ADMINISTRATIONand

SUPERVISION

Topic Outline

The Traditional and Modern Types of School Administration and Supervision

Administration and Supervision in the Philippine Setting

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

7. SCHOOL SITES TITLING UNITOTHER ATTACHED AGENCIES

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

EDUCATIONAL

DEVELOPMENT

PROJECTS

IMPLEMENTING

TASK FORCE

BUREAU OF

ELEMENTARY

EDUCATION

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

SCHOOL DISTRICT (2,364**)

Organizational Chart

OVERVIEW OF THE PHILIPPINE EDUCATIONAL SYSTEM

As of Dec. 2007

To have a vivid picture of the modern trend inschool administration and supervision, it is necessary todiscuss briefly its traditional concept.

MODERN TRADITIONAL

Teachers are expected to listen to administrators and supervisors, and to carry their directives without questions.

TRADITIONAL

The traditional concept of administration and supervision is based on the philosophy that the teacher is the center of administration and supervisory activities.

TRADITIONAL

The traditional concept puts more emphasis upon imposed improvement of the teachers through teacher-training and rigid supervision.

TRADITIONAL

Traditional administration and supervision place more emphasis upon techniques and the use of subjective devices and autocratic procedures.

TRADITIONAL

The traditional concept of school administration and supervision practices leadership through compulsion, coercion and imposition or through pressure in the use of ready-made solutions or procedures.

TRADITIONAL

Traditional administrators and supervisors consider themselves as experts and work outside of the group under their control and supervision.

They also regard classroom visitation as isolated from other school activities and projects.

TRADITIONAL

Early in the history of school administration and supervision, operations were largely on a personal and practical basis.

Men were selected, not because of their special technical training, but rather because of their success in dealing with the public, the teachers and the students.

TRADITIONAL

The conception of administration and supervision during those times reflected the existing practices in business and industry whereby the manager, with the approval of the board of directors, determined the policy and directed the operation of the company and the work of its employees.

MODERN

The modern concept of school administration and supervision on the other hand, recognizes the child and his growth and development as the center of administrative and supervisory activities.

In other words, the concept of administration and supervision has gradually moved from the improvement of instruction to the improvement of the learning process.

MODERN

Modern administration and supervision promote the growth of the child and the teacher through stimulation, direction, and guidance.

MODERN

Modern administration and supervision see education as a whole.

All factors are evaluated in terms of administrative and supervisory principles rather than techniques in improving the teaching learning situation.

Facts and information are secured through the use of scientific and objective devices.

Subjective judgment became less emphasized and importance was just attached to objective and scientific evidence.

MODERN

Interdependence and cooperation are the essential characteristics of modern administration and supervision.

All school activities are integrated or correlated with community projects which affect teaching and learning process.

Integration of school ad community activities calls for democratic leadership which functions in a group situation through cooperative action.

MODERN

The modern concept of school administration is more than mere inspection of the work of the teachers; it is a friendly help and counsel – a clearing house of the best ideas acquired in the field.

Integration of school ad community activities calls for democratic leadership which functions in a group situation through cooperative action.

MODERN

It can also be said that modern administration and supervision are considerably broader in their scope and functions than were encompassed in their earlier concepts and practices.

These functions include many of the conditions and influences affecting teaching, as well as the learning and growing of the pupils and the improvement of the health, physical, economic, and social conditions of the community.

The traditional and modern concepts of schooladministration and supervision can be summarized asfollows:

MODERN TRADITIONAL

based on the philosophy that the teacher is the

center of administrative and supervisory activities

recognizes the child and it growth

subjective

based on facts and utilize scientific and modern devices and

procedures

individualistic and regimented

socialistic and cooperative

puts more emphasis on techniques

based on principles

practices leadership through compulsion,

coercion and imposition

practices democratic leadership through

stimulation, direction, and guidance

regards classroom visitation as an isolated activity from other

projects

covers the whole teaching-learning factors which are

resident in the pupils, in the teachers, in the administrators

and supervisors and in the school

Case

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 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.”

THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION

AND SUPERVISION IN THE PHILIPPINES

In the early days, administration and supervision were inspectorial in character, and the methods used were dictatorial and coercive.

They inspected the buildings and grounds and equipment.

They even check the attendance and enrolment of the pupils.

Later on, emphasis was placed on the improvement of the curriculum and the improvement of instruction through the training and guidance of the teachers.

The introduction of new subjects like music, manual arts, adult education and home economics in the elementary and secondary school curriculum led to the development of special supervisors.

At present, administration and supervision are considered as an “expert technical service primarily concerned with studying, improving, and evaluating teaching-learning situations , and the conditions that affect them.

It becomes synonymous with democratic leadership which stresses the dignity and worth of the individual, promotes the general welfare, and proceeds though the method of intelligence through cooperative action.

In our system:

The division superintendent and district supervisor – administrative function

Division and subject supervisor—supervisory function

Principal –both supervisory and administrative function

Case

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.

THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION AND SUPERVISION IN THE PHILIPPINES

Concepts of Administration and Supervision

Period of influence

Parties doing administration

and supervision

Nature of Administrative and supervisory programs

Inspection ofschool grounds and classroom

1901-1924 Administrators and special supervisors

Inspection for the sake of control. Emphasis upon regulations and standards set up by the Bureau of Education

Improvement of the curriculum, instruction, and improvement of teachers in service

1925-1941 Administrators, general, division, district, and special supervisors

Centralization of control and inspection of instruction through observation, demonstration with attention focused on weakness of the teachers

THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION AND SUPERVISION IN THE PHILIPPINES

Concepts of Administration and Supervision

Period of influence

Parties doing administration

and supervision

Nature of Administrative and supervisory programs

Improvement of the total teaching-learning situation and the conditions that affect them thru cooperative leadership

From 1949 to the

present

Responsibility of the administrators, supervisors and classroomteachers with the help of the experts or consultants

Program control in the cooperative study enterprise such as curriculum development, in-service training course, etc., toward improvement of teaching-learning situations

Thank You