Catedra Științe ale educației și Management Program de studii: Leadership și instruire engleză Morari Mihaela UTILIZAREA TEHNOLOGIILOR INFORMAȚIONALE… [622189]

MINISTERUL EDUCAȚIEI AL REPUBLICII MOLDOVA
UNIVERSITATEA PEDAGOGICĂ DE STAT „ION
CREANGĂ” DIN CHIȘINĂU
Facultatea Științe ale Educației și Informatică
Catedra Științe ale educației și Management
Program de studii: Leadership și instruire engleză

Morari Mihaela

UTILIZAREA TEHNOLOGIILOR INFORMAȚIONALE ÎN
PROCESUL DE CONDUCERII A ȘCOLII
TEZĂ DE MASTER

Conducător științific:
Elena Țap, dr., conf. univ.

Chișinău , 2021

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MINISTRY OF EDUCATION OF THE REPUBLIC OF
MOLDOVA
“ION CREANGĂ” STATE PEDAGOGICAL
UNIVERSITY CHIȘINĂU
Faculty of Education sciences and informatics
Department of Education Sciences and Management
Study program: English Leadership and Training

Morari Mihaela

THE USE OF INFORMATION TECHNOLOGIES IN THE
LEADERSHIP PROCESS
MASTER DEGREE THES IS

Research adviser: Țap Elena ,
PhD Associate Professor.

Chișinău – 2021

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DECLARAȚIA PRIVIND ASUMAREA RĂSPUNDERII

Subsemnata, Morari Mihaela
Masterand ă a Facultății Formare Continuă al Universității Pedagogice de Stat ”Ion
Creangă” din Chișinău,
Program de studii Management educațional declar pe proprie răspun dere că teza de master
cu tema Utilizarea tehnologiilor informaționale în procesul de conducerii a
școlii
a fost elaborată de mine și nu a fost prezentată niciodată la o altă facultate sau altă instituție
de învățământ superior din țară sau de peste hotare.
De asemenea, declar că sursele utilizate în teză, inclusiv cele di n Internet, sunt indicate cu
respectarea regulilor de evitare a plagiatului:
 fragmentele de text sunt reproduse întocmai și sunt scrise în ghilimele, deținând
referința precisă a sursei;
 redarea/reformularea în cuvinte proprii a textelor altor autori conți ne referința precisă;
 rezumarea ideilor altor autori conține referința precisă a originalului.

Morari Mihaela
Data : 24.12.2020

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LIST OF ABBREVIATIONS
M – management
ME – educational management
EU – European Union
TI- information technologies
ICT – information communication technologies
SI- information system
SIM – managerial information system
BD – databases

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LIST OF TABLES
Table 1.1. Manager 's roles ………………………………………………………………….33
Table 2.1. Typology of information flows …………………………………………………..56 -57
Table 2.2. Classification of me ans of information processing ……………………………… 59-60
Table 3.1. Determining the quality of information after the implementation of SIM ……….75
Table 3.2. Finding the quality of information existing in the school by school managers before
the implementation of SIM and after the implementation of SIM ……………………………76

LIST OF FIGURES

Figure 1.1. Input – output model ………………………………………………………………12
Fig. 1.2. Management system ………………………………………………………………….12
Fig. 1.3. Interdependence between managerial functions ……………………………………..22
Fig. 1.4. Functions of educational management ……………………………………………….26
Fig. 1.5. Analysis in the financial administration system o f the educational institution ………37
Fig. 1.6. All activities specific to the school manager …………………………………………41
Fig. 2.1. Link between the subsystems of the management system ……………………………46
Fig. 2.2. Components of an information system ……………………………………………….49
Fig. 2.3. Organizational system ………………………………………………………………..51
Fig. 2.4. Components of the information system ………………………………………………54
Fig. 2.5. Information flow …………………………………………………………………… 57
Fig. 2.7. Schematic representation of the computer system ………………………… …………64
Fig. 2.8. The place and role of the information system within the managerial information
system. …………………………………………………………………………………………..65
Fig. 2.9. The model of accomplishing the managerial information system in the school
institution. …………………………………… ………………………………………………….67
Fig. 3.1.Assessment of information quality after SIM implementation ……………………………….. .75
Fig. 3.2.Assessment of SIM efficiency ……………………………………… …… ………………………….. ….77

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CONTENT S

INTRODUCTION ……………………………………………………………………… …7-10
Chapter I . CONCEPTUAL REFERENCES OF EDUCATIONAL MANAGEMENT
1.1. School management system ……………………………………………………………11 -16
1.2. Components of the school management system ………………………………………17 -33
1.3. Responsibilities and roles of the school management in the conditions of
decentralization …………………………………………………………………………..…34 -42
1.4. Conclusions on Chapter 1 ……………………………………………………………..42 -43
Chapter II . ASPECTS METHODOLOGY OF FORMATION OF SCHOOL
INFORMAT ION SYSTEMS
2.1. The informational aspect of educational management ………………………………..44 -49
2.2. Conditions for design and operation of the managerial information system ………….50 -60
2.3. Methodology for the development of the managerial information system …………… 61-67
2.4. Conclusions on Chapter ………………………………………………………………..68
Chapter III . THE APPROACH TO THE DEVELOPMENT OF THE INFORMATION
SYSTEM IN SCHOOL INSTITUTION
3. 1. Diagnosing the quality of real information for the information system ………………69 -73
3.2. Evaluating the efficiency of the managerial information system in the school ……….73 -77
3.3. Conclusions in Chapter 3 ………………………………………………………………78
GENERAL CONCLUSIONS AND RECOMMENDATIONS …………………………79 -80
BIBLIOGRAPHY ………………………………………………………………………..81 -83
ANNEXE S
Annex 1 Type of information ……………………………………. ……………….. …………………………..84 -87
Annex 2 Dashboard for the implementation of the information system in the management of
teacher training ……………… ……………… …………………………………. ………. …………………………88 -101

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INTRODUCTION
Arguing the topicality of the research topic. It is increasingly accepted that overcoming the
crisis and resuming healthy economic growth can be achieved by stimulating public investment
in infrastructure, but also by developing human capital through education, research and
innovation. The technology and information society is, by its very nature, a changing society,
which requires the continuous mastery of new information and technologies that appear and are
used in the occupational sphere.
The European Union's new "Europe 2020" strategy, launched by the European
Commission, for overcoming the crisis and preparing the EU for the next decade sets out three
concrete goals to be achieved for resumption of economic growth and to be implemented
through concrete actions at both EU and EU level. national: to be smart, in the sense of relying
on knowledge and innovation; be sustainable, in order to promote greater efficiency in the use of
resources, increase environmental performance and encourage increased competitiveness;
strengthen inclusion by acquiring sk ills, increasing employment and combating poverty. The
Digital Agenda for Europe is one of the seven pilot initiatives of the Europe 2020 Strategy and
aims to define the key role that the use of information and communication technology will have
to play in achieving the Europe 2020 goals. of knowledge, based on networks, with the Internet
at its center ”[17].
Europe continues to invest below opportunities in ICT research and development. In his
speech Barroso (2010) mentioned: Europe must learn from the exp erience of the global
economic and financial crisis. Our economies are intrinsically linked. No Member State can
effectively address global challenges through isolated action. We are stronger when we work
together, and the success of overcoming the crisis therefore depends on close coordination of
economic policy. Failure to do so could lead to a "lost decade" of relative decline, permanent
deterioration in growth and high levels of structural unemployment. [31, p. 26]
Nicolescu, O. and Verboncu, I. in Orga nization Management, [34 p. 247], highlight that
the proper functioning of the institution, achieving the objectives contained in its forecasts is
possible through the contribution of an information system that can be compared with the
circulatory system i n the human body , which provides the raw information necessary to
establish and meet managerial objectives, tasks, competencies and responsibilities both
managerial and executive within organizations. As a result of the transformation of information
and k nowledge into a main source of economic development, along with the spectacular and

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rapid advances of information technology, there is an increase in both the share and role of
information technology in the quality management of contemporary schools.
For t he efficient management of the school institution it is necessary to have its own
information system [24, p. 45]. It should contain all the information necessary for the exercise of
the management activity at the level of that unit. The volume, structure a nd types of information
required vary depending on the nature and complexity of the activity carried out in the respective
school, as well as on the competencies established for the different hierarchical levels, but
especially on the attributions of the m anagement bodies. Data, information, flows, circuits ensure
unity of language, both within the school and within the integrated education system. Creating an
information system is a complex task. It can be done at a later stage, after solving
methodologica l, technical, financial problems, etc.
Generalizing the results of the literature synthesis, we found that school managers try to
promote and demonstrate different models of managerial information systems, which would help
promote quality management in pre -university institutions, where information is the main tool
for short -term decision making, which is stored by fields of activity, and to be concentrated in
the so -called managerial information system, necessary for the manager in the management of
the pr e-university institution, which presents the motivation of the research because a way for
school managers in pre -university institutions to face challenges, through a model new
managerial management applied at the level of pre -university institutions
Based on the mentioned statements and contradictions, we formulated the research
problem: the need to identify the method of school management with financial autonomy and
institutional management in a new social -pedagogical context, the methodology of applying the
information system using specific methods, criteria and indicators. streamlining institutional
management.
The aim of the research consists in the theoretical and methodological substantiation of the
formation of the model of the managerial information system for a quality management of the
pre-university institution.
The objectives of the research are:
• Analysis of the concept of managerial information system in various perspectives.
• Identifying the particularities and role of the information system for managerial
management.

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• Elaboration of the managerial information system model.
• Implementation and monitoring of the managerial information system model.
The theoretical significance of the research consists in the psycho -pedagogical
substantiation of the innovative managerial management techniques applied in general education
institutions by identifying the landmarks expressed by: defining the concept of educational
system, information, information system; determining the role of the managerial inf ormation
system in the educational system, identifying and theoretical argumentation of the principles of
the managerial information system in general education institutions, the theoretical substantiation
of the formation of the managerial information sys tem in general education institutions.
The experiment took place in the Public Institution the Theoretical High School
“Dimitrie Cantemir”, from Cornesti city . In the general education institution there are 110
teachers, 1400 students are studying. The man agement team consists of 8 people. There are three
cycles of study in the institution: the primary cycle, the gymnasium cycle and the high school
cycle. The team for the development and implementation of the managerial information system
is composed of 9 p eople: director, deputy director, organizer, librarian, superintendent,
accountant, computer science teacher, a parent member of the school board, nurse.
The basic objective pursued in the experimental activity was the application of design,
implementation and monitoring techniques for the development of the managerial information
system in pre -university institutions.
The research took into account the conceptual values of some conceptual and normative
documents, such as: Decision on the Integrated I nformation System Decree of the President of
the Republic of Moldova No. 1743 – III of March 19, 2004 "On building the information society
in Moldova" and Government Decision No. 632 of June 8, 2004 “On the approval of the Policy
for building the informatio n society in the Republic of Moldova”, the Law on computerization
and state information resources (No. 467 -XV of 21.11.2003).Emphasis was placed on
researchers in the field of management and educational management such as Bibu N. [5], Cristea
Sorin [13], D omokos E., [15], Dumbravă I., [16], Jinga I. [22], Joița E . [2. 3],Nica P. [32],
Nicolescu O, Verboncu I, [36], Ortan F. [39], Simionescu A. & Simionescu Gh. [42], Țoca I.
[45].

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From the field of Information Technologies, and managerial information system s: Verboncu I, &
Nicolescu O. [34, 35, 49], Turban, E., Leidner, D., McLean, E., Wetherbe, J., [46], Mureșanu I.
[31], Militaru Gh., [31], Mihăescu L. [24], Fernandez A. [18], Băduț M [3], Andone I, [2].
From the researchers from the Republic of Moldova, e mphasis was placed on great
contributions in the field of educational management Cojocaru V. Gh. [10,11], Patrașcu D., [50].
To carry out the research in the above -mentioned epistemological context, the following
methods were applied: theoretical – scienti fic documentation, analysis of pedagogical
phenomena and regulatory documents, synthesis, deduction, correlation, generalization,
systematization, comparison and theoretical modeling of schemes; empirical – pedagogical
experiment, data collection by applyi ng questionnaires, performance evaluation; interpretative –
the method of specific observation, quantitative and qualitative analysis of data, analysis of
teachers' activity products from the use of innovative techniques, interpretation of quantitative
data by making diagrams.
The thesis is composed of introduction, three chapters, conclusions, recommendations,
bibliography, annexes.

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Chapter I. CONCEPTUAL REFERENCES OF EDUCATIONAL MANAGEMENT

1.1. School management system

Any activity thought, designed and executed by man is rationally grounded. The
principles of formal logic coordinate and impose the rigors of correct thinking, ensuring the
coherence of theoretical discourse and practical action. This rational foundation of human theory
and pr actice determines the correspondence between a set of principles and a theoretical or
practical field of reference. The principles are the basis of our activities from the s implest to
scientific research. The essence of management is the functions or attri butes, as it resulted from
the definition. The first to identify and analyze management processes was Henry Fayol.
Education in the Republic of Moldova, from the perspective of its leadership, has a
certain structure or levels of layering. We can speak, th erefore, of an institutional system of
education management, between its elements existing, according to I. Jinga (2001) "links of
subordination and / or cooperation in relation to the functional attributions established by law
and other normative acts". T he principle underlying the institutional system of education
management is that of combining the unitary management of education with local and
institutional autonomy.
Speaking about the purpose of education management, I. Jinga believes that it aims to
achieve the proper functioning of the entire system, both as a whole and at the level of each
element "by adopting it and constantly connecting it to the requirements of economic, scientific
and cultural development. of society, revealing and removing in t ime the shortcomings, the
obstacles that appear in the process of achieving the proposed objectives "[21, p. 65]
A school cannot operate alone or in a vacuum. It is permanently dependent on the external
environment and is part of a larger system in this ca se, the education system – an industry,
economy, society. Each school, enterprise receives certain inputs, transforms them and delivers
certain outputs to the environment (Fig. 1.1).
The details of this general model of an open system are shown in Figure 1 .1 below. The
elements present in this scheme express a specific, important and interesting aspect for the
managerial process viewed as an open system.

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Figure 1.1. Input -output model
Researcher I. Ursachi shows that among the elements of entry into the system, along with
human, material, financial and informational, are the interests of some entities: individuals,
organizations, community institutions, etc., interests for the activity and existence of the system.
Satisfaction at a minimum acceptable level of mentioned interested entities is the mission of the
organization's management. (Fig.1.2) [47, p. 16,].
Entries

EXITS

Fig. 1.2. Management system. Source [47, p.16,]
Environment
transformation process
realization of the system entries exits
Interests of: External variables
1. People 1 Owners 5. Financial -banking organizations 1. Opportunity
2. Capital 2 .Employees 6. State administration 2. Restrictions
3. Materials 3.Customers 7. Communications 3. Other variables
4. Information 4.Prov iders
– technology
– managerial
MANAGERIAL PROCESS OF
TRANSFORMATION
PLANNING
ORGANIZATION
MOTIVATION -TRAINING
COORDONATION
CONTROL
COMUNICATION SYSTEM
REENERGIZATION
1. Products 4. Satisfaction
2. Services 5. Integrated interests
3. Profits 6. Others exits

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The fact that the interests, the requirements, are often not congruent, makes the managerial
process complex, often difficult, but also provoking a lively interest. Managers want more
educational offers and to have as many students as possible in the school. Teachers want higher
salaries, which will increase the costs of educational services, parents and students, as customers,
demand the best quality products at the lowest possible prices, which does not lead to minimum
costs and maximum income.
The task of the management is to achieve the integration and harmonization of the
legitimate requirements of all the supporters of the activity of the school institution and to
produce the outputs that form its objectives.
The managerial process of transforming the input elements and the management's relations
with the external environment are carried out through communication.
An essential role for management is played by the inverse connection provided by the
outputs, which ensures the reintegration of the system and provides information that guides the
changes of adaptation to the environmental variables, presented generically in the scheme as
opportunities and restrictions. [16, p.53]
Certo Samuel in Modern Management, [11], describes that “the management system
represents the set of decision -making, organizational, informational and motivational elements
within the organization, through which all the processes and management relationships are
exercised, in order to obtain an efficient bigger.
The management system includes several components:
• organizational subsystem
• information subsystem;
• methodological -managerial subsystem
• the decisional subsystem
The organizational subsystem is the most concrete component of the management
system. The organizational subsystem consists of all the elements of organizational nature that
ensure the framework, division, combination and functionality of work processes in order to
achieve the intended objectives. The objectives represent qualitative and / or quantitative
characterizations of the goals pursued by the organization. Depending on the scope and
importance, Dumbravă [16, p. 54] divides them into several categories:
• fundamental objectives – expresses the main goals pursued by an economic agent as a
whole;

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• objectives derived from grade 1 – are directly deduced from the fundamental objectives,
their achievement involves an appreciable part of the work processes carried out in the
organization;
• objectives derived from grade 2 – are deduced directly from the objectives derived from
grade 1, being characterized by a more concrete definition and by the involvement in their
realization of some restricted work processes;
• specific obj ectives – synthesizes the motives or the utility of some works or actions that
contribute to the achievement of the derived objectives;
• individual objectives – which concretize the specific objectives at the level of people.
The information subsystem , which will be described in a separate chapter.
The methodological -managerial subsystem that can be defined as the set of systems,
methods and techniques used in the design and exercise of functions and relationships
managerial within the organization. It com prises three categories of elements: complex systems
or methods, methods and techniques, respectively. The term complex method is also used for a
certain management system within the organization, in order to avoid confusion with the
management system of t he organization as a whole. [ 32, p.55]
Management systems differ from management methods especially in terms of scope and
complexity. [32] Nica and Iftimescu consider that the management system has an appreciable
complexity, incorporating, among others, v arious methods that can be used independently and
refers to the organization as a whole or to its major components. Among the best known and
most effective management systems we mention: management by objectives, management by
projects, management by budge ts. Among the most frequently used managerial methods we
list: delegation, meeting, SWOT analysis, business plan. The managerial technique is a relatively
simple managerial construction, through or exercising a certain management task, its impact
being lim ited to the level of a manager. They have been used independently for hundreds of
years or incorporated into managerial methods and techniques. Examples: the manager's weekly
work schedule, the manager's daily work schedule (Appendix 1), the functional ass essment, the
job analysis.
Functions of the methodological -managerial subsystem :
• providing logistical support for the exercise of processes and management relations;
• developing the potential of managerial and executive staff;
• scientificization of managerial activities;
• enhancing the functionality and competitiveness of the organization.

