HARAMAYA UNIVERSITY

POSTGRADUATE PROGRAM DIRECTORATE

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCE

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

Program- MA in Educational Leadership and Management

Course Tittle- Resource management in Education and supervision

Course Code- EdLM- 6225

Individual Assignment

By

Abdi Usman Musa -----------------------------------PGP/660/14

Submitted- Tadesse Heilu (PhD)

June, 2022
Haramaya University
Haramaya

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Contents
1. Supervision as a complex process........................................................................................................1
1.1. Administrative Difficulties............................................................................................................1
1.2. Technical Difficulties....................................................................................................................2
1.3. Materialistic difficulties................................................................................................................2
2. Educational supervision as a branch of educational management......................................................3
3. The connection of supervision with school improvement program....................................................4
4. The different between modern supervision and traditional supervision.............................................6
4.1. Traditional Type of Supervision Style...........................................................................................6
4.2. Modern Type of Supervision Style...............................................................................................7
Conclusion...................................................................................................................................................9
References.................................................................................................................................................10

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 1. Supervision as a complex process
Supervision is a process that involves a manager meeting regularly and interacting with
worker(s) to review their work. It is carried out as required by legislation, regulation, guidance,
standards, inspection requirements and requirements of the provision and the service. The
purpose is to monitor tasks and workload, solve problems, support workers in dealing with
complex situations and moral and ethical dilemmas and to promote staff development (National
Occupational Standards).

Supervision aims to provide accountability for both the supervisor and supervisee exploring
practice and performance. It also enhances and provides additional evidence for annual
performance management and review. Supervision has a particular focus on developing the
supervisee in a way that that is centered on achieving better outcomes for people who use
services and their careers. But the process of supervision is very complex because of:

1.1. Administrative Difficulties

 Supervisor rarely visits the teachers because of large numbers of teachers on his schedule.
 Lots of administrative and participation duties burdening the educational supervisor
 Some teachers are sometimes asked to teach subjects beyond their specializations
 Weakness of the principals to practice supervision in schools for all the subjects
 Absence of an accurate database about the teacher's training needs.
 Lack of a comprehensive supervision plan takes into account the creativity of teachers.
 Low application by the responsible people to the recommendations of the supervisors for
solving the problems they face.
 Supervision lacks for a decentralized leadership able to contribute in its development.
 Abrupt visits of the school, not considering the conditions of its works.
 Un-objective evaluation of the in-charge people to the supervisors' works
 Ignorance of the educational supervisor's role in the teachers' promotion system
 Improper arrangements in preparing and implementing the mutual visits among the
teachers of various schools
 Rarity of the visits of the supervisors outside the country to attend educational and
scientific conferences

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 Competition between the supervisor and the principal in evaluating the teachers
 Scarcity of accepting the supervisors' views when introducing new educational programs

1.2. Technical Difficulties

 Low experience level of the supervisor in using the modern electronic technologies.
 Teacher's limited follow-up of the educational websites on the educational supervision.
 Limited follow-up of the teacher to the new developments in the educational field
through the various Medias.
 Poor loyalty of the teacher to the profession.
 Low level of supervisors' revision to the recent research works and studies in their field.
 Confinement of the supervisors' role to the class visit without other supervisory methods.
 Poor professional efficiency of some teachers.
 Inaccuracy of the evaluation methods practiced by the educational supervisors.
 Some teachers do not implement the directions of the supervisor.
 Evaluation works take place in the absence of the teacher

1.3. Materialistic difficulties

 Material incentives to the teachers do not exist.
 Little financial incentives for the supervisor.
 Absence of the materialistic reinforcement for research works on educational supervision.
 Rarity of external support for qualifying the educational supervisors.
 Poor supervision budget as compared to the factual educational situation.
 Low financial amount allocated to implement certain supervisory methods.
 Limited modern supplies and equipment’s inside the classrooms.
 Rare ways required to monitor the class visits activities.
 Rarity of references and resources in the school libraries.
 Lack of a central electronic library for the educational supervision.
 Difficulty in providing the transport means to the supervisor to move among the schools.
 Rarity of required abilities at schools to hold meetings, educational and training
workshops

