FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION

1. DIELYN P. HIJOSADIELYN P. HIJOSA
ReporterReporter

2. CHAPTER IICHAPTER II
•Functions of School
Administration and
Supervision

3. OBJECTIVESOBJECTIVES
1. To provide the students with an adequate
understanding of the major function of school
administration and supervision.
2. To develop an understanding of an
administration and supervisory functions of
the Bureau of Elementary and Secondary
Education.
3. To develop an insight of the value of
leadership in school administration and

4. Meaning of FunctionMeaning of Function
The purpose or activity to be
accomplished by creative educative
process. The term applies to
education as a whole, to a unit of a
school system or to some activities
carried on by the school.

5. In a large school system supervisory
authority is usually delegated to:
a.Assistant Superintendent
b.Principals
c.Supervisors of special fields

6. In a complicated and intricate school
organization the chief supervisory officer
may find most of his time and energy
devoted to the care of administrative detail
that gives him little opportunity for derict
supervision.

7. • This particularly true of a principal of a
large school. On account of the pressure
of administrative duties, the principal may
be compelled to delegate to his associates
the actual supervision of the instructional
program.

8. The Functions OfThe Functions Of
SchoolSchool
AdministrationAdministration

9. 11.. PLANNINGPLANNING
• Planning is fundamental function
of school administration. It is a
process of determining the nature
of educational enterprise. It is a
method of approaching problems.

10. • It is examining problems to be
done, gathering information on
them, determining alternate
courses of action, and making
decisions about how the problems
should be solved.

11. • Planning as a function of school
administration maybe define as the
activity of devising and selecting
courses of action directed toward the
achievement of educational goals and
objectives.

12. • In planning school programs or activities,
the administrator must take into
consideration the general aims and
objectives to be achieve, a sequence of
appropriate learning activities, procedures
to be used in accomplishing them, and
criteria employed to determine the degree
of success achieved by the program.

13. 2. ORGANIZING2. ORGANIZING
• The function of organizing can be thought
in several ways. It may be thought in
structuring. As such, it primarily involves
placing job materials, and ideas in a
structure. Organizing can also be thought
of solely in terms of pose, as means of
unifying efforts to get things done.

14. • Organizing for administration, the school
administrator must make a survey and
analyze factors and conditions requiring
modification. It is his responsibility to
encourage all teaching staff to cooperate
an organizing school programs or
activities.

15. • A test of a successful administrator is
his capacity to lead all persons under
him to a community of purpose and
procedure. Group participation in an
administration can succeed only
insofar as there is unity.

16. 3. DIRECTING3. DIRECTING
• Directing school work is another important
function of school administration. It
includes a myriad of task carried out daily
by the school administrator. It involves
decisions as to who shall carry out the
plans; determination of subjects to be
includes in each course; provision for
physical equipment necessary to carry out
the work.

17. Directing…requires…Directing…requires…
Issuing orders
Holding conferences
Supervising activities

18. To facilitate direction…To facilitate direction…
The administrator should work out definite
policies, regulations and rules embody
them into a program.
The administrator more than any one else,
should endeavor constantly to bring the
policies and procedures of school system
into line with the best interest of students
in their total living.

19. The administrator should secure
assistance of other formulating
educational policies, rules, and
regulations.

20. 4. COORDINATING4. COORDINATING
• There are several important needs for
coordinating as a function of school
administration. Coordination is needed to
overcome the limitation of planning and
organizing as well as inherent limitation of
personnel. The function of coordinating may
be define as the activity of bring the people,
materials, ideas, and techniques, and
purposes productive relationships.

21. Functions of Administrator asFunctions of Administrator as
CoordinatorCoordinator
 Coordinate all activities of the school
 Harmonizes all educational activities and
makes them instruments for yielding
results
Bring all phases of the total conception of
unity inherent in the process to be desired
in learning.

22. • Administration and supervision are the
instrument of learning, they must
coordinate the processes basic to the
successful functioning of the total school
and community enterprise.

23. 5. SUPERVISING5. SUPERVISING
• Supervising as a function of school
administration may be define as a
studying and improving teaching learning
situation. In our school system an
administrator is also a supervisor .

24. • Supervising can also be define as
the activity of determining that
essential conditions are provided
which will insure the achievement
of the educational goals and
purposes.

25. • In other words, the fundamental
function of supervision is to
provide conditions essential to
good teaching and learning and to
improve them.