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The decision -making subsystem is a real control system, which regulates the activities involved.
It represents the most active part of the management system and through it the forecasting is
exercised with priority, but also the other functions of the management.
Rosabeth notes that "the decision -making system consists of all the decisions adopted and
implemented within it, structured according to the system o f objectives pursued and the
configuration of the managerial hierarchy . [40] The number, nature and characteristics of the
decisions incorporated in the system are very wide.
The decision is the most important piece of management's resistance and its speci fic tool of
expression. Decision -making involves choices, aims at results of a certain type and depends on a
number of external and internal factors. These factors include:
– the knowledge and experience of the decision -maker;
– information available at th at time;
– the time scale in which the decision must be made;
– the ability of the person making the decisions to support them;
– the individual or group character of the decision;
– novelty of the situation: whether such decisions have been taken before o r not.
The decision is the course of action chosen to achieve one or more objectives. It follows
that the decision necessarily involves several elements:
– one or more objectives;
– identifying several variables to achieve the objectives;
– choosing or sel ecting, conscious process of opting for one of the outlined possibilities of
realization.
The decision is an act specific to the human species, which uses information as "raw
material". "The managerial decision can be defined as that decision which has dir ect
consequences on the decisions and actions of at least one other person" [36, p. 263 -273].
Managers make decisions that influence their organization on a daily basis and
communicate these decisions to other members of the organization. Not all managers' decisions
are of equal importance to the organization, some cost a lot of money to put into practice or have
a long -term effect, others are simply insignificant. In practice, the managerial decision takes two
forms:
– decision -making act, predominates qua ntitatively within the organization, takes place in a
very short period and refers to decision -making situations of low complexity.
– decision -making process, specific to more complex decisions and involves a consumption
of time that can reach the order of weeks.

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The decision -maker is represented by the person or group of persons who, by virtue of the
tasks, competencies and responsibilities assigned, take managerial decisions. In all decision –
making sequences (starting with the setting of the decision -making objective, continuing with the
identification, processing and analysis of information, with the elaboration of decision -making
alternatives, the decision itself and concluding with its application), the decision maker is the one
who determines what a nd how to achieve. [36 p. 248 ,]
The future word is essential in analyzing the conditions under which decisions are made.
As organizations and their environments are constantly changing, the future consequences of
implemented decisions are not perfectly pre dictable. In general, there are three different
conditions: certainty, uncertainty, risk.
Conditions of certainty exist when decision makers know exactly what the results of the
implemented alternative will be. The result of investments in government bonds is in all respects
completely predictable due to the stable interest rates imposed by the government. In conditions
of uncertainty, the probability of achieving the goal is high, but there are serious doubts about
the way in which it should be done. Risk conditions exist when the goal is possible to achieve,
but there is great uncertainty as to the most appropriate ways to follow.

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1.2. Components of the school management system

The management, which is based on methods and techniques of collecting and processing
information, analysis of labor and social relations, offers the manager the opportunity to analyze
the main directions of development of the institution, internal and external factors that may
influence its future, to act decide i n the necessary cases. The quality of the organization's
management organization depends on its results in all fields of activity
Management represents the totality of the actions undertaken for the orientation and
guidance of the human team in the activit ies aimed at ensuring social and material development,
in order to satisfy the interests deriving from the established objectives of the system.
Researcher Stan N., defines educational management “is the science and art of preparing
human resources, of for ming personalities according to purposes requested by society and
accepted by the individual. It can be analyzed in action, operational, practical, tactical,
procedural, theoretical, global, general, strategic, scientific ”. [43, p. 4.]
The functions of ma nagement are structured and identified starting from "the cyclicality of
the managerial process, which begins with the definition of the goal, continues with the
establishment of tasks and ends with their fulfillment". [15, p. 16].
The establishment of the functions of the educational management in relation to the specifics
of the education and the school institution allow their classification as follows: [39, p. 32 -34].
"Through style and personality, the school manager will be not only a leader, but also a good
role model. In every moment he will be a good professional, like a man of the school, that is, a
good psycho -pedagogue, a good observer of school life, a colleague of the teaching departments
and a credible mentor for the students. At the same time, however, he will apply his managerial
knowledge in organizing, planning activities, in elaborating and making decisions, in the design
and forecasting activity, as well as in the evaluation one, in defining the management functions,
starting from its cycl icality ”. In the process of accomplishing each cycle, the manager of the
educational unit performs, in a certain sequence, a series of operations. In accordance with this
sequence, the managerial process is divided into stages, which follow one another in a certain
order, stages which, depending on the content of the operations specific to each, define its
functions: forecast, organization, coordination, training, evaluation – control.
Forecasting (planning) is the set of actions and decisions that establi sh the fundamental
objectives, its components, the resources to be mobilized and how to achieve them. Planning
refers to "global and specific processes that determine school objectives, components of
educational policies, resources, guidance strategies for educational managers and evaluating the
achievement of projected objectives throughout the school organization." [6, 238 p.]

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Ioan Boboc identifies several sub -stages of planning: analysis of previous managerial
educational plans, diagnosis of the existin g state, control of the organization of plans, evaluation
and feedback. In relation to the “horizon” of the period to which the forecast refers, we can
distinguish three types of forecast activities:
– Forecast – is the long -term forecast that is character ized in forecasting studies, based on
which strategic decisions are taken at a higher hierarchical level. It has an orienting character and
a high degree of generalization, following the notification of some evolutionary characteristics of
the socio -educat ional phenomena.
– Planning – designates the medium and short term forecast (from a few years to a
semester or even less), whose product is the plan. The structure of the plan includes: objectives,
activities, responsibilities, deadlines, control and evaluation methods. Everyone defines planning
in their own style, but we all understand that this managerial function refers to “global and
specific processes that determine school objectives, components of educational policy, resources,
guidance strategie s for educational managers and evaluating the achievement of projected goals.
the whole school organization ”
The planning of the activity at the level of the education system supposes "a pedagogical
reflection" on the future action, conceived with prospec tive purpose (strategic planning) and
ameliorating (tactical planning) [33, .p. 44 -83].
– The programming refers to very short periods (decade, week), describing in great detail the
actions to be taken, as well as the means and resources used to implement the plan.
Forecasting (planning) must be viewed in close interdependence with the other functions of
management, its success depending on the implementation, organization and optimal evaluation
of the management process. According to Ciurlau C., Tomiță, I. , Gheorghe, H., [9, p. 123], the
forecasting function consists in all the processes through which the main objectives of the
educational unit and its subdivisions are determined, as well as the resources necessary to
achieve including the ways to follow to fulfill the mission of specialized secondary education.
The main objectives of the school management are:
• establishing the final results to be achieved by the institution at each of its links;
• distribution for each link (step, department, profile) of the objectives;
• concentration of the strategy and policy of institutional orientation and coordination;
• outlining and applying the institutional and administrative control system, etc.
The forecast in the educational environment is done in stages:
• shaping the perspective by establishing the foreseeable directions of evolution;
• determining the objectives, with emphasis on quantifying the results they expect;

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• establishing major policies and statements that guide the manager's thinking in the
decisio n-making process;
• scheduling actions;
• concretization of the necessary human, material and financial resources.
The organization , as a function of management, designates the set of actions that ensure the
instrumental content of planning (organon – tool; to organize – request tools – in Greek), as well
as the rational and efficient use of resources of the educational process (human, material ,
didactic, financial and informational). The organization aims at the optimal functioning of the
instructive -educ ational process and of the school institution as a whole. It applies in three distinct
areas:
• organization of teaching activities and management functions;
• administrative organization and organizational style in decision making;
• teamwork.
The organization intervenes especially when the activity cannot be carried out according to
the organization and functioning regulations, having a unique character. The organization of the
activity completes the planning at the level of the education system by creating decision -making
structures and tools that stimulate different types of departmental connections within the school
institution [11, p. 84].
The organizing function aims at the organizational framework of the development of
activities specific to p re-university education. Here we operate with a set of notions and tools:
task and function schemes, job description, performance standards, job evaluation, salary
systems, basic and auxiliary staff. The organizing function involves operating with certain
organizational elements adapted to the institution's environment: organizational structure,
information system, system of internal and external relations of the institution; delegation of
authority, decentralization of activity. In order to ensure the effi ciency of the organizational
function, some basic requirements that must be transposed in life must be taken into account,
such as:
• rigorous application of organizational management principles (priority of objectives,
management and action unit, authorit y / responsibility ratio, with emphasis on the precise
delimitation of responsibilities, flexibility of organizational components);
• systemic treatment of the organizational elements of the institution;
• ensuring the dynamism of the managerial organi zation and its basic components

20
The design and implementation of the organizational function is done in stages:
• analysis of the directions and objectives of the organizing action;
• collection, selection and critical analysis of data on the exi sting organizational system in
the institution;
• collecting, selecting and critically analyzing the existing system and ordering the data
regarding the future system and the general design of the improved organizational system;
• detailed design of the improved system with emphasis on the material, financial and
human conditions that are taken into account when applying the new system;
• application of the new system, monitoring its operation and establishing its corrections.

Motivation – training is done through command and motivation and consists in the
manager's ability to convince them, to convey a certain conception, to determine subordinates to
participate actively, responsibly and creatively in performing their tasks. Motivation is the
found ation of training, the personal interests of members interfering with those of the
organization, they are thus interested in contributing to the effective achievement of their derived
objectives. In order for the training process to be effective, it is nec essary for the motivation of
the subordinates to be achieved:
• gradually – successively satisfying personal interests, but in close accordance with the
efficiency of its activity;
• differentiated, taking into account personal or group interests;
• complex, by alternating the moral and spiritual stimuli with the material ones, depending
on the concrete situation. [ 39, p. 40]
The training function includes the activities through which the staff is attracted and
determined to participate a nd contribute to the achievement of the planned objectives, based on
the use of motivational factors:
• specifying the tasks of each teacher and other collaborators;
• evaluation of the potential of teachers and auxiliaries, as well as correspondence with
the tasks outlined;
• using the levers of motivation, using even motivational scales;
• following the correlation of motivation -satisfaction and socio -professional integration;
The command consists in the communication of an order from the school principal s and the
observance of that order by one or more subordinates. The order is always related to a decision
and the tasks arising from it [39, pp. 32 -34].

21
Coordination and motivation of staff is a set of interactions that make the connection
between the or ganizational structure, technology, objectives and human resources of a school,
and the harmonization of decisions and actions of structural units, in order to achieve the
objectives set. Coordination is achieved through regular training of subordinates, b y motivating
staff, so that they react optimally to the command and the management act itself. Good
coordination requires the existence of a flow of information capable of transmitting quickly and
undistorted to all and between all units of the organizatio nal structure.
At school level, the coordination carried out by the principal is achieved and developed
mainly through:
• training – aims at training and improving education managers, through complete
courses for the training of future managers or of variable duration, for school managers in
the exercise of the function of coordinator;
• motivating staff to achieve the organization's objectives. It aims at the quali ty of life in
school, obtaining benefits based on performance, achieving a professional career based
on merit.
• the actual management.
The coordination function aims at harmonizing and synchronizing the individual and
collective actions within the institution and their optimal combination for the accomplishment of
the activity in conditions of efficiency [14, p. 50 ]. The manager must:
• ensures the existence of a communication system both at the level of the institution and
within each group;
• skillfully use motivation in the managerial process;
• use the delegation of authority in the form of a personal relationship between managers
and collaborators,
• ensures the mutual operative information regarding the development and the results of
the m anagerial actions in the institution;
The evaluation and control aim at the rhythmic verification of the fulfillment of the tasks,
the operative remedy of the dysfunctions and the promotion of the positive experience. In order
for the assessment to be corr ect, consistently applied, measurable standards are needed. A correct
assessment is based on objective indicators. "The evaluation and control function consists in
measuring and verifying the quantitative and qualitative results of the educational process, in
order to correct, at the right time, the deviations that may occur" [Ibidem 81], Florica Ortan tells
us.

22
Performing the function requires compliance with some fundamental requirements:
• to be continuous and to carry out in all stages the actual achievement of the planned
objectives;
• to print a pronounced preventive character;
• to be characterized by flexibility and adaptability;
• to follow mainly the aspects of the efficiency of the edu cational process.
For this purpose, it is recommended that the manager of the school practice personal
inspection and self -control, directly at the place of action, as well as identify the causes of
deviations and their differentiated treatment.
The evaluation and control function includes three steps:
• Elaboration of the control system and of the standard -standards;
• Measuring current performance and determining deviations,
• Interpreting the results and appreciating the activity of the teaching st aff.
Management functions must be viewed and treated in a close interdependence – treatment
determined by the systemic character of the school and by the complementary character of these
functions (Fig. 1.3.)

Fig. 1.3. Interdependence between managerial functions
Control – this function is described by Professor Cojocaru, as a function of "ensuring and
improving the quality of management" [11, p. 92] are unexpected or periodic actions through
which internal management, guardianships or other specialized bodies monitor the results of the
process, identifying the level of performance, the way in which the fundamental objectives and
those derived by each structural uni t involved in the educational process are met. PLANNING
ORGANIZATION
TRAINING COORDONATION EVALUATION

23
The control must be carried out gradually, taking the following forms:
• preventive control, performed in order to prevent possible deficiencies, possible and
predictable errors;
• guidance control, which aims to remedy some deficiencies found;
• coercive control, which ensures the correction of deviations from the initial route focused
on objectives – in the case of social systems [Ibidem,].
Control functions, characteristics, roles and requirements. Regardles s of the level at
which it is exercised, the control functions can be considered as follows:
• the function of supervising the functioning of the system, subsystems, institution or
educational process;
• reverse connection function (informative) – provides the manager with information about
how to receive orders sent to subordinates;
• preventive function – to prevent possible situations of educational crisis;
• correction and improvement function.
Types of control . Ortan F., mentions that the control can be:
• current (operative), is performed daily by each manager in the field for which he is
responsible;
• periodically;
• simple (thematic), focused only on one objective, checking only one or a few sides of the
activity.
• complex (frontal, general) – when it is focused on several objectives, being subject to
control all areas and compartments in an educational institution. [39, p.54]
Evaluation – from a managerial perspective, evaluation is the set of methods, procedure s
and techniques that establish the extent to which the goals and objectives of a given managerial
stage have been achieved. Evaluation can be both quantitative (measurement) and qualitative
(value appreciation).
As a function of management, the evaluation covers the following two main operations, to
which all other actions are subordinated.
Ioan Țoca identifies five functions of educational management, four of which are identical
to those described by Ioan Boboc. The difference occurs when instead of th e command position,
Ioan Țoca proposes the motivation / training function, which means "the set of processes through
which the employees of the institution are interested in contributing to the efficient achievement
of their derived objectives" [45, p .2. 3].

