#1 the meaning and scope of School Admin and supervision PDF

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This is the lecture note in The Meaning and Scope of School Administration and Supervision. Aims to introduce the whole topics within the course...

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The Meaning and Scope of School Administration and Supervision Is Administration and Supervision the same? Administration should not be confused with supervision because they are not synonymous terms. ADMINISTRATION School Administration is all about the planning, directing, organizing and controlling human or material resources in an educational setting. SCOPE OF ADMINISTRATION - Administration of school personnel - School finance and Budget management - School plant management - Curriculum organization and management - Guidance and discipline - Non-formal education - Evaluate result of school administration MAJOR FUNCTIONS OF ADMINISTRATION - Planning of school programs and activities - Directing school work and formulating and executing educational policies - Coordinating administrative and supervisory activities - Providing the necessary leadership - Evaluating the teaching personnel and school program - Keeping the records and reporting results SUPERVISION Supervision of any school ordinarily refers to the improvement of the total teaching and learning situation and the conditions that affect them. It is a socialized function design to improve instruction by working with the people who are working with students/pupils. Supervision can also be defines in terms of function and purposes for which it shall be used as: 1. Skills in leadership. 2. Skills in human relation. 3. Skills in group process. 4. Skills in personnel administration. and 5. Skills in evaluation. SCOPE OF SCHOOL SUPERVISION - Inspection - Research - Training - Guidance - Evaluation ACTIVITIES OF SUPERVISION - Survey of the school system; - Improvement of classroom teaching; - In-service education of teachers; - Selecting and organizing materials for instruction; - Researching the problems of teaching; - Determining the desirable physical condition of teaching; - Performing semi-administrative duties. TYPES OF SCHOOL SUPERVISION

McNelly have identified four types of supervision: 1. Laissez-faire supervision - This type is an inspectional supervisory method in which the class was observed. But nothing was done to help the teacher improves the job. It is spinelessness and evasion of responsibility not democratic. 2. Coercive supervision - This concept was based in 3 assumption; first, that there is a well-defined body of knowledge which desirable for all pupils to learn; second, that it is possible to establish for all children to learn it; and third there is a best methods are and the best way to make teacher teach prescribed curriculum is to use coercive methods. 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 – group work Ayer give the following types of supervision: 1. Authoritative Supervision – supervision that is carried on with same degree of administrative authority. This type of supervision is based on a standard program of instruction carried on through direction and guidance. 2. Creative Supervision – this is based on the idea that supervision is an originating enterprise which aims to provide an environment in which teachers of high professionals’ ideals may live in a wholesome creative life and may promote the potential powers of creative pupils. 3. Organismic Supervision – promotes the idea that the child develops as an organic whale; hence teaching and supervision should emphasize the unifying processes and integrated outcomes. 4. Democratic Supervision – base on the concept that planning leadership. Conduct, and evaluation of instructional improvement should be shared by the teaching personnel. Involves leadership and participation. 5. Scientific Supervision – based on the idea that improvement of instruction may be based upon measurable and controllable items. This type of supervision makes use of the scientific principle that the solution of a problem should be based on facts.

THE TRADITIONAL AND MODERN CONCEPTS OF ADMINISTRATION AND SUPERVISION TRADITIONAL School administration and supervision is based on the philosophy that the teacher is the center of administrative and supervisory activities. Subjective Individualistic and regimented

MODERN Recognizes the child and its growth. Administration and Supervision have gradually moved from the improvement of teaching to improvement of learning Objective and scientific Socialistic or cooperative

Techniques Leadership through compulsion, coercion, and imposition.

Principles Democratic leadership through stimulation, direction, and guidance.

INTERRELATION OF ADMINISTRATION AND SUPERVISION Administration Supervision Represents the whole of the education Represents a portion of it in terms of system improving the total teaching-Learning situation. Emphasizes authority Service Favorable condition essential to good Carries out the better operation and teaching and learning; (provides) improving it; (operates) Decided, directs and orders the execution of Assists, advises, guides, and leads the education program; (directs) operation and improving the program; (serves)...