening educational institutions in order to enrich pedagogical, managerial, community and administrative processes, in order to preserve institutional autonomy in order to respond to educational, local, regional and global needs; In itself, educational management is a systematic process that has established steps where planning and evaluation must be started to strengthen what institutions are, in order to carry out this, phases are required.
The first phase is the self-evaluation, it is based on collecting and analyzing all the information related to the development of its actions, that allows us to identify the strengths and improve to be able to put an improvement plan, that is why the self-evaluation is essential during the implementation of plans.
The second phase is institution-based improvement; they are the goals that are established to be able to fulfill them and achieve improvement, clear strategies to be able to fulfill the mission of improvement.
The third phase is execution and monitoring, this is for decision making. These three established phases lead the process for the improvement of an educational management.
Taking into account what educational management is and seen in this way, one cannot understand the change in education without understanding the context in which the school has been forged and the social functions it performs in it. Therefore it is necessary that within an educational institution there is the commitment of all staff, to achieve the goal of an improvement in education, an influential part of this is based on management.
Institutional management was created with the purpose of improving the administrative structure of the same institution, in the same way it is a process that helps to properly manage projects and the set of interrelated actions that administrations undertake to promote and enable the achievement of pedagogical intent in, with and for educational action.
According to Cassasus (2000), achieving an effective educational institutional management is one of the great challenges that the federal and state administrative structure must face to open changes and to facilitate development pathways towards a true educational path, from and for schools. Above all, if management is understood as a tool to create efficiency, effectiveness, relevance and relevance, with flexibility, maturity and sufficient openness to the new ways of making present in school microsystems that, in shortly, they will reverberate in the macrosystem.
There is a long way to go with institutional management, practically within institutions there is an integration based on administrative staff, where each individual, apart from being trained, needs to have values, because of this part of decision-making, policy formulation, the appropriate strategies will originate an important part of the educational quality.
Another fundamental aspect is school management where all the actors of the educational community (principal, teachers, support staff, parents and students) are involved in achieving the objectives, purposes and purposes of basic education, creating the environments and processes necessary for students to learn.
In order for school management to take on a meaningful meaning, it is necessary that the experiences, capacities, abilities, attitudes and values of the actors come into play, to align their purposes and direct their actions through the selection of strategies and activities. that allow them to ensure the achievement of the proposed objectives, for the fulfillment of their mission and the achievement of the vision of the school to which they aspire.
The last fundamental aspect is pedagogical management, which is an important part of achieving educational quality. This management is focused on the classroom, where the teacher-student relationship originates.
The teacher apart from having a theoretical discipline, its content must be influenced by the daily practice, which is why the teacher must be constantly updated, to strengthen the identity of educational centers.
It is a necessity to update the knowledge of the teachers, all this to improve the quality of education and attending to the educational needs, the pedagogical management is the one in charge that the teacher works with the realization of the teaching processes, as assumed by the curriculum and as it accommodates them to their didactic planning, such as the way of evaluating, the way of interacting with their students and parents to guarantee learning, that is why the collaboration of students, parents and teachers is required, which are three fundamental factors to have a good collaborative work.
Pedagogical management is linked to the quality of teaching and the responsibility falls on the teacher because he has the obligation to prepare and strengthen the knowledge of the students, developing the skills and abilities they may have.
As Zubiria (2006) mentions, the teacher's concept of teaching is what determines its forms or styles to teach, as well as the alternatives it offers the student to learn.
The ways of teaching of teachers cannot be detached from the learning styles of students, it is necessary to know how they learn and what they need to achieve it, without forgetting the characteristics and conditions that may be in favor or against.
Being a teacher can be said to be easy, since it is only teaching a small group of students, but how to make students understand and learn in the same way and at the same time that the teacher is teaching?, when really the Secretary of Public Education establishes programs that the teacher must strictly implement, and how to carry out that program if it is not managed according to the level of the student or its context.
Relating this topic to the practice of social service, it has been observed that this problem occurs in a particular primary school, where the program marks the teacher and requires that first-year students must know how to read, when this is not the case. Because it is in first grade where the teacher teaches children the basics, which is the alphabet, distinguish colors, numbers, additions and subtractions, write their name, etc. It is there where the teacher uses the hidden curriculum to make modifications to his planning, according to the difficulties of the students.