24
Șerban Iosifescu considers that “situational approaches define managerial functions on two
essential dimensions: task and human”. [20, p. 39]. Thus, it identifies three functions:
communication, motivation, participation.
Trying to synthesize relat ed educational activities, some authors identify only three
managerial functions:
• the planning -organization function of the education system;
• the function of methodological orientation of the educational process;
• the function of self -regulation of the system and of the educational process. [41, p. 29].
The decision is a rational process of choosing a line of conduct, a mode of action from
several possible alternatives, in order to achieve the proposed objectives. The decision is a matter
of choice, bu t also of managerial competence, being considered as a key moment in any
management activity.
Classification of decisions . Decisions taken by managers in educational institutions can be
classified according to different criteria, as stated by Iosifescu Șerban: [20,]
• According to the level of decision making, their content and time horizon, there are:
strategic decision – which marks the long -term activity of the school, but without going into
details (school policy decisions); tactical decision – aims to implement the strategic decision at a
certain stage (usually 1 year), targeting the educational act in the classroom; operational decision
– aims to solve current problems, often repetitive.
• According to the number of decision makers: individual deci sion (unipersonal), for solving
current problems; collective decision (group, collegiate), when it comes to solving more difficult,
more complex problems.
• According to the volume of information and their degree of certainty: programmed
(routine) decision s, which are adopted based on known algorithms and which do not involve a
large volume of information and a long time for preparation. It refers to quite common, common,
even repetitive situations. Semi -scheduled decisions, which are taken in more unusual situations
based on a smaller amount of information and the search for solutions to which a certain credit
must be granted a priori.
These decisions are based on elements, in principle, programmable, but which in that
situation cannot be programmed (decision in case of failure, etc.). Unscheduled (creative)
decisions – refer to new situations that the decision maker has not faced and w hich require
original and overall solutions. [20, p.60]

25
The school manager will subordinate his entire activity to the need to educate and train
young people in accordance with their options and the interests of society. The essential notes of
a rational, efficient and pragmatic educational management would be the following:
• the ability to ensure the optimal functioning of the school institution seen as an educational
system;
• achieving school efficiency by stimulating initiatives, coherent org anization of activities
and motivated satisfaction of options;
• ensuring a participatory environment in the organization, development and evaluation of
the teaching process;
• adapting the content of the didactic process to the new factors that intervene, as well as to
the social dynamics;
• considering the student as an active subject of education;
• making timely decisions and enforcing them firmly and responsibly.
In "Managerial change", the researcher V. Gh. Cojocaru [10, p. 22] lists five managerial
functions:
– Motivation – purpose – provides for the achievement of the expected result based on the
desire and need for innovation,
– Planning – forecasting – contributes to the forecasting of development directions,
– Organization – achievement – the most important in ensuring the quality of operation and
development of the school,
– Control – diagnosis – permanent verification of the correctness of the planned ones and of
translating them into life, succeeded by an ample and correct prognosis,
– Adjustmen t – correction – ensuring the correlation in the managerial activity and at the
respective correction in case of need.
All this is related to the essence of scientific leadership. However, the way the managerial
activity is carried out leads to many charac teristics related to the art of leadership. No matter how
much scientific knowledge a manager has, he cannot progress if he does not have a strong and
well-defined personality. On the one hand, it is equally true that a manager without scientific
knowledge or how well he would know how to improvise will eventually make mistakes and
fail.
According to Emil Mihuleac, in Contributions to the elaboration of the science of
management, [25, pp. 13 -59], the main characteristics of managerial art, as it is develope d in
schools, would be the following:
• capitalizing and fruiting the pedagogical experience and the psychological qualities of the
manager;

26
• highlighting the motivations that can lead to an effective result;
• serving the profession by vocation;
• applic ation of norms and rules in different conditions, depending on one school community
or another;
• flexibility of managerial behavior in making decisions. Schematically, the managerial
functions described above are shown in Fig. 1.2. Source [51]

Fig. 1.4. The functions of educational management Functions PLANNING
(FORECAST) questions:
what
need?
with
what?
how
must?
ORGANIZATIONS Who?
Why?
Organization
-Overall (system
structure and
functions)
-functional units
(departments,
commissions,
compartments) forecast
plans
program
COORDONATION
MOTIVATION MONITORING
AND
EVALUATION relations between
decisions and
actions of
functional units
Why?
For
what??
gradual
differential Pozitive
Negative How?
in what way? how was it?
why?
disruptive causes their
quantification compared to
standard objectives

27
Principles of educational management . Any activity conceived, designed and executed
by man is rationally grounded. The principles of formal logic coordinate and impose the rigors of
correct thinking. This rational foundation of human theory and practice determines the
correspondence between a set of principles and a theoretical or practical field of reference. The
principles are the basis of our activities, from the simplest to scientific research. Failure to
respect or ignore the principles introduces chaos into thought and arbitrariness into action.
“Management in general and implicitly and the management of education have developed a
series of principles that govern and guide them; management, like any of the sciences, is based
on a set of principles, ie ideas of general theses that guide ma nagers in their activity ”[21, p. 41].
Although such principles are found even in the works of the "parents" of management – F. Taylor
and H. Fayol, no consensus has been reached today on the number of these principles and their
"content".
Indeed, the pare nts of management, F. Taylor and H. Fayol, tried to name the most
important principles that underlie the management activity. To date, the total number of
principles has not been established, they being different from one to another, there is no
consensus on their content. F. Taylor identifies four principles:
• a management science for each job;
• careful selection of workers;
• training and stimulation of workers;
• task planning.
H. Fayol identifies no less than 16 principles: autonomy, responsibility, a uthority,
discipline at work; control units; units of action; subordinating particular interests to general
ones; staff salaries; centralization / decentralization; leadership hierarchy; order; equity; staff
stability; initiative; staff union; ongoing trai ning; leadership innovation; giving five minutes
daily for reflection.
Simionescu, A., Simionescu, Gh., In the work “General management”, [42, p.76] describe
the managerial activity as oriented by several principles:
• the principle of efficiency of manage rial activity , achieved based on the application of
methods of information and decision making, activation of staff in decision making, stimulation
of initiative and operational management work, through precise objections of guidance and
control, budgetary and administrative;
• the principle of participatory leadership and unity of action of all factors that cooperate
in achieving managerial objectives, based on thorough knowledge of the school unit;
• the principle of organization and program

28
• the princip le of rational management of all managerial activities, depending on
objectives;
• the principle of dynamic leadership , based on an efficient style and the observance of
certain norms of conduct: responsibility, prestige, authority, order, discipline, moti vation, moral
and financial incentives, professional satisfactions, etc .;
• the principle of permanent innovation of managerial methods and techniques, of
teaching -learning -assessment methods, of scientific -methodical research and of innovation of
educati on.
Over time, as managerial activity has developed, these principles have been complemented
by others such as: increasing efficiency, economic management, unity of leadership and
responsibility, professional competence and motivation of employees, flexibi lity, participatory
management.
Most of these principles are valid in any field of activity. This is why the school manager,
in order to be successful, is required to have management knowledge.
School management, however, has its specifics. This fact determines the application of
some principles, according to Iosifescu Ș., Which were born from the very content of education
and teaching. Thus, the pedagogical principles will be found in the activi ty of school
management. These principles are:
The principle of pedagogical communication , which aims to achieve the necessary
common repertoire in cognitive, affective, motivational, at the level of functional -structural
correlation between the subject an d object of education, which aims to:
• to report the manager's activities to the finalities of the pedagogical act;
• to build the pedagogical project within the didactic -managerial action;
• to develop a coherent, adequate and continuous educational mess age;
• to direct the message to educational subjects;
• to continuously improve the communicated message.
The principle of pedagogical knowledge that aims to achieve the educational message by
transforming the scientific knowledge, which is the basis of sc hool programs, into significant
values for the formation -development of the student's personality, which aims to:
• supporting the educational message through learning content;
• correlating the content objectives with the formative ones;
• to distinguish pure scientific knowledge and didactic knowledge.
The principle of pedagogical creativity – the achievement of permanent (self) regulation
of the activity at the level of some positive connection circuits engaged by the subject of
education in the direct ion of (self) improvement, aims at:

29
• adapting the managerial action to the concrete conditions in the school institution;
• avoiding the routine in the efficient management activity;
• monitoring the quality of the educational process [20].
Likewise, the didactic principles of the educational process will be found in the same
process of managerial activity. The didactic principles of the educational process represent a set
of operational requirements expressed through synthesis sentences that concentrate t he norms for
the efficient accomplishment of the didactic / educational activity: The most important such
principles Diana Miron, [29], lists:
• students' participation in the didactic activity;
• the interdependence between sensory -rational knowledge;
• accessibility of teaching activity;
• the interaction between theory -practice;
• essentializing the results of the teaching activity;
• systematization of teaching activity;
• self -regulation of teaching activity.
All these didactic and pedagogical princip les must be in the attention of the school
manager because they give a specific note to a field in which the management cannot ignore the
specialized training of the leader. The manager is obliged to capitalize on the didactic and
pedagogical principles fr om objective, systematic and global perspectives.
Jinga and E. Istrate [22, p.214.] Note that the following specific principles are applied in
education in the most diverse countries of the world;
• humanism;
• the democracy,
• permanence and flexibility o f education,
• equal opportunities for access to all forms of training;
• decentralization of education management.
The manager is a person or a group of people who ensures the development of the
management process fulfilling managerial and execution functions. The manager differs from the
leader by his position and official authority. According to Jinga, the manager has several
features, namely:
• has a double professionalism;
• has authority and responsibility;
• influences the behavior of employees;
• has the necessary knowledge to streamline the relationship with employees;

30
• bears the demands and stress of the management position, etc. [21, p. 41.]
The manager carries out an activity specific to the field that corresponds to the profile of
the org anization and the hierarchical position he occupies having psychological characteristics
imposed by his personality. Thus, the manager can be a model for some employees, adopts his
own leadership style, develops a certain managerial culture, etc. The analy sis of the evolution of
several companies shows that they are organized on different structures: a manager with several
subordinates or a team of managers with several subordinates.
The functions of managers are identified with those of the managerial proc ess, namely:
planning, organization, command, coordination and control. [Ibidem,] Planning is the most
important function of management, because it represents the decision -making activity. The
objectives and the most appropriate ways (strategies) for achie ving them are set. The other
functions derive from this and lead to the fulfillment of the objectives. The results of the
planning are reflected in the business plans. Within the organization, managers take over the
tasks identified during planning and ass ign them to individuals, groups of people and sectors in
the company that can perform them. They also establish the rules of operation of the
organization and ensure its application. Summarizing, it can be said that, within this function,
managers, on diff erent hierarchical levels, achieve:
• determining the activities that require the fulfillment of the objectives;
• grouping these activities and distributing them to departments or sections;
• delegation of authority, when appropriate, to carry them out;
• preparing the coordination of activities, authority and horizontal and vertical information
in the organizational structure [52].
Once the objectives have been set, the organizational structure has been designed and the
staff has been finalized, the organ ization must start working. This mission belongs to the
command function which involves transmitting tasks and convincing the members of the
organization to be as efficient as possible in the strategy chosen to achieve the objectives.
Managerial command in volves motivation, a certain style of working with people and
communicating in the organization. The coordination function allows the "harmonization" of
individual or group interests with the goals of the organization. Regardless of the type of
organizatio n, each individual interprets in the way or the smooth running of the organization.
placing them in the direction of achieving the basic objectives of the organization. Finally, the
manager must verify that the current performance of the company is in line with the planned one.
This is done through the management control function, which requires three elements:

31
• establishing the standard (limit, threshold) of performance;
• information indicating the differences between the level of performance achieved and the
planned one;
• action to correct deviations that occur [Ibidem].
Joița E. considers that the manager fulfills his role defined by the above functions based on
his qualities. The most important of these will be presented below: [23, 230 p.]
Technica l quality is the ability to use the knowledge, techniques and resources available to
successfully complete the work. It is especially necessary for the first managerial level that must
apply them daily in solving problems.
Analytical quality involves the u se of scientific and technical approaches in solving
problems. The manager must identify the key factors and understand the interdependent
relationships between them, have the ability to diagnose and evaluate. For this one must
understand the problems and find the solutions to solve them [Ibidem, 230 p.].
The quality of decision making . All managers must make decisions, to choose from several
options the one that will lead to maximum efficiency. This feature is directly influenced by the
quality of analyst: if the analysis is not done well, the decision made on its basis will be
inefficient. Most often, this quality involves determination and risk -taking.
The "computer" quality . Managers who have this quality have understood and know how
to use the computer and software necessary for the work they perform. A study conducted on
100 managers of prestigious US companies showed that 70% of they consider this quality to be
very important, essential for the development of management.
The use of ICT leads to increas ed manager productivity . Faced with a wide variety of
solutions, the decision maker would need a long time to choose the best one; However, the
computer only needs a few minutes to make the right choice, thus becoming a very useful tool in
decision making. By working so fast, the computer can explore many options, helping the
decision maker to reduce their risk.
The ability to work with people , to communicate with them, to understand them, is
especially important for a manager. This quality is necessary at any level of management, an
honest relationship based on mutual understanding being absolutely necessary between
employees and managers.
Quality of communication. In order to achieve performance, the manager must find the best
ways to communicate with others, so that he can be understood and listened to.
The conceptual quality consists in the ability to see the organization in all its complexity,
in noticing which parts of the organization are closely related and contribute to achieving the
general objectives of the institution.

32
It is known that managers work at different levels that demand different qualities. What is
the role of the manager? What does he do on his hierarchical level? A study conducted by Henry
Mintzberg specifies 10 managerial roles, which he divides into three closely related categories:
[53, accessed 01.10.2014]
• interpersonal roles;
• informational roles;
• decision -making roles.
Interpersonal roles result from the formal authority of the manager and target interpersonal
relationships. The role of representation involves contact with one's own subordinates or those of
other companies, with managers located on the same level or in others, in offi cial meetings,
when the manager, on behalf of the company, performs an action (for example, handing out
annual awards, distinctions etc.). The role of leader involves directing and coordinating the
activity of subordinates (employment, promotion, dismissal ). The role of liaison involves
relationships with others inside and outside the organization. For example, the production
manager must have good relationships with the marketing manager and others, so that together
they can contribute to achieving the org anization's goals. Often, fulfilling this role consumes a
lot of time as a manager. Information roles place the manager at the central point of receiving
and transmitting information. The first three roles allowed the manager to build a network of
interper sonal relationships, which helps him in collecting and receiving information as a monitor
and transmitting it both as a disseminator and as a "sp okesperson" [Ibidem, accessed 14 .09.2020 ]
Decision -making roles , interpersonal relationships and information g athering and
transmission roles serve as inputs to the decision -making process.
The role of negotiator often puts the manager in a position to "weigh" who to offer the
benefits of a business to.
According to Mintzberg, the role of the leader is a set of ru les of conduct that corresponds
to a certain institution. The manager occupying a certain position as a leader fulfills some roles
that do not depend on his personality, but on the functions of the position, he influencing only
the execution of these roles , not the content. There are 10 manager roles that are grouped into 3
categories:

33
CATEGORY ROLES DESCRIPTIONS
1. Interpersonal a. representation Management participates in
ceremonies, has legal
obligations to legalize
official documents.
It is a symbol of the
organization
b. leader Is responsible for the
motivation and activity of his
subordinates, for their
selection, appreciation and
remuneration
c. agent of bond Ensures the informational
connection inside and outside
the organization, processes
information, participates in
meetings, meetings, councils,
etc.
2. Information a. observer Collection of external and
internal information
b. spokersman Informing subjects outside
the organization, statements,
reports
3.Decisions a. enterprising Search, develop new ideas,
new projects, methods and
strategies
b.fireman Actions to correct, eliminate
mistakes, crises and conflicts

c. resource allocator
Adopting decisions regarding
the allocation of resources,
elaboration of graphs,
sketches and activity
algorithms
d.negotiator Participates in negotiations,
negotiations,concluding
contracts, representing the
interests of its subdivision.
Table 1.1. Manager roles, source [53]

34
1.3. Responsibilities and roles of school leadership in conditions of decentralization

In order to decentralize the institution's activity and move it to the specific competition of
the internal and international market, the school must have all the prerogatives of a body capable
of meeting the requirements; based on a bala nced ratio and financial components. Ensuring
financial autonomy raises numerous and complex problems in financial management, in the
distribution mechanism, of which the most important are:
• financial consolidation of the school by establishing an adequa te system of funds, able to
contribute to the formation, restoration and development of the basic components of the
economic structure (employees of the unit, fixed assets, current assets, information and
environment);
• placing the process of procuring fu nds on the real economic criteria, so as to reach a
rational stimulation of those who use these funds efficiently and operatively;
• establishing on a new basis the company's relations with the domestic and international
financial market. It follows that t he company must be allowed to apply the principles and
requirements of financial management, to have true independence, and that their financial
relations will include those with the credit bank and those with the tax budget.
Decentralization in education is the process of transferring decision -making powers
from central to local and / or organizational levels, in order to bring the decision closer to the
beneficiaries of the public education service. Decentralization also involves the participation of
non-administrative factors in the decision -making process (parents, civil society, business
environment).
"The decentralization of pre -university education represents the transfer of authority,
responsibility and resources regarding decision -making and general and financial management
to educational institutions and the local community" [5, p. 45].
It is part of the national decentralization strategy and aims to create an education system
organized, administered and financed according to European rigors in term s of ensuring the
quality of the educational process, free, equal and full access of all children and young people to
the capacity for integration of young graduates in society based on professional educational
skills, the adequacy of the educational offer to the interests and needs of direct and indirect
beneficiaries. The efficiency of decentralization must be found in the added value in education,
materialized through acquired and depending on the labor market at local, national and
international level.