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 2. Educational supervision as a branch of educational management

Educational administration and supervision are now considered as a total process inclusive of all
responsibilities and functions necessary for running an educational administration. Good
interpersonal relationships between the administrator and the supervisor, the supervisor and
teachers, teachers and students and also inter institutional relationships between school and
state, school and community, group dynamics, etc. are receiving greater emphasis. All these
factors have resulted in a new philosophy, according to which administration is concerned
with managing resources, allocating tasks, making decisions and solving problems and
supervision is concerned with their improvement as well as that of the whole teaching
learning situation. In modern educational thought, supervision is a phase of administration
with particular emphasis on the products of teaching and learning activities. Defining
educational supervision: Educational supervision is defined as the process of providing
facilities for students and to train teachers in order to make children better learners.
Supervision is combination of two words „super‟ which means “above or over” and
„vision‟ means “to see”. Thus, supervision means overseeing and directing the works of others.
Therefore it can also be defined as the efforts to stimulate, co-ordinate and guide the
continuous development of teachers as well as other educational workers in an
educational institution, both individually and collectively for improvement of all the
functions of the institution. Supervision can be understood as a form of technical support
and service that is being offered to assist teachers to perform their work in an improved
manner. Walls defines supervision as “Assistance provided for the advancement of a
better teaching and learning circumstances”.

According to Bigs and Justman “In general, supervision means to coordinate, stimulate
and direct the growth of the teachers in the power to stimulate and direct the growth of every
individual pupil through the exercise of his talents towards the richest and the most intelligent
participation in the civilization in which he lives.” Supervision, however, does not imply
inquiring or finding fault in a performance. It is a method of providing guidance, support and

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exchanging of ideas with all the people involved in the process of teaching and learning. It also
means to provide facilities, to encourage creativity and a constant improvement of a
conductive teaching-learning environment. Supervision is about assisting the teachers and also
the learners to recognize and implement their capacities in their respective fields of work.

3. The connection of supervision with school improvement program

School improvement means making schools better places for learning. This relies on changes at
both school level and within classrooms, which in turn depend on schools being committed to
fulfilling the expectations of children and their parents.

In other words, school improvement refers to a systematic approach that improves the quality of
schools. The school improvement program is a Plan-initiated education program based on our
long experience of supporting basic education in the developing world. Its aims are:

 To ensure support to every aspect of a school essential in creating the best learning
environment for children
 To promote the active participation of children and communities in school governance
 To hold the individual school management accountable for children’s enrolment,
attendance, learning and successful completion

Educational supervisors are the main administrators at educational institutions. A principal or

head teacher is the most common type of educational supervisor. You must first be kind and
gain experience of teaching if you wish to move into a career in administration as an
educational supervisor. You also need a high level of education, excellent administrative skills
and the ability to balance needs of teachers with those of students and their parents.

Educational supervisors are responsible for overseeing all the administrative duties at
elementary and secondary schools, though they may sometimes work at postsecondary
institutions as well. An educational supervisor keeps the school running. Budgets, teaching
schedules, supplies, disciplinary actions, teacher and staff evaluations, and communications

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with the public fall under the purview of educational supervisors. They also have a hand in
planning school events and implementing curriculum. Educational supervisors must also ensure
that their schools follow the educational directives set by local governments, state governments
and the federal government. It is the responsibility of the educational supervisor to make sure
that their school meets testing, budgetary and other standards set by their district or state. They
must make sure that every person working a school, including custodial teachers and
bookkeepers, are ultimately under the scrutiny of the principal and assistant principal.
Supervision is the by overseeing of the performance or operation of a person or group. It
is the act of watching over the work or tasks of another person who lack full knowledge of the
concept at hand. Supervision does not mean the control of other but guidance in a work in
professional or personal context.

