School Supervision and Administration

1. Administration
and Supervision

2. Topic Outline
• Significance of Administration and Supervision
• Types of School Administration and Supervision
•Management Functions
• Administration and Supervision in Philippine
Setting

3. SPECIAL OFFICES UNDER OSEC
1. CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS
2. EDUCATION TECHNOLOGY UNIT
3. DEPARTMENT OF EDUCATION SPECIAL CONCERNS OFFICE
4. SPECIAL EVENTS UNIT
5. DETEXT ACTION CENTER
6. INTERNATIONAL COOPERATION UNIT
SCHOOL DISTRICT (2,364**)
OTHER ATTACHED AGENCIES 7. SCHOOL SITES TITLING UNIT
1. TEACHER EDUCATION COUNCIL
2. INSTRUCTIONAL MATERIALS COUNCIL
3. LITERACY COORDINATING COUNCIL
4. PHILIPPINE HIGH SCHOOL FOR THE ARTS
5. NATIONAL BOOK DEVELOPMENT BOARD
6. NATIONAL COUNCIL FOR CHILDREN’S TELEVISION
ADMINISTRATIVE
SERVICE
FINANCIAL AND
MANAGEMENT
SERVICE
HUMAN RESOURCE
DEVELOPMENT
SERVICE
PLANNING
SERVICE
TECHNICAL
SERVICE
*Including 21 interim divisions
**SY 2005-2006
NATIONAL
EDUCATIONAL
TESTING AND
RESEARCH
CENTER
SCHOOL
HEALTH &
NUTRITION
CENTER
PROCUREMENT
SERVICE
NATIONAL
EDUCATORS’
ACADEMY OF
THE
PHILIPPINES
NATIONAL SCIENCE
TEACHING
INSTRUMENTATION
CENTER
INSTRUCTIONAL
MATERIALS
COUNCIL
SECRETARIAT
BUREAU OF
ELEMENTARY
EDUCATION
EDUCATIONAL
DEVELOPMENT
PROJECTS
IMPLEMENTING
TASK FORCE
BUREAU OF
SECONDARY
EDUCATION
BUREAU OF
ALTERNATIVE
LEARNING SYSTEM
OFFICE OF THE
SECRETARY
REGIONAL OFFICES (17)
SCHOOLS DIVISION
OFFICES (188*)
SCHOOLS
ELEM. SEC.
PUBLIC 37,161 4,915
PRIVATE 4,788 3,372
PHILIPPINE
As of Dec. 2007

4. Administration
• Is a universal process which characterizes all group
efforts-public or private, large and small scale.
• Technically it is the organization, direction and
coordination and control of human and material
resources to achieved the desired ends.

5. Supervision
According to Good, supervision refers to all efforts
designated school officials directed toward
providing leadership for teachers and other
educational workers in the improvement of
instruction.

6. Major Functions of
Supervision • Introspection
• Research
• Training
• Guidance
• Evaluation
• Studying the teacher-learner situation
• Improving the teacher –learner situation
• Evaluating the means, methods, and outcomes
of supervision

7. Supervision
• Emphasis on Administration
• Emphasis on Curriculum
•Emphasis on Instruction
• Emphasis on Human Relations
• Emphasis on Leadership
•Emphasis on Evaluation

8. Types of School Administration
• Mc.Nelly have identified four types of supervision:
• 1.Laissez-faire supervision
-This type is an inspectional supervisory methods in which
the class was observed,but nothing was done to help the
teacher improves the job.
Spinelessness and evasion of responsibility not democratic
• 2.Coercive supervision
-This concept was based in 3 assumptions:first,that there is
a well defined body of knowledge which desirable for all
pupils to learn;second,that it is possible for desirable to
establish for all children to learn it;and third there is a best
methods are and the best way to make teachers teach
prescribed curriculum is to use coercive methods.
• *DESTRUCTIVE TO HUMAN RELATIONSHIPS
• *IT IS INCONSISTENT WITH DEMOCRATIC PRINCIPLES

9. Types of School Administration
• 3.Supervision as training and guidance
-under this concept due recognition was given to the fact
that education should be the process of guiding
growth.(teaching-training institutions)
• 4.Supervision as democratic professional leadership
-this is the emerging philosophy of supervision.
Combination of four factors formula:
factor 1 -deeper understanding of functional meaning of democracy
factor 2 -contributions of research to fund knowledge concerning
learning process
factor 3 -centered on human relationships
factor 4 -groupwork

11. Modern Outmoded
A summary of the contrast between old and modern concepts
of administration and supervision made by Dr.Hollis P. Allen, professor at
the College of Education, University of the Philippines.