35
Researcher Moșteanu mentions that decentralization must not produce imbalances and
distortions in the organization, leadership and support at the national level of the education
system. [30, p. 23] This process will ensure a clear, balanced and well -defined distribution of
decision -making power between the representative bodies and institutions of the local and
district communities, on the one hand, and those at the national level – ME, MF on the other.
part. Also, the decentralization of the decision doe s not exclude, but involves the development of
the monitoring, control and evaluation system, both from the local community, but also from the
specialized governmental institutions and bodies. The proposed decentralization model promotes
free access to edu cation, equity and quality of educational services.
The same source proposes that the transfer of decisions from the central to the local level
takes place at different rates in various areas of the system – curriculum, resources, school
administration, personnel policies, etc., in a legislative framework w here contradictory
provisions persist. , thus generating some inconsistencies and malfunctions in the system. In the
field of curriculum, it is known that the ratio between the two components of the curriculum – the
basic curriculum and the school decision , is always changed by changes in curricula, but there
were times when these changes led to a substantial reduction in the curriculum. at the decision of
the school. The curriculum at the decision of the school is established, in many cases, according
to the “needs” of maintaining / vacant teaching positions and not in accordance with the options
of students / parents, economic agents or community development policy.
School funding is provided through local budgets. The current administration of the
school' s patrimony and funds is done at the level of the local councils. The financing of schools
is not correlated with its development objectives, established by the institutional development
plans, correlated with the community development plans.
The decision on the school's development priorities does not always involve the
participation of the local public administration, through which the funding comes.
The effects of the educational process are given, to an overwhelming extent, by the
professional qualities of the teaching staff, by the degree of their commitment in fulfilling the
responsibilities regarding the education of the students. And, although the local community and
the school management are the first interested in the quality and effects of the edu cational
process in the school, they are currently deprived of any right to decide on the appointment,
standardization and remuneration of staff and the remuneration and standardization of teachers
are rigidly established. by law, the school management not having the possibility to meet the
needs of mobility, curricular change or stimulation of performing teachers through a flexible
standardization and salary.

36
The training and professional development of human resources in the education system is
centraliz ed and does not always correlate with the needs and interests of individual beneficiaries
(teachers, managers) and institutions. There is no bottom -up system for identifying teacher
training needs that underpins investments and programs in this area.
Pereș , in the conditions of school financial autonomy, mentions the changes that occur in
the educational institutions with financial autonomy [44, p. 87].
The main objective of curricular decentralization is to emphasize the relevance and
adequacy of the educa tional offer in relation to the needs and interests of local and students. An
important tool is the gradual and differentiated increase of the share of the curriculum at the
decision of the school (CDȘ) within the national curriculum, depending on the leve l of
education. The proportion of CDS, its possible minimum and maximum limits, will be regulated
by the MoE, at the proposal of its specialized institutions.
Under these conditions, the responsibility of school managers is much greater. The school
managem ent, respectively the board of directors and its director will have decision -making
power regarding the administration, protection and development of the school patrimony.
In order to ensure the coherence in the functioning of the system and the knowledge of the
way in which the educational process is carried out at all its levels, new information flows are
created, between the bodies and institutions involved. In this regard, the following will be
considered:
• a unitary system of indicators regarding educ ation – content, infrastructure, resources,
results;
• integrated database with differentiated access, by levels;
• transparency and optimization of the information and reporting route based on unitary
statistical indicators;
• defining the institutions an d bodies with responsibilities in setting up, updating and
processing information at all levels – school, local council,
• district council, district directorate, ME, etc. [45, p.111 ].
The processing and study of financial information that is formed within the activity of the
educational institution is done through the financial analysis of the activity of the school
institution, which serves as a tool for elaborating and substantiating different economic
decisions, proposed by Moșteanu [29, p. 65 ] as e.g:
• adequate distribution of the volume of expenses approved to the institution on separate
articles and paragraphs;

37
• the relevant distribution by month of the annual volume established on each item of
expenditure;
• determining the number of staff of the institution;
• elaboration of proposals to modify the estimate of expenses and the financing plan of the
institution;
The analysis in the financial administration system of the educational institution can be
polished with the help of Fig.1. 5

Fig. 1.5. Analysis in the financial administration system of the educational institution

As it results from the scheme presented above, the need in the financial analysis appears in
different moments of development of the activity of the educational institution. In this respect,
the following types of analysis are distinguished:
• the forecast analysis (of perspective, preliminary, prospective) which constitutes a
preliminary stage in the elaboration of the decisions and aims at the evolution of the activity in
the future; For example: within the budget funding approved for next year, the schoo l
administration is considering the possibility of increasing spending on teaching materials .

The financial component of the
activity of the educational institution

Analysis of the existing
situation
Elaboration and
substantiation of economic
decisions
Provisional analysis of the
consequences Implementation
of decisions Effects analysis

38
• the operative (current) analysis studies the activity right during its development; For
example: the school administration analyzes weekly the operative infor mation regarding the
electricity consumption and organizes the access of the electrical appliances in economy mode.
• retrospective analysis (post -factum) examines the results of the activity for a period
that has already ended. For example: at the end of the year the school administration analyzes
the actual amount of expenses for remuneration of work compared to the estimate of expenses
and the level of the previous year.
The quality of the results obtained from the analysis depends directly on the relevance and
timeliness of the initial data collected for the analysis.
The information base of the financial analysis includes:
1. Normative acts
• Acts adopted by the Parliament: Law no. 435 -XVI of 28.12.06 on administrative
decentralization
• Government acts:
• GD no. 535 of 14.07.11 regarding the Project for the formula -based financing of the
primary and general secondary education institutions, financed from the budgets of the
administrative -territorial units;
• GD no. 728 of 02.10.2012 on fi nancing on the basis of standard cost per student with the
use of adjustment coefficients in the manner established by the Government for primary and
general secondary education institutions, financing from the budgets of administrative -territorial
units.
• Acts of the Ministries:
Order of the Minister of Finance no. 117 of 29.12.07 regarding the Regulation on the
expenditures of public institutions and the distribution on months of the budgets of the
administrative -territorial units
• Acts of district, loc al public administration authorities
Regulation on the distribution and use of funds in the district component to be developed
and approved by November 30, 2011 according to the provisions of p.7 letter c) of GD no. 535 of
14.07.11
• Documents of the admin istration of the educational institution: Statute of the public
institution “M. Viteazul” Theoretical High School, Chisinau municipality, Internal regulations,
etc.
2. Plan and forecast documents for a certain period of time
• At the level of the national economy – the state budget for the respective year
• At the district level – the budget of the administrative -territorial unit

39
• At the locality level – the local budget
• At the level of the institution – the budget of the educational institution (expendi ture
estimate, financing plan)
3. Reports
• Financial reports:
• Report on the execution of the budget of the public institution on account of basic
expenditures (See annex 13);
• Report on the collection and use of special means
• Report on the implementa tion of the plan on the network, states and contingents in the
institutions financed from the local budgets (no. 3R -BL)
• Statistical reports, For example:
• High school activity at the end of the semester, the year of studies;
• „The staff and the composi tion of the high school teaching staff, on October 1
4. Primary documents (for example: advance statements, invoices, salary lists, etc.)
5. Other sources of information:
• Control and audit documents
• Minutes of meetings of administrative bodies of different levels
• Surveys, questionnaires, interviews, surveys, selective observations
• Mass media, etc.
All the information from the sources mentioned above is processed in order to obtain the
results and analytical conclusions with the help of the appr opriate tools for each case. In
particular, this module involves the application of the following set of analytical methods and
techniques: comparison; group; calculation of relative quantities in the horizontal analysis,
vertical analysis and rate analysi s; calculation of average sizes; building factorial systems for
causal analysis.
With the help of this set of methods and techniques in the financial analysis process, the
financial indicators are examined, factors (causes) are identified that caused the m odification of
these indicators in order to reveal the reserves (possibilities) to improve the financial
performance of educational institutions.
The role and responsibilities of the school manager. Vasile [48, p.65] mentions that “the
current conditions o f the economic and social environment, the permanent transformations, to
which the educational institutions are subjected, determine a set of changes in strategic and
operational plan, the school practically becoming a main“ actor ”of community.

40
The direct consequence of such complex processes requires a change of attitude, to which
the science of management must offer concrete solutions ". The overall performance of the
school organization no longer means only a series of results recorded in various educational
actions or the existence of exceptional personalities in certain fields, as a result of teaching and
specialized training. Currently, the performance of a school unit must be assessed through a
system of indicators, correlated and composed of s pecific information, both internally and
externally, with priority in the areas of direct and indirect interaction. Success on this level of
performance can be ensured by adopting a proactive attitude at the level of the management
team, which must become the initiator but also the successor of complex actions, oriented mainly
on partnership and collaboration relations.
In Onofrei's opinion [38, p. 89], school management is currently a continuous challenge,
which can be led to high performance only if the d esignated persons take into account the
complex functionality required of a school, know and apply a system knowledge of management
science, if they are able to use a series of techniques and methods to give the learning process
consistency, dynamism and e fficiency. For this is not enough life experience, it is necessary a
process of instruction in the art of school and educational management.
From this perspective, it is necessary to mention the fact that the school manager exercises,
at the same time mana gerial functions with sequential and consecutive action, focused on
complex dimensions such as: analysis, diagnosis, organization, design, planning, program
implementation (operational management, control, evaluation the final).
At the same time, the manag erial functions are focused on the human dimension, with
concrete activities such as: organizing groups, forming teams; professional orientation of
students, counseling of teachers, motivation of people, participation, personal development
of team members; negotiation; conflict prevention and resolution etc.
These complex dimensions have practically determined a process of professionalization of
school management, through which the school manager becomes a regulated profession, whose
occupation is condition ed by specialized studies that allow the acquisition of a status and a social
role. "The roles that the school manager must play require a set of skills ( communication and
relationship, psychosocial, use of information technology, leadership and coordinati on,
evaluation, management and administration of resources ), which require emotional
development , self -management, which in turn have specific capabilities ”. [29, p.132]
The activities proposed in this sense have as manifestation space at least three dis tinct
fields, which the management of the school must harmonize, in order to ensure the global
performance.

41
In Figs. 1.6 Briciu presents the set of activities specific to the school manager, structured
on the three fields: educational, social and economic [7., p. 117].

Fig.1.6. The set of activities specific to the school manager, structured on the
three fields: educational, social and economic [7].

EDUCATION
-Ensures the quality level corresponding to the teaching process;
-ensures the necessary human resources for the development of the didactic and
administrative process;
-represents the school unit at all levels of collaboration and partnership, including
with institutions in the school field;
-correlates the educational offer with the requirements of the labor market at local
and regional level;
SCHOOL UNIT MANAGER
HUMAN + SPECIALIST + EDUCATOR
Social
-provides counseling on career
guidance;
-attracting and involving
students in the social support program;
-employment locally
-stimulating and raising
students for educational programs;
Economic
-manages financial resources;
-attract new financial resources
from extra -budgetary sources;
-initiates partnerships for the
development of different activities;

42
In this sense, achieving high standards in terms of school performance involves initiating
and stimulating conscious actions to st reamline the activity and to develop integrated solutions
that jointly capitalize, on the one hand, the competencies of the school with those of local
partners. . The preliminary conditions of such an approach have in view the development and
completion of a training and managerial development path, based on which to accumulate a
series of skills that will allow him to reach professional standards by fulfilling in optimal
conditions the managerial act.
All these requirements are initiated and supported by t he process of decentralization of the
education system, which on the one hand offers the school manager a number of advantages and
challenges, whose proper use is conditioned by the content, quality and consistency of the
managerial act.

1.4. Conclusions in Chapter 1

In this chapter it was emphasized that in the conditions of harmonization of the education
in the Republic of Moldova with the European one, the educational management obviously
contributes to the development of some educational and economic initiatives, such as:
– development of human interactions within the educational institution, in order to broaden
the sphere of knowledge of all employees;
– developing activities within educational institutions, so that they can develop methods
and techni ques regarding educational management;
– expanding the use of information and communication technologies by all teachers, all
school staff and its students;
– organization of its own database at the level of the school institution, which can be
permanently consulted by each employee;
– the purchase or rental of information from other educational institutions (schools,
universities, departments, etc. ) or to certain economic agents;
– systematization of information, by selecting by fields and rendering in sy nthetic form so
that they can be easily consulted by managers;
At present, the generation of new information and data is becoming an imperative
requirement of the management process, as it contributes to the substantiation of the programs of
institutions a nd economic agents in the medium and long term, to establish new strategies for
educational products and services to be implemented.

43
This information and data contributes to the substantiation and quality of managerial
decisions, their adaptation to the r equirements and opportunities of the external environment, the
ability to anticipate and anticipate negative actions.
At the same time, the decentralization of pre -university education represents the transfer
of authority, responsibility and resources re garding decision -making and general and financial
management to the educational units and the local community. Decentralization in education
involves:
– redistribution of responsibilities , decision -making authority and public responsibility
for specific ed ucational functions, from the central to the local level.
– participation of non -administrative factors , representatives of civil society, in the
decision -making process (parents, NGOs, business environment, professional associations, social
partners, etc. ).
– the transfer of decision -making competencies from the central to the local and / or
organizational levels, in order to bring the decision closer to the beneficiaries of the public
education service.
The decentralization strategy gives the school the r ole of main decision maker, ensuring
the participation and consultation of all interested social actors. School is a social system because
it brings together all the resources involved in the education of the young generation capable of
being realized in t he changing society. It is a dynamic system – the changes that take place within
the system, in its relationship with the environment, determine a certain evolutionary trajectory
that ensures its viability. It is a complex system represents a meeting artic ulated by numerous
links to different components – people, processes, materials, energy, information – acting
interrelations own objectives determined by the existence of the entire system. It is a
probabilistic system as the action of the whole is subject to disturbing factors that tend to change
the equilibrium of the management process. It is an open, adaptive system – being a component
of the educational system and its place is in constant motion depending on the possibilities of
adaptation to the envir onment .
The activity of the system can be ensured in the conditions, in which the information and
communication technology is a component part of it.
The information subsystem directly contributes to the accomplishment of the mission of
the school institu tion, to the improvement of the management process.

44
Chapter II. ASPECTS METHODOLOGY OF FORMATION OF SCHOOL
INFORMATION SYSTEMS .
2.1. The informational aspect of educational management

The definition of the concept of information system takes various expressions, being
unanimously accepted as a structured set of elements that provide information to those
interested. One of the most common approaches defines the information system as a set of
components that act on the basis of causal relationships, in order to collect and process the
necessary data and information at decision and operational level [42, p.18]. There are two
important features of school management information systems:
• Degree of relevance of information – the quality of the information system is closely
related to the major determinants that characterize relevant information (completeness, accuracy,
timeliness, reliability, etc.), ensuring through all its components a prope r functioning of the
organization and opening a series of directions strategic.
• Complexity of the information system – any organization must ensure a coherent and
unitary information infrastructure, not only to implement various information technologies;
information management, workflow and information management, real identification of users'
requirements, as well as the objective establishment of an order of priorities in satisfying them
are very important.
According to Andone [1], “in order to s upport the management, the information
system must fulfill a series of basic functions:
• Decision -making function – provides the data / information necessary to make decisions;
• Operational function – triggering the actions necessary to achieve the objec tives of the
organization and the implementation of the adopted decisions;
• The function of information, documentation – identification, establishment and use of
accurate information sources, knowledge bases, information circuits and procedures to
permane ntly ensure the necessary data / information background ”.
In another perspective, [3] M. Băduț regards the information system as the one that ensures
the connection between the operational system and the decision -making system, we distinguish
the followin g functions:
• Registration function – a date or information is not used and useful in the management
information system until after registration;

45
• Memory function – storing data on high capacity technical carriers for use in subsequent
processing proce sses;
• Processing function – access to data, with the help of request languages and data
manipulation;
• Communication function – is located both at the exchange level, between the functions
already listed, and in the interface between the management information system and its sources
or users.

The central place in the information system is occupied by the computer system, which has
the role of processing and managing (creating, consulting, modifying, deleting) the data received
in the system, through communication channels. The computer system is the part of the
information system automated by computer.
Within any information sys tem there is usually a data processing subsystem that collects,
stores, performs the operations of processing and communication of data and information. If in
the information system the data processing is performed with the help of electronic computing
technique, based on specialized programs, then we are talking about the existence of the
computer subsystem, this being a particular case of the processing subsystem (see figure [12, p.
44].
Viewed from a systemic perspective , the IT subsystem is a structured set, consisting of
electronic computing and communication equipment, automated processes and procedures,
which interact to ensure the automatic processing of data and information within the information
system. In the practice of schools there are often si tuations in which there is a tendency to
overlap the two notions, informational and computer science.
However, the information system is never reduced only to the computer system, because:
• there are a number of important tasks, which are performed manual ly;
• there are also "non -computer" tools that perform functions within the information system.