It has been observed that the directors are the head of the institutions, in addition to this, currently these directors do not always fulfill their role of being a true leader.
This institution is an example of this in which it is necessary to progress in its structure, as well as having material resources, with first-aid kits, equipped libraries, and knowing how to give it the necessary use it should.
At the beginning of this school year, new teachers entered, with new ideas and proposals that can serve to improve it, an example of this would be the arts education teacher who brought many ideas to make his class more dynamic, the fact of Being an artistic subject does not only mean putting children to draw, but teaching them what art is, the art of painting, drawing, singing, dancing, acting in plays, creating in them a passion for something, awakening their feelings and imagination, develop skills.
It is important to mention that teachers should work together, modifying their teachings, implementing didactic materials and pedagogical strategies, in this case the art teacher managed 2 classrooms, one would be for practical work and the other for theoretical work, making a classroom suitable for the students, using didactic materials and modifying the classroom for the development of the children's imagination.
It is considered that there are teachers who bring good proposals to improve the school and who come with great enthusiasm to put them into action, what is missing is that they be heard by the leader of the institution; As we know, the job of a leader is to organize teachers and generate agreements among the members of the school community making sure that they are carried out.
In this regard, the institution has an administrative department that is in charge of the permanent coordination of human resources, financial materials, in this case the financial management of the school is carried out by the principal himself, giving each teacher a task and half the school year accounts are delivered of everything that was obtained, where that money is used for the same institutions or for events that are held.
Realistically, is it enough to have an administrative organization ?, but how to achieve all this process that leads us to true change, a future where there is a warm education, according to the educational reform established by President Enrique Peña Nieto is for that, to raise education throughout the national territory; with the educational reform, it is proposed to increase the role of education to reduce social inequalities, seek to be influential and provide resources to the poorest areas of the country, guarantee free public secular education, as well as better teachers, who will spend more time in schools for the best training of students, who have access to food, books, educational materials, adequate facilities.
Analyzing all this proposal that, according to the educational reform, is well heard, but where is all that it proposes? Is it really being fulfilled? Will this process really be carried out for an improvement in education? Or they are just a proposal that is not implemented, harming only the teacher by taking away the authority and will to teach because, where are the resources that the poorest areas are supposed to receive, if Chiapas has one of the lowest levels of education there is both in its social inequality and in its educational economy.
How better teachers? If the educational reform is implementing exams to assess their knowledge, if the teacher's knowledge is acquired through experience, the teacher is not afraid of the evaluation, but of the non-legal, since being a teacher they face many things These are due to the fact that the teacher is a todologist, but it should also be mentioned that there is teacher to teacher, that is to say, true teachers who are dedicated to the education and preparation of their students and there are teachers who are totally the opposite.
If the government wanted a good education, it should not hinder the teacher, such as removing that absurd agreement that it has with the Secretary of Education, where the teacher cannot fail the student, there the student is harmed because they would only pass it by go without knowing anything Where is the quality education proposed by the government? This means, that the government only wants to increase in numbers of education not of level of learning.
Mexico is governed by corrupt politicians and at the rate we are going there will be much more laziness in all aspects, and worst of all, nothing is done, there is no union.
The teacher and the whole of society must become aware of everything that is happening, and it is the same people who are going to rise up and take the course of true change.
CONCLUSION
Educational management in all its areas strengthens the significant growth internally and externally of an institution, and takes an important step to raise awareness in the educational system and generate change.
After having analyzed the educational reform that is currently being implemented, based on the consequences and advantages for teachers and society in general, it is considered that politicians in general make wrong decisions and only think about their economic progress, in some way disguise the plans and programs of study and worst of all is that they do not fit the context, there is practically no educational innovation.
Based on the aforementioned, it is suggested that the change should start from the particular to the general, that is, from the institutions, starting from the teacher as an example for all.
First of all, the teacher must start in the classroom, taking his profession seriously, dedicating himself to true teaching, teaching his students to make constructive critics and above all reinforce values; and encourage parents to follow constructive teaching in their homes, not just stay in the classroom, and above all, transmit it to the whole of society through example to make a significant change until reaching the educational system.