12. Makes decision by himself
and issues directives and
edicts
Still makes decisions, but with
prior consultation with at
least a representative sample
those who are affected by the
decisions. Prefers group
decisions.
Edicts- a proclamation having a force law

13. Delegates few ,if any
responsibilities to others. Often
meddles the subordinates leaving
uncertain and baffled.
Systematically delegates the
responsibilities to others,with
commensurate authority to act.
Meddle -to interest in what is one’s concern/interfere without right

14. Wait until new crisis
arises before trying to
meet.
Senses problems before
they arise and avoids the
crisis by effective group
planning.

15. Planning is inadequate or non
existent and usually is the result
of his own snap judgment or
inspiration of the moment. Long
range plan when necessary.
Conceives effective planning
as one of his important job
and utilizes members of his
own staff who are adept and
specialist.

16. What is the effect of this behavior towards
leadership upon employee morale?
Case 1
Mr. Santos was a school administrator. One day he was talking
to the meeting about management. He said, among other
things:
“One does not have to have a good qualities as a leader
but he has to appear to have them. Maintain a social distance
from employees, so they can judge you from a distance rather
than from a close range.”

17. Keep to himself, aloof
from members of his staff,
except when he holds
center of the stage
Associates with staff and
community, with respect on
the basis on of equality as a
person.

18. Dislikes or resents any member
of the staff who has original
ideas or make suggestions for
improvement.
Encourages new ideas and
initiative among his
constituents and staff,
regulates channels and utilizes
suggestions

19. Likes to surround himself
with “Yes” men and seeks
to employ people who are
safe-thus leads to
mediocrity of the staff.
Big enough to want people,
who have stature in their own
rights, around him to advise
him. Helps individuals to
become more effective leaders.

20. Tries to build up the myth
that he is indispensable
administrative.
Through service training of
others, selection of strong staff,
and delegation of responsibility
builds a program that can
operate without him.

21. Usually unwilling to use
factual studies of his
organization as basis of
improvement.
Makes continuous or
periodic evaluation on the
basis of finding analysis and
remediation.

22. What cultural pattern of human relations are
involved in the whole situation?
CASE 2
Mrs X, a school teacher used to be very attentive and helpful
principal, Mrs.Y. She brought flowers with which decorate her “boss’s”
table and often sent some crabs and prawns to her house when she
had plenty from her husband’s punong. The two became very close.
On her part, Mrs.Y gave her preferential assignments such as
assigning bright sections or no advisory sections, convenient schedule
of classes, etc.

23. Practices a fawning
paternalism in dealing
with the staff and
constituents.
Willing to give friendly
help to staff but in
such manner that each
is as self sufficient as
possible.
Fawning -to show affection, used especially of a dog, court favor
by flattering manner

24. Budget matters are decided in
terms of self-interest of
favored politicians and tax-payers.
Budget matters discussed
broadly and decided in
terms of the best interests
of children and parents.

25. Avoids over-all policies and
objectives so that each
situation often based on
extraneous consideration
Develops written operating
policy and objectives and
widely distributed usually in
consultation of others.
Extraneous-coming from outside

26. Supervision
According to Good, supervision refers to all
efforts designated school officials directed
toward providing leadership for teachers
and other educational workers in the
improvement of instruction.

27. Emphasis on Instruction
Values
Clinical
Supervision
Traditional
Supervision
Aim To help improve
instruction
Evaluation Instruction
Basis Classroom Data Observer’s rating
Focus Limited specific
concerns
Broad general
concerns
Frequency Based on need Based on policy
Philosophy Promotes
independence
Promotes
dependence
Process Cyclical Linear
Responsibility Shared between
teacher and
supervisor
Supervisor’s
responsibility

28. 5 Phases of the Clinical Sup
Planning
Observation
Reflection
Feedback Analysis