46

Fig. 2.1. The connection between the subsystems of the management system. Source [12, p. 47]

• solving the management problems, regardless of the nature of the managed resources (material,
human, financial, etc.) cannot be taken over entirely by the computer system (this is because a
series of activities or functions cannot be formalized, and the rapid evolution of software often
causes a resetting of management rules).
In his work Cristea, Sorin in School Organization Man agement [17], The complex approach of
any organization (as a system), requires the consideration of the three subsystems, mutually
interconditioned:

External information
Environmental disturba nces
SPECIFIC INFORMATION
(for carrying out activities, work
schedules, tasks)
responsibilities, documents, verification
tests, planning.
GENERAL INFORMATION
(for the entire organization)
reports and processed situations;
program, analysis, forecast
MANAGEMENT
INFORMATION SYSTEM OPERATIONAL
SUBSYSTEM THE DECISION
SUBSYSTEM
PROCESS DATA
(Activities)
reports, signals,
checks DECISIONS
(regarding, procedures, instructions,
decisions, methods.)
Environmental disturbances
External information IV II
I III

47
• operational subsystem (led);
• the decision -making subsystem (leader);
• informational subsystem (measurement, information).
The management information system provides data on processes, general information,
decisions and specific information. He is in permanent contact with the external environment of
the school, where transformations take place that he analyzes, processes, transmitting again at
the school level data, information and decisions.
These are used by the operational subsystem, ie by the members of the school working
group, who will act to reduce the deviations between the predicted and the achieved levels. Also,
the information from the external environment is used by the decision -making subsystem, by the
managers at different levels, who will be able to take the necessary decisions further, in
accordance with the proposed objectives and the short and long term strategies formulated
previously.
In order to perform a relevant analysis of the information system, it is necessary to identify
the components of the information system .
Militaru Gheorghe assumes the following compon ents: [26]
– The data are characterized , mainly, by: the manner of expression (letters or numbers)
and the nature of the field to which it refers (phenomenon, process, result, action, activity, etc.).
– The information , in turn, has as main dimensions: the volume and complexity, the degree
of takeover, the provenance, the destination, the direction of circulation, the way of organizing
the registration and processing, the nature of the reflected processes.
– The informational circuits are particularized by means of the length and informational
capacity, the constructive and functional particularities of the sender and the beneficiary, the
informational flows that they make possible, the direction of the information circulation.
– Information flows , a compone nt with a pronounced dynamic content, are characterized by
configuration and length of the information path, speed of information movement, the amount of
information circulated and the frequency of their manifestation, reliability, cost of information
transmission.
– The informational procedures , approached as main ways of processing information can
be highlighted by: the operations performed on the information, indicators, indices, etc. and the
other resulting informational elements, fixing the sequence of information processing, means of
collecting, recording, transmitting and processing the information, the complexity of the
operations involved, the degree of formalization of the composite elements.

48
– The means of information processing , considered as tec hnical support of the information
system, are characterized by: type or categories, technical -functional performances, number,
structure, degree of human intervention, costs.
The informational situations , in which a large part of the primary components of the
information system are manifested, are particularized by: name, code, informational content,
informational procedures involved, informational circuit traveled, periodicity of completion and
transmission, developers and recipients.
In his paper Nicolesc u, O. (coordinator), The information -managerial system of the
organization, [34], mentions that an information system must be designed and implemented in
accordance with:
• the size of the institution (given by the total number of steps, complete classes, the number
of students and employees to be included in the system);
• the characteristics of the school management system (the complexity of this system, from
the top level – of the management – to the operational level; the complexity is defined in this c ase
by the maximum possible number of relationships that can be established between subsystems). )
• the number and type of relationships that must exist between the components of the school
structure;
• the specificity (complexity) of the activity carried out;
• the volume and type of data and information necessary for each stage of the school and for
each of its components, to ensure the current operation;
• the volume and specific features of the information required by the senior management
structure (r eports!) And by external collaborators;
• the nature and volume of information that the school must make public;
• system and information security constraints;
• the degree of efficiency in terms of collecting, transmitting and processing information.

The design and implementation of the system must be done by a multidisciplinary team:
school organization managers at all hierarchical levels, IT specialists, communication specialists
[21, p. 41].
Jinga considers that to the extent that the current information system is not able to provide
what is desired (information in the quantity and quality requested by decision makers and
executors) it is necessary to redesign it, according to a specific met hodological scenario, focused
on:

49
– redesigning some components of the information system , mainly information,
information flows and circuits, depending on the information needs of managers;
– increasing the degree of computerization of the execution and , especially ,
management processes, which gives another dimension to both the supply and the information
demand;
– the redesign of some informational documents , especially from the point of view of
their content;
– mitigation or elimination of the causes t hat cause major dysfunctions in the information
system .
The evaluation of the information system will be materialized by identifying the
“strengths” and the “weaknesses” – SWOT analysis, at “Strategic Management”. Thus, it will be
possible to proceed to th e restructuring of the system, in accordance with the results of the
analysis, so that it will operate in the future at the desired parameters. For the implementation of
the managerial information system, the dashboard is needed.
A dashboard is a way to se lect, arrange and present indicators so that "at a glance" we can
make a synthesis or a synopsis. The scoreboard is practically a set of indicators built to allow
decision makers to be informed about the past and current stage of the activities under their
responsibility, while providing opportunities to identify trends that may affect these activities in
the future [18, p. 11 -16].
The dashboard is the support that allows decisions to be made based on synthetic
information given by the overall structure, o bjectives and resources of the school. At the same
time, the scoreboard is a management tool that aims to describe a system / subsystem in all its
essential aspects. Here you will find indicators that describe the technical -economic phenomenon
in its entir ety and with a high degree of generality.
During a regular consultation of the dashboard, the user can view the indicators in a global
perspective, make a form of presentation as explicit as possible, use detailed data domains and
change their structure, c reate their own files or a system complementary individual of encrypted
type [49].

Fig. 2.2. Components of an information system.

proces
s entries exits

50
2.2. Conditions for design and operation of the managerial information system

In the conditions of the computerized society, the school management must have real -time
information, both inside and outside it. The task of collecting, processing, storing and providing
information and knowledge is the responsibility of the school's information system. The
culminating evolution of information technology in the last period of time has created an
equality, in terms of practice, between the notions of information system and computer system.
However, theoretically a distinction can be made. By infor mation system we mean the set of
material and financial resources that use information technologies to collect, process, store,
retrieve, transmit and visualize the information used in the processes that take place within the
school perimeter. On the other hand, in the literature, especially in economics, no consensus has
been reached, there are still discussions about whether the system used to provide the necessary
information to those concerned is called information system or computer system [55].
In the Anglo -American literature, we find the terms information system , which means
information system and computer based information system, ie what we consider computer
system [46., p.56].
As shown in a recent paper in England, things are as follows: due to th e technological level
reached in these countries, all authors after making the delimitation mentioned, use the term
information system, motivating the high degree of automation of activities involved in the
collection, processing and dissemination of infor mation. This approach is normal if we take into
account that in developed countries it has been a long time since we approached the systems in
the context of globalization phenomena, there are concerns related to metropolitan, national and
international ne tworks.
We must take into account the fact that in our country computerization has not reached the
level of developed countries, the part of human processing continues to have an important share
and, therefore, we are not in the same situation. During this paper, however, we will refer to
information systems based on automated means of data processing. In order to understand
information systems, it is necessary to mention other important features of them. Thus, a system
exists and operates in an environment that contains other systems.
If a system is one of the components of a larger system, then it is a subsystem, and the larger
system is its environment. Schools are organizational systems in which resources (inputs) are
transformed through various specific processes (processing) into goods and services (outputs)
(Fig.2.3)

51

Fig.2.3. The organizational system
Therefore, we can consider the set of activities within a school as the result of the
combined action of three subsystems (which for simplicity we will call systems, the
interchangeability of notions being allowed):
• the management system (management or decision -making), which has the role of
leading the activ ities carried out within the school to achieve the established objectives,
constituting the regulator of the entire system;
• the operational system (managed or executed), which is meant to execute the operations
within the activity triggered as a result o f a decision, using the resources established according to
the objectives;
• the information system (connection), which ensures the connection in both directions
between the two systems.
The relationship between the information system and the decision -maki ng system, as well
as the link established between the information system and the managed system is highlighted by
the systemic approach.
The information system provides elements for knowing how to carry out financial and
social phenomena and processes in a school institution.
Decision system
Informational system
Economic resources
people ,money
materials , machinery
energy
Organizational processes
realization of
marketing products and
services, sale of other
products. Products and services
products
services
payment
information
control
communication
Feed -back
communication

52
When a problem arises that needs to be solved, in the field of the instructive -educational
process, of finances, of the personnel, the information system helps to evaluate the existing
situation, to identify the causes that cause it. It "represents a support for managers at any
hierarchical level and ensures an operative and competent intervention in the school and the
direction of activities, a proper exercise of control over the implementation of decisions taken"
[26, p.198].
Programming, planning and forecasting information are relatively synthetic, but are most
often obtained on the basis of analytical calculations. A modern information system must ensure:
• information at all levels;
• efficiency of information;
• selection of information;
• adaptability to changes (change of information requests, change of input data, change of
organizational structure, change of data);
• accuracy and precision of information.
Financial records – the component of the managerial information syst em. The financial
record, through its capacity to reflect all phenomena, events and changes that take place in the
financial environment of the school, as well as through the way of expressing the value of its
actions, summarizes all aspects, evaluates eff orts and assesses the consequences of activity and
decisions taken by the management of the school institution, that is why within the school there
are no independent financial departments to deal directly with the financial aspects. The school
manager is obliged to focus on all areas of activity in the school and at the same time on the
financial records, avoiding underestimating the role of one of the areas. In his work Blanuța
highlights [1, p. 138] "The realization of the financial function, which is ex pressed through
planning, distribution, evidence, control and management of school resources, involves the
treatment of information, correct and systematic information on the potential of activity of the
school institution, the financial resources mobilize d, providing assistance to all school activities.
The subsystem study of the relations between the school subsystems allows the identification of
its financial and informational flows ”. For example: in order to establish the tariff list, it is
necessary t he information about the number of classes in the given school, about the number of
students in the class and last but not least – the number of classes I and IX to be opened in the
next year of studies.
The realization of the financial function Bugaian [8 , p.97] mentions that it is determined by
the establishment of an integrated financial system – the functionality of which is ensured by five
elements:

53
– financial methods – methods of forecasting, control and evaluation of the activity of the
school insti tution;
– financial leverage – income, cost, profit, amortization settlements, financial penalties,
tuition fees, rent payment, defendants, percentage of profit, forms of settlement, types of credit,
etc.,
– providing with legal and normative acts – organi c and ordinary laws, presidential
decrees, Government decisions, dispositions and orders of ministries, statutes of legal persons;
– the institutional framework – the component of the financial environment involved in
the financial activity of the school, with external verification and control functions of the
financial operations carried out, starting and ending with the control of their execution: Center
for Combating Economic Crimes and Corruption, State Fiscal Inspectorate, Social Fund, who
monitor and verify the manner of substantiation and timely payment of taxes, fees and other
obligations, compliance with the rules for the preparation of financial reports and substantive
verification of the financial activity of the school;
– providing information . The school determines its information needs starting from the
conceptual relations that appear at the time of the financial operation and from the relations with
the internal and external environment of the next year of studies. This technical, pedagogical,
financial information is accessed from various information sources – statistics, activity plans,
worksheets, teaching rules, number of classes, levels of education, number of students in classes,
regulations, newsletters, bank information, technical and t echnological documentation, etc. the
financial information system of the school institution includes all the information that reflects the
distribution and use of financial resources. The generalized information and formatted in
financial tables is represe nted in a documentary form, which is called financial plan and
budgets for the realization of this plan.
Petrescu S., Mironiuc M., [45, p. 88] mentions, the financial function of the school has an
operational role, a functional role, and a political one:
– the operational role involves making decisions on the raising of capital, including the
collection of receivables and payment of suppliers, the management of funds and the negotiation
of bank loans,
– the functional role consists in processing the informa tion necessary for the management
of the school and providing assistance to the other functional activities of the school institution,
– the political role consists in integrating the external constraints and restrictions that
influence the activity of the school.

54
Components of the information system . O.Nicolescu highlights the components of the
school's managerial information system in the following order: data and information; information
circuits and flows; information procedures; means of processing in formation. Fig.2.4. [Nicolescu
O. (coord.) – The Managerial Information System of the Organization, Economic Publishing
House, Bucharest, 2001, p.26 -27, p. 242 -250].

Fig.2.4. Components of the information system
In the incipient composition of the information system are the data and information.
Describe from. Petrovici V., the data constitute a metric or numerical description of some
phenomena, processes, facts, events, actions inside or outside the educational i nstitution [39, p.
136]. Data is the simplest component of information and is a group of letters, numbers, words,
which together being structured and arranged (processed) according to certain requirements form
information. Data are actions obtained, observ ed, measured, recorded. Usually, they are called
basic data and are recorded in the daily activities of the school institution (number of class
completions, number of students in the class, number of students in grades, etc.). L. Mihăescu
considers that “d ata come from both external and internal sources and as a result most external
data must be in a ready -to-use form, thus determining internal activities that require
measurement and recording systems in a manner at which this data can be captured ”. [Mihăe scu
L., Information systems and IT applications in business administration, Sibiu, “Lucian Blaga”
University Publishing House, 2009, p.37, p.72] Great attention must be paid to data processing
methods because the quality of data sources it is not always gu aranteed. Informational system Date Informations information circuit
Means of information
processing Information
procedures information flows

55
The reserve of data from a school, from both external and internal sources, is limited. Their
abundance causes problems, and the school has the role of selector of data collection. In this
respect, the data collection procedures will be constant ly monitored in order to ensure their
orientation on the needs dictated by the specific purpose it fulfills.
The primary component of the managerial information system, information can be defined
as an element of notification that provokes reactions to the manager and other managers that
trigger decisions and actions.
The information, used by the manager, usually appears to us as a result of the conscious
action of the personnel with responsible works for the communication of new elements of
knowledge of so me states of the commercial company, or of the conditions of some events (
phenomena, facts or managerial processes) that refer to the past, present or future. They reflect
the interests and will of the manager, of his employees.
In the management of educa tional institutions, the information provides data on the
productive activity and highlights the position adopted by the manager in relation to the
problems to be solved. With the help of the information, the manager establishes the direct
contact and addr esses directly to the employees who compete to achieve the managerial goals
and objectives. The researchers made several classifications of the information according to
certain criteria. One of the types of information is given in Annex 1.
Another componen t of the managerial information system, the information flow represents
the path that the information or the category of information travels between the imitator and the
recipient. By receiving the information to the addressee or to the beneficiary, the co nditions for
capitalization are created and respectively the possibility of its use in the decision -making or
execution process is ensured.
The information flow is the determining element of the division of labor between
compartments and subunits. It follo ws that the managerial information flow is of great
importance for the creation of a rational managerial organizational structure. It can be considered
as the general criterion for the delimitation of competencies.
In accordance with different phases of th e management process, the information flow can
be divided into the following component stages:
a) establishing the general line of the managerial policy of the school institution
(elaboration of the development plan in perspective);
b) establishing the sch ool strategy (within the perspective conceived by the manager),
elaborating the operative plan of the school;

56
c) the choice of tactics in the realization of the operative plans (the operative management
of the school);
d) mobilization of resources and opt imal use of these school resources.
In school management, the information flow circulates between the educational process
(teachers) and the managers of the school institution, between departments and deputy
principals, between teachers and accounting and the managerial apparatus, etc.
The literature identifies several types of information flows: vertical, horizontal, oblique,
periodic, occasional, which fall into certain classification criteria: direction of travel, frequency
of production, etc., which are presented in Table 2.1. From lower:
Table 2.1. Typology of information flows Source: O Nicolescu, I Verboncu

Classification criteria Type of information
flow The main features Examples
Vehicle direction and
organizational
characteristics of the
extremities vertical • is established
between positions or
compartments located
on different
hierarchical levels
between which there
are relations of direct
subordination;
• conveys ascending
and descending
information;
• the organizational
foundation is
represented by the
hierarchical relations Transmission of daily
reports on attendance
at work between
teachers and the
institution's
accountant
horizontally • is established between
posts and compartments
located on the same
hierarchical level;
• conveys horizontal
information;
• the organizational
foundation is
represented by the
cooperative or
functional relations. Transmission of
information on the
situation in the
classroom by primary
school teachers
to the head of the
department the long –
term projects on the
occasion of an analysis
of the stage of
accomplishing the
curriculum
oblique • it is established
between the teachers on
levels of education with
the deputy director, the
heads of the
departments of direct
subordination relations; Transmission of
technological
documentation by the
head of the department
in order to complete the
school curriculum

57
• conveys ascen ding and
descending information;
• the organizational
foundation is
represented by the
functional relations of
the staff or control.
Produ ction frequency Periodic • is repeated at certain
intervals semester, year,
etc .;
• the foundation of their
production is
represented by the
sequential character of
the work processes;
• predominates in
educational institutions
and autonomous regions
as a result of the
cyclical nature of the
execution and
management processes. Weekly submission by
the heads of
departments of the
situation of the
realization of the study
programs to the deputy
directors
Occasional • are established with a
random frequency; • the
foundation of their
production is
represented by the
unique, endogenous or
exogenous situations of
the company Transmission of
information on the
financial situation by
the chief accounting
officer

The information flows weld the particip ants and offer them the possibility to dispose of
their forces and means and to carry out their attributions. The basis of informational relations is
the common character of the forms and methods of work, of the principles of functioning
(Fig.2.5.).