26. 6. EVALUATING6. EVALUATING
• Educational administration in action
must include evaluation. Evaluating as
a function of school administration, is
simply determining how well educational
purposes have been achieved.

27. • Evaluation, as administrative function
includes School Survey And Teacher
Rating.
School survey as an administrative
function is valuable if the staff of the
school participates in making appraisal

28. • In the Philippines, rating teachers is a
legal requirement. Rating Scale is
often used by the administrator to
discover the strength and
weaknesses of the teaching
personnel.

29. Reasons for rating teachers…Reasons for rating teachers…
• 1. eliminate incompetent teachers
• 2. improve teachers through in-
service education.
• 3. to identify those who merit
promotion

30. 7. PROVIDING LEADERSHIP7. PROVIDING LEADERSHIP
• In the operation of the school system,
the administrator of the school should
be professional leader of the teaching
staff, working scientifically,
conscientiously, and democratically.

31. • An efficient administrator
exercises the necessary authority
and definite responsibility to
insure educational leadership.

32. • Democratic leadership implies an
understanding of the conditions under
which one leads, a recognition of the
difficulties which surround the leader, a
consideration of individual differences, and
sympathy with the person who are led.

33. • In a democratic school system,
leadership is neither automatic
nor aristocratic. Democratic
leadership is the greatest need of
our school today…

34. • Leadership must be substituted for
authority.
• It gathers justification for its existence
when it serves to emancipate teachers
and pupils; when it enriches their
personalities; when it gives the feeling of
security and belonging.

35. Democratic leaders are…Democratic leaders are…
• 1. willing to learn from their co-workers.
• 2. not jealous of power
• 3. delegate responsibility and authority to
those who can or will try to do the job at
hand.
• 4. rely on the give and take democratic
discussion
• 5. give others an impression of personal
integrity and professional competence

36. 8. RECORDING AND REPORTING8. RECORDING AND REPORTING
• Recording and reporting are
administrative functions to insure
results with maximum delegation of
authority. School record must be kept
for comparison and evaluation
purposes. No content should go into
records which no real use is likely to
arise.

37. • Reporting results to the public is an
administrative function. Annual reports
and school publicity help public to
understand what the schools can do and
are doing, and are themselves a
democratic way of operating the school
system.

38. 9. PROMOTING CLOSE SCHOOL-9. PROMOTING CLOSE SCHOOL-
COMMUNITY RELATIONSHIPCOMMUNITY RELATIONSHIP
• Promoting closer community relationship
between school and the community is an
important function of school administration
and supervision. Education to be effective,
must be administered and supervised in
an atmosphere of sympathy and
understanding between the school
personnel and the public.

39. • Desirable school-community relations are
natural outgrowth of a life centered
educational program.
• The key to such relationship is the
cooperative working together of school
community on common problems and
projects.

40. What is SupervisiónWhat is Supervisión
• Supervision of any school ordinarily
refers to the ___________________ of the
TOTAL TEACHING AND LEARNING
SITUATION and the _________________ that
affect them.
IMPROVEMENT
CONDITIONS

41. • It is a
__________________________________ to
improve instruction by working
with the people who are
working with the
students/pupils.
SOCIALIZED FUNCTION DESIGN

42. The Aim of SupervisionThe Aim of Supervision
 is to provide necessary
leadership in planning, improving,
coordinating, and evaluating of
school programs and handling of
the problems that materialize the
school.

43. Responsible for furnishing the leadership
required in improving the teaching-learning
situations
Implementing changes in the curriculum
Developing in-service programs for teaching
personnel
Developing and revising instructional
materials to keep it abreast of current
development

44. The Functions Of
Supervision

45. 1. INSPECTION1. INSPECTION
• The term refers to a study of existing
school conditions.
• Task of the supervisor is to survey school
system in order to discover problems
through actual observations, test,
conferences, questionnaires, check list.
• Inspection as function must be based on
actual facts

46. 2. RESEARCH2. RESEARCH
• Pure research has its place in supervision
as well as science. The fundamental aim
of this function is to formulate a plan to
remedy the weakness or to solve the
problem discovered. Research as function
should be practical and applicable to the
existing procedures and conditions.

47. Steps in SupervisorySteps in Supervisory
ResearchResearch
a) To discover existing defects in
instruction.
b) To seek improved methods of correcting
defects.
c) To formulate plans to improve instruction.
d) To plan to controlled experimental
conditions
e) To measure results of experiments.

