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