Both school improvement program and supervision are aims to support schools in addressing the
following key areas:

 Ensuring teachers are competent and motivated

 Promoting active learning methods supported by appropriate teaching and learning aids
 Promoting the active participation of children and parents in school governance
 Ensuring a safe, sound and effective learning environment
 Establishing a relevant curriculum
 Ensuring that children are properly prepared for school (which includes ensuring good
health and nutrition, access to early childhood care and development [ECCD] and the
support of parents)
 Ensuring empowered and supportive school leaders
 Advocating for supportive supervision (from the government) and an acceptable level of
government budget allocation

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 4. The different between modern supervision and traditional
supervision

The key factor behind the success of any organization is the quality of leadership exhibited to the
employees that motivates them to do better. According to the article of Davies (2008), we may
define the style of work as a person’s characteristic way of handling given tasks. Administrators
show different styles in directing teachers as well as the students toward successful development.
Thus, the concepts of traditional and modern types of school administration and supervision as
well as the differences between the two concepts were:

4.1. Traditional Type of Supervision Style

1. The traditional concept of administrations is based on the philosophy that the teacher is the
centre of administration and supervisory activities. Therefore, teachers are expected to listen to
administrators and supervisors, and to carry their directives without questions.
2. It puts more emphasis upon imposed improvement of the teachers through teacher-training and
rigid supervision.
3. It places more emphasis upon techniques and the use of subjective devices and autocratic
procedures.
4. It practices leadership through compulsion, coercion, and imposition or through pressure in the
use of ready-made solutions or procedures.
5. Administrators and supervisors consider themselves as experts and work outside of the group
under their control and supervision. They tend to regard classroom visitation as isolated from
other classroom activities and projects.
6. In the early history of school administration and supervision, operations were largely on a
personal and practical basis.

7. 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.

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 4.2. Modern Type of Supervision Style

1. The modern concept of school administration and supervision recognizes the child and his
growth and development as the centre of administrative and supervisory activities.

2. It promotes the growth of the child and the teacher through stimulation, direction, and
guidance.

3. It sees the education as a whole.

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

5. It 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.

6. It is also considerably broader in their scope and functions than were encompassed in their
earlier concepts and practices.

To summarize the key points of ideas, here is a table that shows the primary differences
between the traditional and modern administrative styles:

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 Differences between Traditional Style and Modern Style

BASIS FOR TRADITIONAL STYLE MODERN STYLE

COMPARISON (BOSS) (LEADER)
Meaning A person who gives orders to A person, who influences,
employees and behaves in an inspires supports and
authoritative way, seeks encourages a group of
control and tells his men what individuals, and works
to do is a Boss. continuously on the
achievement of goals is a
leader.
Subordinates Employees Followers
Says “I” Says “We”
What he does? Administers and dominates Innovates and collaborates
Work Knows how work is done. Shows how work is done.
Takes the credit Gives the credit.
What to do? Likes to tell employees. Prefers to teach employees.
Mistake Places blame, shows who is Fixes it, shows what is
wrong. wrong.

Administrative styles could make or break an organization. Good administrators could

make a productive and efficient environment while bad administrators could break it. As a
teacher, my goal is to be able to adapt administrative styles that could make a conducive
teaching- learning process with my students. I also believe that there is no wrong administrative
style it is just how an administrator execute the style he/she wants to show.

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Conclusion

Supervision is a process of development and designed to support and to enhance the motivation,
autonomy, self-awareness and skills that individuals or employees need to achieve the tasks they
need to do their job effectively. Proper application and detrimental supervision can be a very
beneficial when applied incorrectly or for the wrong reasons. Supervision is an extremely
important part of the workplace, designed to maximize its potential for success. Supervision
provides regular monitoring to employees to increase the company productivity and the overall
performance for the team or individuals. As a factor of the stress at workplace abusive
supervision can affect the employee well-being, the poor employee’s well-being such as
depression, anxiety, emotional exhaustion, burnout, somatic health complaints, and job
dissatisfaction. Based on the findings on the different behaviour’s in the organizations,
researchers have point out that the destructive leader behaviour’s characteristic is abusive
supervision. Close supervision can lead to company success but the over supervision or abusive
can cause several impacts, such as job dissatisfaction, lower work performance and so on.

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References

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Hall.
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(with Comparison Chart). Retrieved from https://keydifferences.com/difference-between-boss-
and-leader.html
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https://www.volarisgroup.com/blog/article/the-difference-between-a-boss and-a-leader
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Hopkins, D. (2003). School Improvement for Real. Routledge.

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