48. f) To formulate tentative objectives and
standards
g) To formulate a plan for general use
method.
h) To present a plan to district principals for
criticism, suggestion, and approval.

49. 3. TRAINING3. TRAINING
• Acquainting the teachers with the
solutions discovered or formulated
through research is within the training
function of supervision. Training may
take the form of demonstration
teaching, workshop seminars, directed
observation, individual or group
conference, intervisitation, professional
classes, or use of bulletins and circular

50. • Training as function must be based on
democratic principle of supervision-
respect for rights and opinions of
others. Supervision must endeavor to
keep up with the best prevailing
standard of improving the total teaching
learning situation.

51. 4. GUIDANCE4. GUIDANCE
• The concept of guidance has found
expression in the field of the school
supervision. Guidance involves personal
help given by someone. It is the function
of supervision to stimulate, direct, guide,
and encourage the teachers to apply
instructional procedures, techniques,
principles, and devices.

52. • Assisting the teacher to accomplish
his purpose and to solve the
problems that arise in his teaching
are within the scope and guidance.
Guidance like training, should be
given in the spirit of democratic
leadership.

53. 5. EVALUATION5. EVALUATION
• This can be considered the ultimate
major function of supervision. The
purpose of evaluation is to appraise
the outcomes and factors conditioning
the outcomes of instruction and to
improve the products and processes
of instruction.

54. • This function calls for the use of educational
tests and measurement. It is the duty of the
supervisor to help develop an adequate
instrument with which to measure the
teaching learning process and set up
standards of attainment as are necessary for
the appraisal of teacher’s progress in
teaching the pupils in his learning.

55. Significant purposes ofSignificant purposes of
evaluationevaluation
1. Evaluation discovers the needs of
individuals being evaluated and
familiarizes the teachers with the pupil’s
needs and possibilities.
2. Evaluation relates measurement to the
goals of the instructional program.

56. 3. Evaluation serves as guide for the
selection of supervisory techniques.
4. Evaluation appraises the educational
growth of pupils which is the end-product
of supervision.
5. Evaluation appraises the quality of
supervisory processes and supervisor’s
competence.

57. 6. Evaluation appraises the quality of
teaching processes and teacher’s
efficiency.
7. Evaluation aids pupil-teacher planning.
8. Evaluation serves as a means of
improving school-community relations.

58. 9. Evaluation improves the selection
and use of guiding principles in
supervision.
10. Evaluation appraises the success
of the instructional program in
particular and of the supervisory
program in general.

59. Other functions ofOther functions of
SupervisionSupervision
1. Studying the Teaching-Learning
Situation.
2. Improving the Teaching-Learning
Situation.
3. Evaluating the Means, Methods, and
Outcomes of Supervision

60. Administrative Functions of the Bureau ofAdministrative Functions of the Bureau of
Elementary, Secondary, and HigherElementary, Secondary, and Higher
EducationEducation
• The Bureau Elementary Education is
charged of formulation of and
development of educational policies
and programs with respect to pre-
elementary and elementary education
in this country.

61. • The Bureau of Secondary Education will
formulate and develop policies, plans,
programs, and standards for secondary
school level, including adult education.
• It is responsible for evaluating policies,
plans, programs, and standards of
curricular development, staff development
and physical facilities for secondary school
level of education.

62. • The Bureau of Higher Education shall
develop, formulate and evaluate program
on higher education and scholarships as
well as develop and establish standards
for all colleges, universities, and other post
secondary institution of learning. It shall
provide technical assistance to encourage
institutional development programs and
projects.

63. 5 Primary Functions of5 Primary Functions of
Elementary, Secondary, andElementary, Secondary, and
Higher EducationHigher Education
1. Planning
2. Organizing
3. Coordinating
4. Evaluating
5. Leadeship

64. Supervisory Functions of Bureau ofSupervisory Functions of Bureau of
Elementary, Secondary, and HigherElementary, Secondary, and Higher
EducationEducation
1. To survey the work of the school
(Elem.Sec.Collegiate) and to isolate
general teaching needs.
2. To formulate plan to remove the
weakness discovered.
3. To make constructive criticisms and
suggestions of recitations observed.

65. 4. To direct and guide the reading habits of
teachers.
5. To create a desire on the part of the
teacher for professional improvement.
6. To evaluate the results of supervisory
programs in terms of pupils’ growth and
accomplishment.
7. They focused attention on teachers and
pupils in order to promote closer
relationships between them.