29. FUNCTIONS OF
MANAGEMENT

30. What is management?
• Management is not carrying out a prescribed task
in a prescribed way.
• Management is:
* Setting directions, aims, and objectives
* Planning how progress will be made
* Organizing available resources
* Controlling the process
* Setting and improving organizational standards

31. Administration is a process with six elements:
Decision-making, planning, organizing, communicating, coordinating and
evaluating. These elements is a process themselves.
• Decision making implies the analysis of the alternatives particularly the
consequences in the future.
• Planning is concerned with the setting of goals an organization, preparation of
programs or course action designed to accomplish goals to plot the operation
of the program.
• Organizing has to do with arrangements of functions of offices and personnel
so as to reciprocal relations.
• Without communication in an organization, it is impossible for an organization
to get things done effectively.
• Coordinating aims to insure smooth operation of performance of all sectors of
the organization. The administrators problems is how to make the people
accept assignments willingly and to adjust their behavior to that of the group.
In order to accomplish a group goals requires firm and fair exercise of
authority and persuasive performance of the leadership function.
• Evaluating pervades all the elements of the administration process.—It aims to
determine whether goals-long range or short range are implemented. It points
out strengths and weaknesses of organizational operations and leads thereby,
the administrator to make more rational decisions.

32. Management Functions
According to Modern Authorities
Dale
• Planning
• Organizing
• Staffing
• Directing
• Controlling
Massie
• Decision
Making
• Organizing
• Controlling
• Directing
• Communicating
Greenwood
• Planning
• Staffing
• Directing
• Controlling

33. Management Concepts
Process Functions
Inputs (Men,machine,materials,
means, money and methods)
Outputs ( Results and Benefits)
for example ,products, services
and best public image

34. We speak of process as sequence of behavior, one
behavior leading to another. However,one cannot actually see
the process as such. He can only infer it from the behavior
manifested.
Elements of the administrative process
• Decision making -the nerve center of administration. A
switch-throwing mechanism to administration. It is
important because one’s decisions affect or influence his
subordinates behavior. If the decision has made and
pursued action, there is literally no turning back.
Webste’s New dictionary defines decision as a
judgement or a conclusion reached.

35. Steps in the decision process
1.Determine the relevant behavior alternatives
a. recall relevant information
b. investigate so he can have additional information
c. consult other people including subordinates.
d. evaluate the behavior alternatives
2.Define the behavior alternatives
3.Evaluate the behavior alternatives-weigh advantages and
disadvantages

36. Case 1
A high school principal has found after investigation
that Julio a student in the fourth year, was guilty of
tearing out pages of library reference book. When
asked why he done it he said:
“I was behind in my work. I wanted to review for my examination”
Give possible alternatives from dealing with this situation?
Give example of personal experience in which one leads to another.

37. Organizing
Staffing
Leading
Planning
Monitoring

38. PLANNING
If you are planning for one year, grow rice. If you
are planning for 20 years, grow trees. If you are
planning for centuries, grow men!
• Chinese Proverb

39. PLANNING
• Goal – what is it?
• Objective – what is it?
• Plan – what is it?

40. PLANNING
• Objective – A clear specific measuring post indicating
progress towards achieving a short term goal.
• Goal – An overall or longer term aim providing focus for
day to day activities
• Plan – projected courses of action aimed at achieving future
objectives
– they provide clear goals and map the activities
needed to achieve them efficiently and effectively.
– they are the propellers of an airplane or rudder of a ship.

41. Planning is critical for business
– we have to organize our day’s, weekly, monthly,
yearly and long range activities.
Planning gives us direction and helps identify and focus
important issues for business.
• Mission
• SMART Plan
• Strategic Plans

42. • Values – what is important to a person or a company.
Ex: being impartial, free from discrimination, ethical,
fair, flexible, safety, trust, customer focus – Tylenol
challenge in 1980
• Vision – where we are headed
– expresses what a business truly wants to achieve
– aims to challenge, inspire and stretch people in a company
Ex: Disney’s vision is ‘ to make people happy’.
• Mission – How will we get there? The path to reach the vision

43. Administration of Process
• Initiates the planning of programs and
strategies
• Long-range: on in-depth needs assessment,
based on clear goals and objectives
• Short term: immediate needs of the incoming
school year

44. Developing a Strategic Plan
1. Based on the Values of the business
2. Based on Vision of the business
3. Based on Mission of business
4. SWOT your business
5. Focus on top important issues
6. Design the objectives for (5) above – this is your strategic
objectives
7. Do a Gap analysis
8. Get to WORK!
9. Do the SMART Plan

45. ORGANIZING
What is organizing?
– It is defining roles, responsibilities and arranging and
coordinating the resources needed to successfully carry
out plans
– Right People in the Right Seat in the BUS called BUSINESS.