Fig. 2.5. Information flow
•It is characterized by:
•content
•form
•sense
•quality
•volume
•length
•speed
•reliability
•supportInformation flowre presents
the totality of information
transmitted in a time
interval from an information
transmitter to an
information receiver through
a multitude of information
channels.

58
The specialized literature finds the following component of the managerial information
system [Boaden, R., Lockett, G., Information Technology, Information Systems and Information
Management: Definition and Development, In Informat ion Systems, vol.1, no. 1, 1991; p.32]. By
informational procedures we mean the set of elements that establish the ways of collecting,
recording, transmitting and processing information.
The information procedures shall establish:
a) information media used , respectively the materials used for their recording and their
characteristics;
b) the means used to collect, record, transmit and process the information;
c) the sequence of information processing, as well as the operations it supports, the
calculation m ethods and formulas used.
As main characteristics of the informational procedures of the school management we
mention:
a) in the processing of information are used mathematical, economic, statistical,
sociological, psychological methods, etc .;
b) the incr eased degree of formalization, underlined by the special emphasis given to the
typing, standardization and codification of information and informational situations;
c) the accentuated operational character, able to ensure a fast treatment of the information,
with consequences on the plan of the decision and the action;
d) pronounced economy, generated by the actual translation of the principle of exceptions
and priorities.
Researcher I. Radu classifies the next component of the school managerial information
system – the means of information processing [Radu I., Management Informatics, Bucharest,
Economic Publishing House, 2006].
The functional performances of the school management information system are
conditioned to a large extent by the technic al support of the respective information system,
respectively by the means of collecting, processing and transmitting the information.
The collection of information begins with the elaboration of documents and ends with the
transposition of information on mechanical -graphic carriers. In the managerial activity, the
technical -operative evidence, the planning, the statistics, the accounting require an immeasurable
amount of work, a process in which the human factor has the essential role. In order to facilita te
the effort of the human factor, printed and standardized documents are used, as well as numerous
mechanical and automatic means and equipment (timetables, number of hours worked according
to the tariff sheet, medical leave, etc.).

59
The action designed b y the manager to gather information, consists of a series of
operations:
• the decision on the collection of information;
• planning to gather information;
• direct information gathering activity;
• leading the collection of information;
• checking how the information is collected.
The same source mentions that the processing of information also requires a great deal of
time and intense intellectual effort on the part of the human factor. To minimize them,
calculation, invoicing and accounting machines, mec hanical -graphic and electronic machines are
used. Information processing consists of the following actions [Ibidem, p. 20]:
• establishing the purposes of information processing;
• systematization of the collected data;
• detecting the content of facts and causes has deficiencies;
• theoretical substantiation of the conclusions and their generalization;
• judging and analyzing the processed information.
Irrespective of the means by which the information is processed, the results of that process
must be comm unicated to those concerned, very quickly, in order to be used in their decisions or
operational measures.
Guțu S., proposes a classification of the means of information processing in the table
below.
Table 2.2. Classification of information processing mea ns [Gutu, S., Information systems
in administration, Bucharest, Scientific and Encyclopedic Publishing House, 2004, p.123, p.57]
Category of means Scope The main features
Manuals • typing machine; • manual
calculation machine; •
accounting and invoicing
machine; • classical instruments
(pen, pencil, etc.) • manual entry of information
using the keyboard;
• absence of internal memory or
very limited memory;
• outputting information on paper
in one or more copies;
• the possibility of very low
programming o r their absence;
• making many mistakes;
• reduced speed of information
processing;
• ease of identifying mistakes;
• relatively low cost.
Mechanized • equipment
typewriters (punched card
machine, etc.). • use of the card as a material
support for information;
• the existence of a limited
internal memory;

60
• output of information recorded
on paper in one or more copies;
• higher processing speed but still
low;
• does not allow the use of
complex models with a large
number of variables;
• higher costs than the previous
ones but relatively modest.
Automated • Computers and terminals • carriers of advanced
information or direct introduction
to the terminal;
• automatic data collection and
transmission;
• strong internal memory;
• the possibility of stor ing data in
the unlimited auxiliary memory;
• very high processing speed;
• security in calculations;
• the possibility of using complex
models with a large number of
variables;
• advanced programs;
• specialized workforce with
continuously updatable train ing;
• appreciable cost.
In general, the information system of the school manager is not a uniform construction, but
consists of different subsystems between which there are certain relationships. Corresponding to
the functional area of the structure of the school in which it is used, information systems can be
used for a variety of school -specific activities.
The managerial information system appears as a complex of people and practical activities,
equipment and procedures, oriented towards the modeling of managerial processes with the help
of information processing operations, based on the use of mechanization and automation means.
The managerial information system presupposes the use of modern methods of calculation and
managerial analysis, programming , optimization of management processes and elaboration of
forecast models, as well as the typing of information circuit schemes at the manager level, of his
immediate aids. , of the deputy directors, heads of departments and teachers of the educational
institution.
The managerial information system ensures the knowledge of the realities of the school
institution and thus contributes to the elaboration and fulfillment of the objectives established by
the manager. Through it, the information necessary to subs tantiate strategic and managerial
policy decisions is obtained, the database necessary to develop the institution's growth models is
provided, the information on achieving goals and objectives is collected, processed and
transmitted, the intensity of conne ctions in the mana space is measured. ¬generally, the
deviations and their causes are determined.

61
2.2. Methodology for developing the managerial information system

The management of school institutions initiates the realization of the information system a s a
whole or at the level of some of its components when they face certain problems or when they
anticipate the possibility of future difficulties and through an anticipatory approach trying to
avoid them. The information system must allow the modification of its characteristics, especially
functional, according to the needs and for this it is recommended to design it in a modular
approach. In the educational system, the most frequent events generating studies and information
rationalization actions are:
• decrease in the number of children;
• elaboration of the strategy and / or policy for the next years;
• major difficulties in carrying out important activities, such as: opening / closing classes,
carrying out educational and management processes, etc .;
• changing managers at the institution level;
• restructuring the school institution;
• introduction of modern information processing equipment;
• application of new managerial methods;
• changes in legislation;
• making school diagnoses;
• attendance by managers of managerial training programs.
Depending on the cause and the conception of the school managers, the scope of the
informational study is established, which can be: global, when it refers to the whole activities of
the school; partial, when it re fers only to certain activities of it. A great help in delimiting the
scope of activities and topics addressed is the use of the picture of cause -effect relationships. In
its elaboration it starts from the axiom that any problem is the expression of certai n causes,
which, in turn, cause certain effects, which can also be causes for other problems. [36, p. 246]
In close correlation with the delimitation of the informational theme, three other major
preparatory elements are determined:
• knowledge resources, t echnical -material and financial, allocated for study;
• the number and composition of the team that performs the information rationalization;
• the execution period of the action.
Simultaneously with the specification of the area of informational investi gation, the objectives
to be achieved are also formulated. In order to be achieved and accepted by the “key” staff of the
school, it is necessary to participate in setting the objectives of the top level managers and the
main departments involved.

62
The info rmational objectives directly aim at the functionality of the information system: the
type and quality of the information to be provided, the modernization of some informational
procedures, the performances of the information processing, the period of prov iding important
information, the costs involved.
The economic objectives take into account the direct and indirect effects determined by the
informational improvements. These refer to the order book, the size of the raw material stocks,
the rotation speed of the managerial information, etc. [36, p. 247]
In the specialized literature are identified several methodologies for elaborating the
managerial information system: cascade model; model V; incremental model; spiral pattern;
evolutionary model; three -dime nsional model; model X; artesian well model; pinball model;
baseball ball model; pyramid pattern; step model [56, p.35;].
The analysis of the school institution, of the specialized literature allows us to implement the
managerial information system the “st eps” model, which is made up of 5 steps:
• Preliminary and detailed analysis of the school institution and of the managerial information
from the school institution.
• Designing the managerial information system in the school.
• Experimenting the implement ed managerial information system.
• Implementation of the managerial information system.
• Operation and maintenance of the managerial information system.
1. Preliminary and detailed analysis of the school institution and of the managerial
information from the school institution . From the practical activities most specialists demonstrate
that before starting the actual information analysis it is recommended to gather the main
information on the field, to conduct an in -depth analysis of all resources in the institution:
information resources, human resources involved in developing the information system
(specialists in the field), resources technical, financial resources. The development of this stage
involves going through several phases, in the realization of which it is essential to obtain the
collaboration of the main issuers and beneficiaries of information. According to O. Nicolăescu
and I. Verboncu these phases are the following [43]:
• determining the size of the managerial information system (areas in cluded in the system),
the purpose and objectives of the system:
• the brief characterization, as a whole, of the informational subsystem, revealing its main
parameters in close correlation with the obtained functionality and performances;
• drawing up the list of informational documents used, both coded and standardized, and
occasional ones;

63
• taking over models for the main informational documents;
• graphic representation of the circuit of informational documents with periodic use;
• description of the main types of procedures used, especially those of IT in the most
important situations and information flows;
• inventory of automated means of information processing, specifying the main constructive,
functional and economic parameters.
The completion of this phase ensures the elaboration of the complete informational file of the
analyzed field, the indispensable basis for its detailed and professional analysis.
The basic objective of the information system is to satisfy the information requirements
necess ary for management in the decision -making process. The purpose of the information
system is to achieve the objectives of the school.
Each educational institution has a large volume of information needed in the managerial
activity and to achieve the objecti ves of the institution. The same source mentions that the
complexity and multidimensionality of the managerial information system require the
performance of analyzes from multiple points of view that ultimately reveal the main
information dysfunctions:
• presentation of the functioning of the existing information system, if any;
• delimitation of the existing information system, establishing its structure;
• critical analysis of the existing information system, if any, in relation to the general
objectives of the school and the derived objectives regarding the studied activities, as well as the
decisions adopted in the analyzed field;
• identifying the dysfunctions and deficiencies of the existing information system;
• the detailed analysis of the informatio n coming from the documents, which must be based
on the knowledge of the qualities that the information must possess;
• finalizing the objectives of the study following the critical analysis performed.
The in -depth examination of the information from the s chool institution through the prism of
the elements mentioned in the informational support in order to move on to the construction of
the managerial informational system from a constructive and functional aspect [32, p. 263 -27].

2.Designing the managerial information system in the school. The first phase of this stage is the
establishment of the overall configuration of the managerial information system. The result of
this phase is a brief presentation of the configuration of the information system, specif ying the
main components, reflected in an overall scheme.

64
The second phase lies in the detailed design of the information components, in which
changes occur. In essence, three categories of changes are possible: the introduction of new
elements (document s, information procedures, equipment, etc.), the merging or partial change of
the content of some information components and the elimination of others. These changes are
established at the level of each informational component within the investigated field :
documents, circuits, pulses, procedures and informational means. After specifying all the
changes, they are centralized in a synoptic table, which will serve as a basis for their
operationalization.
The last stage in the information improvement ends by e stablishing the efficiency of the
application of the expected measures, both quantifiable and non -quantifiable. All the elements
elaborated in this stage are reunited in a project that is subject to the approval of the participatory
management of the compa ny or, as the case may be, to the owner entrepreneur. Only after its
acceptance, possibly with corrections and improvements, can it be applied.
Researcher T. Nistorescu specifies that at this stage a new element introduced in the
managerial information sys tem is also the computer system. The computer system is a set of
functionally interrelated elements in order to automate the obtaining of information necessary to
substantiate decisions [37, p. 10 -32].
In the literature, the Information System is presented in the form of a "black box" that has
information inputs that are transformed into information to substantiate decisions through
resources, rules, procedures. (Fig. 2.7).

Information entry Information outputs (exits)

Fig. 2.7. Schematic representation of the computer system
The computer system is included in the information system and has as object of activity, in
general, the process of automatic data collection, verification, transmission, storage and
processing (da ta are the raw material and information is the finished product). Regarding the
relationship between the computer system and the information system, it can be seen that the
computer system tends to equalize the size of the information system, but does not have the same
scope as the latter, because within the information system there may be activities that can not be
100% automated (Fig. 2.8.) People
Resources
equipment

65

Fig. 2.8. The place and role of the information system within the managerial information system.
1. An information system is composed of 6 groups of elements found in the literature [57]:
• the technical -material basis of the system;
• the necessary SI programs;
• information base;
• scientific and methodological basis;
• human resources;
• organizational framework.
The technical -material base – consists of all the equipment for data collection, verification,
trans mission, storage and processing. Represents the hardware of the computer system.
Necessary programs SI – represents the software of the computer system and includes all the
programs necessary for its operation: operating system, specialized software for da ta
management (DBMS, SGF), application programs.
Information base – refers to the data subject to processing, information flows, systems and
code nomenclatures. The researcher M. Gruiescu proposes that the dashboard be included in the
information base – a tool meant to synthesize the information necessary for the management and
the managerial information system. “The scoreboard is a system of indicators, necessary for the
evaluation, control and operative regulation of the school activity.
It selects, organ izes, consolidates and gives a synoptic expression to the main information
elements necessary for a leader to ensure, operationally, the movement of the driven object in
accordance with the trajectory (s) drawn by the action program ”[58]. The school dashb oard is
shown in Annex 2. decision system
informatical system
operating system informational system
Date Date
information automated
decisions

66
The scientific and methodological basis consists of mathematical models of managerial,
educational processes and phenomena, methods and techniques for creating information systems.
Human resources – consist of specialized staff (a nalysts, programmers, system engineers,
database administrators, operators, etc.) and system beneficiaries. As IT systems analysts cannot
know the specifics of all the beneficiary units they could come in contact with over time, the IT
team also recruits s pecialists from the beneficiary unit, who have an idea of what can be done.
with the computer, but especially to know very well what they want from the computer, in the
context of the future computer system. Therefore, a mixed team for the creation of th e IT system
is created.
Organizational framework – is specified in the organization and functioning regulation
(ROF) of the school institution where the computer system operates.
3. Experimenting the implemented managerial information system. The experimen tation of
the managerial information system begins when the individual components tested and accepted
can be assembled for experimentation and inclusion in the system, based on the specifications
and documentation previously developed.
The experimentation stage is performed for each element that enters the structure of the
information system and aims to highlight the deficiencies of the system: filtering (intentional
change of information), distortion (unintentional change of information), redundancy (repea ted
recording of information, or similar) and overloading of information circuits (conveying a larger
volume of information than necessary). Researchers I. Verboncu and O. Nicolescu used to
identify information deficiencies, which identify the types of inf ormation deficiencies, the ways
of their manifestation and the managerial, educational and economic consequences as a result of
the deficiencies.
4. Implementation of the managerial information system . The SIM implementation includes
the testing stage and ends when the system is accepted by the management team and is received
by the operating team. Implementation stage – aims to create the software product that can be
composed of modules, special components, programs.
Once the new SIM has been implemented a nd tested, the conversion from the old to the new
system can be performed. A key element of the implementation process is solving the
organizational and behavioral problems that often arise. The implementation of the managerial
information system usually c hanges – sometimes dramatically – jobs, responsibilities, people's
requirements and communication relationships. To cope with the human factor and to minimize
resistance to change, they must be anticipated.

67
5. Operation and maintenance of the managerial information system. The operation and
development of the managerial information system begins when the information in the system is
provided to the manager on a regular basis, ensuring compliance with the established procedures.
The development of the mana gerial information system takes place in parallel with the operation,
introducing various new techniques and activities.
The maintenance of the managerial information system requires continuous monitoring,
evaluation and modifications if necessary, for the qualitative functioning of the system
parameters. For example, in the chapter on changes, changes in programs, educational policies,
regulations, normative acts, changes in financial management at the level of educational
institution, etc. will be conside red.
Thus, the above allows us to reveal that the model described is a stepped model, the stages
of which are performed successively in ascending order. Each stage has a specific purpose and is
based on the results of the previous stage.

Fig. 2.9. The model of accomplishing the managerial information system in the school institution

Preliminary and
detailed analysis
of the school
institution Designing the
managerial
information
system Experimenting the
designed system Implementation
of the managerial
information
system Operation and
maintenance of
the managerial
information
system

68
2.3. Conclusions in Chapter 2

The existence of the managerial information system and its continuous improvement creates
the possibility for the manager to apply the most efficient managerial methods and techniques,
based on the use of the statistical -mathematical apparatus.
Due to its importance, the human factor entered the classic formula of production factors,
placing at the top of the list that included capital and human resources. The computer has
become the ubiquitous tool that provides information, knowledge, communication and human
reasoning. His language has invaded the other sciences: even international politics aspire s to
become a "software" instead of the traditional hard force brute force. The contrast between the
rapid advancement of science and technology, and the stagnant, sometimes retrograde, stage of
human management and outdated institutions and policies, gnaw ed by corruption and
bureaucracy, is astonishing. However, it escapes the observation of the general public and even
common sense, who might wonder if one and the same human mind conceives both.
To ensure a sustainable future, the school must alr eady look beyond short -term priorities.
Faced with an aging population and global competition, we have three options: work harder,
work harder, or work smarter . We will probably have to do all three, but the third option is the
only one that can guarantee a rise in the living standards of Europeans. To this end, the Digital
Agenda contains proposals for action that must be taken urgently to bring the school back on the
path to smart, sustainable and inclusive growth. These proposals will form a framework fo r the
long-term transformations produced by an increasingly digital society and economy.