46. STAFFING
What is staffing?
“putting right people in the right position”
to insure maximum effectiveness and efficiency
in the organization.
People are a hotel’s most valuable resource –
the hotel needs the right people to be attracted
to join it – then it is recruiting, training to do
their jobs effectively and treating them well to
retain them.
Losing employees is easy – recruiting is twice as
hard – Let’s do a costing of recruitment?

47. LEADING
 Leadership is about achieving business goals through the
work of others. David Karpin
 Trait Approach – focusses on personal qualities such as
height, intelligence, genetic etc.
 Transformational Approach – leads the organisation in new
direction through leaders talent and drive.
 Charismatic Approach – leads through personal magnetism,
charm and other qualities
Ex: Steve Jobs of Apple Computers, JW Marriott of
Marriott Hotels.
 Narcisstic Approach – leads through personal skills,
magnetic attraction and also are distrustful of others and
consider themselves invincible – Eg Napolean, Bill Gates.

48. LEADING
Styles of Leadership
1. Dictatorial – lead through force and threats
– “you do not lead by hitting people over the
head – that is assault, not leadership”
– Eisenhower
2. Authoritarian – task centred leaders, want to
control, decision making is very limited.
3. Democratic – participative leadership
– people centered style
4. Laissez Faire – use delegation and leave employees
to do their jobs with little or no input
from themselves.

49. MONITORING
• How are we doing?
• Are we operating within the budget?
• Are we meeting our targets?
• It is keeping an eye on how the business is doing –
checking on budgets, materials, costs, staff, revenues,
quality, safety measures etc

50. Coordinating
• Standards are set, controls are observed, so that
group effort is integrated into a working unit
• Unity of purpose is stressed.
• Coordination can be achieved through effective
communication and good leadership.

51. Evaluating
• Evaluation in education has been defined as “ judging the
worth of experience, idea or process”.
• In literature it is referred as appraising.
--criteria must be set
To what extent and how well have the organization objectives
been accomplished?
For example:
 Did the pupils increase their competency in reading?
 Did the principals and the supervisors increase their
competency in supervising the teaching of reading?

52. Administrators should remember that
teachers’ work should be evaluated on the
basis of adequacy but rather on the basis of
efficiency.

53. Hallmarks of Effective Schools
• Professional Leadership
• Shared vision & goals
• Learning Environment
• Concentration on Learning and Teaching
• High Expectations
• Positive Reinforcement
• Monitoring Progress

54. Administration and Supervision in the
Philippine Setting
• Administration-consider as service organization to bring
together under favorable circumstances possible,
competent teachers, educative materials and equipment
and effective teaching.
• In our system, the division superintendent and district
supervisor---administration
• Division and subject supervisor—supervision
• Principal-attends both supervision and administration

55. • Swanson Committee- which made a survey of public
schools in the Philippines found out that principal-teacher
ratio has increased from 20 to 47 in 1958.
• It can be seen then that the administrative and
supervisory responsibilities of the principal expanded.
• Problems arise out of the dynamics of the social, political
and cultural framework of the Philippine society.
• Leadership patterns: social position denoted by relative
wealth and ritual (compadre system or tayo-tayo) kin
appointments ,respect for conformity to values and
tradition (huya at utang na loob) and socially personality
traits (pakikisama).

56. Some characteristics of Filipino leadership
patterns are:
(1) tendency for a ningas kugon pattern
(2) tendency towards personalism
(3) a tendency to concentrate leadership functions in
few people, which is possibly due to the lack of
leaders to go around or refusal to assume
responsibilities.
• Results to poor supervision and administration
therefore poor education

57. Case 2
A district supervisor used to get some of his teachers
together to play mahjong on Sunday afternoons or
evenings. When asked by another district supervisor why
he did this, he said that these teachers like other human
beings need recreation.
• How do you explain the outward motivations of the
supervisor from the point of view of value system?

58. The End