69
Chapter III. THE APPROACH TO THE DEVELOPMENT OF THE INFORMATION
SYSTEM IN THE SCHOOL INSTITUTION

3. 1. Basic tools of the managerial information system
As a management method, the dashboard is closely related to the information system,
because it influences its main components. The effectiveness of the information system, of the
management of the school institution depends on the quality of the dashboard. It represents a
coherent and organized set of selected information, which allow the manager to be informed
about the state and performance of the managed system, its trends and which allows setting the
future trajectory to follow.
The dashboard is a grou p of indicators that ensure a legible and interpretable presentation,
with a regularity, with a regular periodicity, adapted to the needs of the school. The scoreboard
and its indicators must be simple and consistent with the size and purpose of the school .
Moreover, they must reflect the strategic plan and take into account all short -term stakes, without
losing sight of the long -term perspective and to encourage reliable decisions that are consistent
with the school's strategy.
"The scoreboard is intended to monitor the evolution of the values of a wide range of
economic and financial indicators. The model represents a synthesis of the data available to the
unit at a given moment, providing in an established form, the most important information
regarding the development of the activity of the pre -university institution ”[54]
The model provides both useful information in making a decision and other data of
interest, such as the situation of human resources, the educational instructional process, the
financi al and material condition of the school, the payment of obligations to the state, thus
constituting a useful and modern management tool. . The dashboard combines, in proportions
determined by the specifics of the activity, the information on the current ac tivity with the
statistical and forecast information. At the same time, it highlights the existence of deviations
from plans and programs and the unwanted evolution of some phenomena within the school
institution.
Verboncu emphasizes that “the dashboard pr ovides the reference elements for outlining
remedial solutions and forward -looking measures. Presenting in a systematized form the most
significant information on the development, influencing factors and partial or final results of the
activity of the educ ational unit, fields of activity or its compartments, the General Strategic
Dashboard (TBSG) model provides the necessary elements to substantiate decisions and For
control". [49].

70
Based on its usefulness, we can identify the following dashboard functions :
• evaluation – with its help you can quickly determine the operating status of a system, the
stage of realization of some products, the degree of achievement of the proposed
objectives, etc.
• diagnostic – if it is designed to take into account the cause -effect relationship, it serves as a
quick tool for diagnosing various work processes, by causally identifying the positive and
negative aspects;
• warning – having a suggestive presentation, in the form of graphs or tables, the manager
can easily observe the situations in which certain tolerance limits initially established are
exceeded;
• decisional – is the tool that quickly provides the manager with the information necessary to
substantiate decisions;
• operational – through the information provided it can trigger a series of corrective actions,
to increase or decrease the production rhythm, etc.
• forecasting – based on the information presented in the d ynamics, it is possible to establish
trends in the evolution of different indicators and make forecasts;
• coordination – for example, through a dashboard you can follow the activities carried out
in different complementary production sections (between whi ch there is a supplier –
beneficiary relationship). If it is observed that they have different production rates,
measures are taken to coordinate the activities so as to obtain equal rates that avoid stocks
of unfinished production or lack of raw materials a nd at the same time allow the timely and
quantity of finished products. .
In order to be able to perform its specific functions, the instrument panel must meet a
number of requirements related to form, content and method of preparation. These are:
• cons istency (completeness) – to contain relevant, complete information regarding the led
field or the field for which it was designed and realized;
• rigor – the information is focused on the real evidence of the economic phenomenon. The
staff involved in its implementation must provide information that fully characterizes the
reflected process. Errors related to data collection, analysis, processing and interpretation
must be avoided, as otherwise misinformation may be entered in the dashboard, with
negative e ffects on the management process and the company in general;
• aggregation – in order to increase its usefulness, it must contain as much information as
possible, but at the same time avoid the difficulty of following it. That is why the
information is pre sented in a synthetic form. The higher the scale of the managerial
hierarchy, the more synthetic, aggregated the data;

71

• accessibility – involves the clear presentation of information so that it is understood and
used operatively by managers;
• balancing – involves the use of indicators that reflect proportionally to economic, social,
technical processes, etc., depending on the share held by them in the company;
• expressiveness – involves the suggestive presentation of information, in the form of tables
or graphs, so that they can be easily noticed, interpreted, compared, etc .;
• adaptability – reflects the possibility of changing the dashboard depending on the changes
taking place in the company;
• economy – involves reducing as much as possible the cost s specific to the processes of
completion, dissemination, use, etc .;
• opportunity – aims at providing timely information so that it can be used efficiently. [52]
The form of presentation of the dashboard is very varied. It differs from organization to
organization, depending on the nature of the information presented, the conception of the
manager or those who substantiated and implemented the method, the facilities that the company
has, etc.
Thus, dashboards can be distinguished in the form of:
• graphi cs of different types, presented on paper or on the computer;
• tables;
• plastic or cardboard folders;
• registers;
• swivel panels;
• electrical or electronic panels.
There are the following advantages to using the dashboard method:
• amplifying the degree of substantiation of decisions;
• rapid evaluation and diagnosis of some processes;
• efficient coordination of activities;
• timely warning about exceeding tolerance limits of various indicators;
• rationalizing the use of managers' working time;
• increasing the responsibilities of managers for the activity carried out;
• ensuring the efficiency of the data reporting process;
• following and using appropriate criteria for assessing the activities of different
departments.

72
In the creation of the Dashboard of the Public Institution, Theoretical High School “Dimitrie
Cantemir”, from Cornesti, the above requirements were observed and in our case, it is presented
in the form of a table with 5 fields of activity (Annex 1):
• legal and organizational fra mework for the functioning of the institution,
• HR:
• teachers,
• students,
• the educational instructional process
• technical -material basis,
• economic -financial activity.
In each of these areas are included necessary and important information for achi eving the
objectives of the educational institution. The "Legal Framework" field includes information on:
• establishment and operation of the educational institution;
• data about the institution;
• short history of the school;
• the conception of the educational institution regarding the mission and objectives of the
school,
• the organizational structure of the educational institution,
• management of the institution,
• organizing school management.
Statute of the Public Institution the Theoretical Hi gh School “Dimitrie Cantemir”, from
Cornesti meeting of the board of directors. It contains eight compartments directly related to the
achievement of the institution's objectives – general provisions, object, purpose and tasks of the
institution, management , administrative bodies, staff, rights and the obligations of students and
parents, the financing and patrimony of the institution, the documentation of the institution, the
way of reorganization and dissolution.
The field of "Human Resources " is composed of two sub -domains: teachers and students.
The "Teachers" subdomain includes job descriptions and teachers, the nominal list of high school
teachers, the list of administrative staff, auxiliary staff, age and seniority structure, teacher
training policy, t eacher performance, lack of specialists, work atmosphere.
The " Students" subdomain contains students by year of birth, enrolled in years of study,
students with guardianship, from socially vulnerable families, student performance, orphaned
students, with a parent.
The " educational instructional process " includes curricula, curricula by subjects, teaching
projects, study formations – years of study, classes, groups, quality of the educational process for

73
the last 5 years, achievements and intentions of the institution in the field of modernization of the
educational process, departments methodical, modern technologies applied in the educational
process, educational and cultural programs, winning places in competitions.
What is related to the field " Material base", we included information about the educational
spaces and their quality, the endowment of the spaces, the dating of the library, the technical
means for the educational process, laboratory, canteen, cultural service. The institution reports
annually on the rental of textbooks for all levels of education.
"Economic -financial activity " provides information on the revenues and expenditures of the
institution's budget for the last 4 -5 years according to the executed budget and financial balance,
the organ ization of financial management within the educational institution, average expenses
for a student, salary.
The database on the training and professional development of teachers for the period 2013 –
2018 contains the name, surname of teachers, studies compl eted, discipline taught, the year of
the last achievement of professional training and the period of future training.
The number of students includes data on the total number of high school students at the
beginning of the academic year, at the end of the first semester, the number of students by levels
of study and classes.

3.2. Evaluating the efficiency of the managerial information system in the school

The implementation of the managerial information system in the Theoretical High School
“Dimitrie Ca ntemir”, Cornesti city, is done during 2 years. This is a complicated and long
process, which involves material, human, technical, informational, financial resources. In order
to see the efficiency of the managerial information system, we made an evaluation of the work of
the system within the school. We conducted a seminar with the 8 managers from the high school,
who appreciated the results of the implementation of the managerial information system, and
which was highly appreciated as an innovative process in the managerial activity.
The investigated sample was composed of 2 categories:
high school managers -8
high school teachers -75
The purpose of the investigation was to determine the efficiency of the managerial
information system in the Theoretical Hig h School „Dimitrie Cantemir ”, from Cornesti city.

74
The objective – arguing the implementation and qualitative development of the managerial
information system. The investigated persons have the mission to present information as
evaluators on request, about the advantages, disadvantages and efficiency of the managerial
information system. During the research, the following activities were performed:
• a methodological seminar was held in order to study the components, stages of
implementation of the managerial information system,
• the diagnosis of the system that was ac tive in the school was made,
• the implementation team was set up and trained.
The results of determining the efficiency of the managerial information system in the
Theoretical High School „Dimitrie Cantemir ”, Cornesti city reproduces the following aspec ts:
• the degree of use of ICT in management,
• the degree of knowledge in the field of ICT of teachers and school managers,
• the advantages of introducing the managerial information system in the management of
the high school,
• obstacles in the developm ent of the information system.
• new directions of development in school management through the use of ICT.
The use evaluation tools were:
• questionnaires
• analysis of reports,
• opinion polls.
Evaluation is the assessment of the activities or results of the implementation of the
management model, using the information obtained during the monitoring. The evaluation makes
an analysis and appreciation of the implementation of the management model through the use of
ICT and its efficiency, being a means that contributes to improving the management process in
the educational institution.
The evaluation answers the questions: what is the effect, the impact of the activities
performed and to what extent the result meets the expectations.
The evaluation is the activity carried out during the period of implementation of the
management model with the help of ICT and pursues the following objectives:
• providing support in making decisions regarding the activities performed;
• obtaining information from all existin g sources about success and failure, what would be
the reasons;
• improving the quality of the activities performed;

75
• identifying successful practices that could be extended;
• elaboration of recommendations for the improvement of the management model w ith the
help of ICT.
As mentioned in the evaluation of the implementation of the information system, 75
teachers participated, who work in the Public Institution Theoretical High School "Dimitrie
Cantemir" from Cornesti. Teachers had the right to choose 3 answers which in their opinion are
more correct. The answers are shown in Table 31.

Table 3.1. Determining the quality of information after SIM implementation.
Questionnaire for teachers
The quality of the information improved after the
implementation of SIM 65
Periodic news feeds 25
Complex and short information circuits 40
Detailed structure of primary documents 51
More precise assignment of activities 24
Existence of written procedures for each activity 56
Better access to information for teachers 69
65 teachers out of the total number (75) consider that the quality of information has improved
considerably after the implementation of the managerial information system in high school; 69
teachers appreciate the good accessibility to information a t any time; 51 – appreciates the detailed
structure of the primary documents; 40 teachers consider that the information circuits are more
complex and shorter which is very important in the conditions of lack of time (Fig. 3.1).

Fig. 3.1 Assessing the qual ity of information after implementing the information system 25
40
51
245669Periodic news feeds
Complex and short information
circuits
Detailed structure of primary
documents
More precise assignment of
activities
Existence of written procedures
for each activity
Better access to information
for teachers

76
The questionnaire proposed to the 8 school managers from the private institution
“Dimitrie Caantemir” Theoretical High School had the purpose of comparing and ascertaining
the quality of the existing information in the school institution before the implementation of the
information system and after its implementation.

Table 3.2 Finding the quality of existing information in the school by school managers
before SIM implementation and after SIM implementation.

Questionnaire for school managers
Nr. Criterion Lack of
SIM The existence
of SIM
nr nr
1 Information management: recording, processing and use
of data and information 3 8 +5
2 Inclusion, in the information management system, of all
the necessary information for decision making 4 7 +3
3 Existence of evidence regarding the guarantee of access
to information for those in law in the school institution 4 7 +3
4 Informing stakeholders, internal and external, regarding
the implementation of study programs. 3 7 +4
5 Regulations / procedures for regulating access to
information 5 8 +3

6 Informing students and parents about education and
training opportunities at local / district / national level. 4 8 +4
7 Existence of records on the timely and in the required
formats of reporting for decision preparation 4 8 +4

Thus, all 8 school managers consider efficient information management: recording, processing
and use of data and information; including, in the information management system, all the
necessary information for decision making – 7 school managers; the existence of evidence
regarding the guarantee of access to information for those in law in the school institution – 7;
informing the stakeholders, internal and external, regarding the realization of the study programs
-7; regulations / procedures for regulating access to information – 8;

77
– informing students and parents about education and training opportunities at local / district /
national level – 8; the existence of records on the timely and in the required formats of reporting
for the preparation of decisions -8. (Fig. 3.2).

Fig. 3.2. Assessing the efficiency of the managerial information system

School managers fr om the public instit ution Theoretical High School „Dimitrie Cantemir ”
from Cornesti city , were aware of the importance of the managerial information system which is
expressed through the following activities: collecting information on the state of the sy stem and
the environment; transmission of information through the appropriate channels at the place of
their processing; information processing for analysis and decision making; adaptation of
decisions and their transmission to the enforcement bodies; ensu ring the control and fulfillment
of the tasks resulting from the decisions.

012345678
34 4
35
48
7 7 78 8

78
3.3. Conclusions in Chapter 3

The development of the information system took into account several aspects of the Public
Institution Theoretical High School „ Dimitrie Cantemir’’ , Corneti city : the way the system
works contributes to the modernization of management activities; reducing the time of managers
to solve certain problems; Significant increase in the productivity of very time -consuming and
resource -intensive r outine activities that translate into electronic procedures – word processing,
automatic document editing, electronic archive search, reuse of information, access to legislative
software packages, materialize in cost reductions these activities; shortening the processing time
by reducing the number of errors and avoiding the resumption of procedures to fix them;
elimination of parallels and integration of processes that are reflected in the efficiency of the
activity by eliminating redundancy – surplus info rmation; reducing the costs of services,
increasing their availability and decreasing the response time to certain messages; increasing the
level of training and responsibility of staff and teachers in the use of information and
communication technologies and the development of new skills.

Regarding the use of the information system in the economic -financial field, several
problems have been solved:
• Increased consistency of data is ensured, as it is recorded and updated only once, and not
stored in multiple files and updated multiple times by different programs.
• Data integrity is enhanced by the efficient use of facilities included in the DBMS
(recovery / restart routines, generalized editing, validation routines, control and security features.
Other functions available in the DBMS may facilitate control and audit procedures (report
generators). , which can be used to create balance sheet reports, and investigative languages that
can be used to identify inconsistencies in the data).

79
GENERA L CONCLUSIONS

The realization of information systems is a complex action, which combines a large
number of activities: analysis, design, implementation, operation. In addition, it advertises
significant human, material and financial resources over a considerable period of time.
The efficient use of these resources, in order to obtain a high -performance information
system, required the ordering of the complex managerial process, in a well -established
succession of stages and sub -stages and the use of appropriate methods and techniques. These
observations led to the shaping of methodologies for achieving the information system.
The methodologies for creating information systems include:
• the way of approaching the systems, in order to elucidate the relationship between th e
variations of the system and its dynamism;
• rules for formalizing data and processing processes;
• the tools for the conception, realization and elaboration of the documentation;
• the way of carrying out the project and the actions specific to each sta ge (life cycle);
• defining the way of working, the role of analysts and designers and the relationship
between them;
• project management methods (planning, scheduling, monitoring).
The information system allows the aggregation of information in a form ap propriate to
decision making at all hierarchical levels. In the information needed to make decisions,
accounting information and the accounting information system play a key role. The evolution of
technology pressures professionals to redefine their contri bution to the entity and to extend their
objectives beyond the boundaries of information generation presented in the managerial and
financial statements to become a system to manage data and information about activities that
generate significant added valu e.
The information system and the information it generates create value for the entity in
the form of increasing the efficiency and effectiveness of internal activities and structures. The
information system can help eliminate redundant hierarchical levels by improving control and
delegating responsibilities. Of course in these conditions the emphasis
it is focused on monitoring activities and even decisions taken at management level. This
together with the optimization of processes and the improvemen t of communication can
contribute to the achievement of a dynamic and adaptable organizational structure.

80
Recommendation

For the implementation and development of the managerial information system, the school
manager has to solve the identification of the field of action of the information system, the tasks
that must be solved following the implementation of the information system.
It is absolutely necessary that when it is decided to carry out an IS project in an institution,
the IT department exists o r is created. The main tasks of this department in the proposed
organization are:
-ensuring the number of specialists needed in the design teams, through its own staff in the
IT department;
-training the necessary additional specialists in the organization ;
-testing and selecting outside specialists to participate in the project work;
-providing and training the necessary personnel in the testing and implementation teams;
-operation, modification and maintenance of the system.
Postponing a thorough assessment of the feasibility of implementing a system until it is
designed and developed can have serious consequences.
During the implementation of the IS, it is necessary to go through the stages presented
above, respecting the order and particular aspe cts of each stage, which will lead to the
implementation of a reliable and useful IS in the institution. The omission of a stage, or the
important insufficiency given to some aspects considered minor, can lead to the creation of an
incompletely functional IS or even with major deficiencies.

81
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84
Appendix
Appendix 1
Typology of information
(after Nicolescu, O., Verboncu, I., 1999)
Nr. Classification criteria Categories of
information Main features
1 Way of expression oral – exposed orally:
– does not involve investigations into
means of processing information;
– nuanced;
– high traffic speed;
– are not controllable;
– leave room at the institution;
written – usually recorded on paper;
– can be kept unaltered for a long
time;
– involves moderate expenses;
– their recording requires an
appreciable consumption of time;
Audio visual

– addresses sight and hearing at the
same time;
– involves special equipment
(computers, terminals, local
television circuit, special control
panels, etc.)
– high traffic speed (regardless of
distances);
– high suggestion and nuance
capacity;
– can be recorded in full and quickly;
– expensive;
Intermdia

– is in different phases of information
processing;
– the most widespread at the level of
functional staff and lower level
managers

85

Final – have gone through the whole series
of information processing provided;
– synthetic character;
– complex character;
– decisional character;
– is usually addressed to managers,
especially from the upper and middle
echelons;
2 Direction of vehicles Descendant – they are transmitted from the higher
hierarchical levels to the lower ones
of the mana gement;
– composed mainly of decisions,
instructions, methodologies, etc .;

Ascending – are transmitted from the lower
hierarchical echelons to the upper
management echelons;
– – reflects with priority the way of
achieving the objectives and
managerial decisions;

Horizontally – are transmitted between holders of
posts located on the same hierarchical
level;
– functional and cooperative nature
serving the
horizontal adjustment of the
company's activities;
3 Registration
organization technical and
operational – locates in time and space the
processes within the company;
– used mainly by lower level
management to control the work of
executors;
Accounting – refers in particular to the economic
aspects of the undertaking's activitie s;
– used especially for substantiating
and evaluating short -term decisions;

86
Statistical – synthetically reflects, in
predominantly numerical form, the
main activity of the company
corresponding to pre -established
standards.
– postoperative character;
– synthetic character in the sense that
they are used with priority for the
evaluation of the results of the
enterprise and for the forecasting of
new objectives.
5

Provenance EXOGENOUS – come from above the systems of
which the company is part; –
composed mainly of laws,
ordinances, decisions, instructions,
indications, etc .; – a large part of
them are mandatory;

Endogenous – are generated within the company;
– self-contained as it refers to all the
activities of the company or the
autonomous administration;
– heterogeneous character
reflecting the diversity of processes
within the company;
6
6 Destination Internal – the beneficiaries of information are
the managers and executors of the
enterprise;
– all-encompassing character;
– different levels of aggregation;
– low degree of formalization;
Outer – the beneficiaries of information are
the customers, suppliers or
supersystems of which the companies
are part;
– selective nature refers to the
essential aspects of the company's

87
7 Mandatory for the
addressee Overriding – issued by leaders being intended for
lower hierarchical levels;
– pronounced decisional character;
– consideration of the informational
message is mandatory;

Not Imperative -issued by executors and managers
being intended mainly for colleagues
or superiors;
– pronounced informative character;
– consideration of the informational
message is not mandatory

8 The nature of the
reflected processes Research and
Development – reflect or consider research
and development activities
Commercial reflect or consider commercial
activities;
Financial accounting reflect or take into account the
financial -accounting activities;
Staff
reflect or consider staff activities.

88
Appendix 2
Dashboard for the implementation of the information system in the management of
teacher training
1. The legal
and organizational
framework for the
functioning of the
institution 1.1. Official documents for
the establishment and functioning
of the institution

1.1.1. Education code
1.1.2. The concept of staff
training in general education
1.1.3. Regulations for the
attestation of teachers
1.1.4. Regulation for
attestation of management
personnel
1.1.5. Regulations on the
organization and conduct of the
competition for the performance
and holding of the position of
director
1.1.6. Vocational training
standards
1.1.7. Occupational standards
1.1.8. Job descriptions
1.1.9.Certificate of state
registration of the school institution
1.1.10. Activity lic ense or
decision on establishment
1.1.11. Statute of the
institution
1.1.12. Collective Labor
Agreement
1.1.13. Room rental contracts
1.1.14. Employment contracts
1.1.15. Other collaboration /
partnership contracts
1.1.16. Internal regulations
1.1.17 Moder nized

89
curriculum by disciplines
and other
1.1.18. 5 -year school
strategic plan
1.1.19. The annual activity
program of the school
1.1.20. Order of delegation
of teachers to courses
deformation
1.1.21. Order of the director
on the appointment of the
commission for the design,
implementation and development
of the information system in the
management of teacher training

1.2. Data about the school
institution 1.2.1. Name of the institution
1.2.2. The town, the district.
1.2.3. Address
1.2.4. Telephone and fax
1.2.5. Electronic address
1.2.6. Access (means of
transport)
1.2.7. Name, surname of
school managers
1.3. Short history 1.3.1. Year of establishment
1.3.2. Type of institution and
level of education at establishment
1.3.3. Number of classrooms
1.3.4. profiles
1.3.5. The number of teachers
1.3.6. Personalities who
studied or ran this institution
1.4. The conception of the
educational institution regarding its 1.4.1. The mission, the
objects of the educational

90
missio n and objectives. institution
1.4.2. Strategies for achieving
the mission and objectives of the
educational institution,
1.4.3. Achieving the
objectives projected in the last
managerial plan (textual
argum entation)
1. 5. The organizational
structure of the educational
institution 1.5.1. Type of institution
15.2. Steps of study
15.3. profiles
1.5.2. areas
1.5.3. Number of complete
classes / groups,
1.5.4. Number of exchanges
in which the institution operates.
1.5.5. Educational spaces
1.6. The management of the
institution. 1.6.1. Managerial competence
of managers
1.7. Organizing the
management of the institution 1.7.1. Distribution of
functions among the members of
the administration of the institution
1.7.2. Arguing the efficiency
of the activity of the pedagogical
council
1.7.3. Use of a system in
internal control
1.7.4. Systematic evaluation
of school activity and teachers
1.7.5. The role of self –
management of the institution
2. Human
resources. Teachers 2.1. Job descriptions and
teachers
2.2. Nominal list of teachers 2.2.1. Basic studies of

91
in the school teachers
2.2.2. Age structure
2.2.3. Ensuring the didactic
norm
2.2.4. Health status of
teachers and support staff
2.2.5. Medical leave (number
of days)
2.2. Administrative staff
2.4. Auxiliary staff
2.5. Structure by age and
seniority in work
2.6. % of teachers reported to:
the total number of teachers
total number of employees
2.7. % management staff
related to the number of tenured
teachers
2.8. Teachers with
performance in teaching, science
and methodology 2.8.1. Obtaining a master's
degree
2.8.2. Obtaining a doctorate
2.8.3. Textbook authors
2.8.4. Authors of specialized
publications and teaching materials
2.9. Teachers with government
decorations
2.10. Studies 2.10.1. Teachers with higher
education
2.10.2. Personnel with short –
term higher education
2.10.3. Teachers with
incomplete higher education

92
2.11. Categories and grades 2.11.1. Teachers with a
higher teaching degree
2.11.2. Teachers with first
degree teaching
2.11.3. Teachers with second
degree teaching
2.11.4. Teachers without
teaching degrees
2.12. Teachers hired by
cumulation 2.12.1. % of teachers
employed by cumulation in relation
to the total number of teachers
2.13. Continuity of teachers /
with the basic norm (last 5 years) 2.13.1. % of teacher turnover
2.13.2. Teacher stimulation
system
2.14. Lack of specialists with
the list of disciplines that are not
read due to the lack of specialists
2.15. Working atmosphere in
the institution (creative, conflictual,
textual argumentation, etc.)
2.16. The ratio between the
number of children and the total
number of teachers
3.
Professional
development and
teacher evaluation 3.1. Voc ational training
policy (last 5 years)

3.1.1. Register of data on the
period of conferring / confirming
the didactic degrees to the teachers
3.1.2. Graphic plan for
professional development of
teachers
3.1.3. Information on the
implementation of continuous
training activities for teachers
3.1.4. % of them connected to

93

3.2. Teachers with
requalification of the field of
activity.
3.3. Training the total number of teachers
3.2.1. Register of teachers
who have retrained their field of
activity.
3.3.1. Individual professional
development program
(Autonomous training)
3.3.2. Questionnaires for
determining the needs of
training.
3.3.3. Training at the local
level. Graphic plan for carrying out
training activities at local level.
3.3.4. Training at n ational
level
3.3.4.1. List of continuing
education centers (physical
addresses, e -mail, contacts)
3.3.4.2. Offer plans of
training centers
3.3.4.3. Type of training
programs
3.3.4.4. Trainers of training
centers
3.3.4.5. Banking supplies of
training cente rs

94
3.4. Teacher evaluation 3.4.1. Evaluation sheets for
training activities
3.4.2. Student evaluation
questionnaires
3.4.3. Institutional evaluation
reports
3.4.4. National assessment
reports
3.4.5. Evaluation reports of
teachers' portfolios
3.4.6. Public hours evaluation
sheets
3.4.7. Register for monitoring
the activity of the teacher.
4. Analysis,
diagnosis,
measurement of
professional
development 4.1. Tools for analysis,
diagnosis, measurement, and
projection of the professional
development of teachers within the
school 4.1.1. Questionnaires for
teachers on the degree of
satisfaction of training activities
4.1.2. Reports on the specific
activity carried out during certain
periods
4.1.3. Plans to improve
teacher training activities
4.1.4. Inter -institutional
collaboration agreements with
continuing vocational training
centers
4.1.5. Orders, decisions on
stimulating, sanctioning human
resources
4.1.6. Reports, informative
notes, etc. to hierarchically superior
organizations
5. Students 5.1. Students enrolled in the
years of study 5.1.1. The number of students
by year of birth

95
5.1.2. The number of students
and the number of groups
5.1.3. Average number of
students in the group
5.1.4. Students who have
passed the years of study a nd the
promotion coefficient
5.1.5. % of students'
schooling
5.1.6. Loss of students with
indication of list and number:
5.1.6.1. Dropping out of
school
5.1.6.2. Transfer to
another institution
5.1.6.3. withdrawals
5.1.6.4. Other reason s
5.1.7. The ratio between the
number of students at the time of
enrollment and those promoted
5.2. Forms of education 5.2.1. By day
5.2.2.Sanatoriala
5.2.3.Speciala
5.3. Procedures for
enrollment in the institution (5
years) 5.3.1. Enrollment tests for
each step
5.4. Number of children with
guardianship and percentage of
their schooling
5.5. performances 5.5.1. Eminent students (5
years) on steps
5.5.2. Students who master 5 –
6 steps
5.5.3. Step repetition

96
5.5.4. The proportion of
students admitted to higher
education levels in the last 5 years
5.6. Frequency of children 5.6.1. % frequency by
classes.
5.6.2. % frequency per
institution
5.6.3. The cause of absences
is low motivation
5.6.4. The cause of the
absences – the state of health
6. Methodical
assistance 6.1. Curricula 6.1.1. Provisions of curricula
by forms, steps and levels of
education
6.1.2. Similar or alternative
curricula
6.1.3. Ways to update
curricula
6.2. Curriculum of disciplines 6.2.1. Romanian language
6.2.2. Foreign language
6.2.3. Russian
6.2.4. Math
6.2.5. Physics
6.2.6. Informatics
6.2.7. chemistry
6.2.8. biology
6.2.9. geography
6.2.10. Plastic art
6.2.11. Technological
education
6.2.12. Musical education
6.2.13. Primary education
6.3. Study formations (size):
years of study, groups

97
6.4. Teaching projects 6.4.1. Elaboration of didactic
projects, degree of elaboration,
quality of elaboration
6.5. Quality of the
educational process (for 5 years) 6.5.1. Procedures used by the
institution to ensure quality control
of the educational process
6.5.2. Frontal controls
performed by the management of
the institution according to the
annual activity plan
6.5.3. % of the realization of
the plan in this chapter in the last 5
years
6.5.4. Thematic controls
performed a ccording to the annual
activity plan
6.5.5. The results of the
implementation of management
strategies
6.5.6. The results of the
graduation exams for the
gymnasium and high school cycle
in the last 5 years
6.5.7. Results of tests
performed by ME in the las t 5 years
6.6. Other control methods
performed by the administration of
the institution
6.7. The preoccupations of
the institution (achievements and
intentions) in the field of
modernization of the educational
process
6.8. Methodical departments,

98
which operate in the institution

6.9. Teachers, who work in
the institution whose experience is
studied and applied in the
realization of the educational
process
6.10. Modern institution
technologies applied or experienced
in the institution
6.11. Educational and cultural
programs 6.11.1. Circles on objects and
students included in their activity
6.11.2. Extracurricular
activities spent within the
institution in the last year of studies
6.12. Award -winning places
in the district, municipal,
republican, international Olympics. 6.12.1. Students participating
in national and international
competitions and Olympics
6.13. Agreements with other
institutions on achieving the
objectives of the curricula
6.14. Other educational and
cultural progr ams (types, duration,
participation )
7. Technical –
material basis 7.1. Educational spaces
(general and training footage) 7.1.1. Owned educational
spaces and the legal regime of
detention
7.1.2. Educational spaces
used and the legal regime of use
7.1.3. Location of training
spaces. With the indication of the
footage for each separate class and
each laboratory

99
7.2. The quality of the
training spaces, the correspondence
of the spaces for the activities
carried out 7.2.1. % of surface – the
absence in th e institution taking
into account the hygienic -sanitary
requirements and the number of
students in the institution
7.2.2. Lighting conditions to
ensure good visibility
7.2.3. Appropriate heating
conditions (lighting)
7.2.4. Appropriate conditions
regarding the interior and exterior
cleanliness of the school
7.2.5. Space ventilation
conditions
7.3. Equipping training
spaces 7.3.1. Class endowment
7.3.2. Cabinet equipment
7.3.3. Equipping laboratories
with the necessary equipment and
materials
7.3.4. Equipping sports halls
with sports inventory
7.3.4.1. Compliance with
the protection regime
7.3.4.2. Observance of the
heat regime
7.3.4.3. Compliance with
the health regime
7.4. Providing the technical
workshop 7.4.1. Providing with
neces sary equipment and materials
7.4.2. Respecting the security
technique
7.5. Technical and other
means for the educational process
7.6. Support units for the 7.5.1. computers

100
educational process 7.5.2. Computer center
7.5.3.Methodical center
7.6.1. Museums
7.6.2. clinics
7.6.3. Botanical Garden
7.6.4. Experimental bases
7.6.5. Farms

7.8. Social services for
children
7.10. Canteen 7.10.1. Capacity
7.10.2. endowment
7.11. Sports bases 7.11.1. Types
7.11.2. Capacity
7.11.3. endowment
7.12. Cultural services 7.12.1. Types of cultural
institutions
7.12.2. capacity
7.12.3. facilities
7.13. Spaces 7.13.1. Medium training
space for a student,
7.13.2. Differentiated data by
classes or other course spaces
intended for lessons
7.13.3. Differentiated data by
classes or other course spaces
intended for seminars
7.13.4. Differentiated data by
classes or other course spaces
intended for practical work
7.13.5. Differentiated data by
classes or other course spaces
intended for laboratory work
7.13.6. Differentiated data on

101
libraries
7.13.7. Differentiated data by
support units for the educational
process
7.14.Equipment of libraries 7.14.1. Library area
7.14.2. Total number of
volumes
7.14.3. Manuals (basic and
alternative)
7.14.4. % of providing
students with textbooks,
7.14.5. Total number of titles
belongs to a student
7.14.6. Technical equipment
of the library
7.14.7. Number of seats in the
reading room
7.14.8. Structure and
equipment
7.14.9. Volume of funding,
allocations for fundrai sing the
library (last 5 years)
8. Economic
and financial
activity 8.1. Revenues and expenses
of the institution's budget for the
last 4 -5 years according to the
executed budget and the financial
balance 8.1.1. Revenues from
financial sources
8.1.2. Expen diture on
destinations
8.2. School fees 8.2.1. Dynamics of the last 4 -5
years
8.2.2. Payment methods
8.2.3. Payment guarantees
8.2.4. Relations with debtors
8.2.5. Total tax revenue
8.3. Organizing financial
management within the educational
institution
8.4. investment 8.4.1. Financial sources
8.4.2. Investment destinations
8.5. Average expenses for a
child 8.5.1. Staff expenditure
8.5.2. Material expenses
8.5.3. Investment expenses