THE ADELPHI COLLEGE, INC.

LINGAYEN, PANGASINAN
COLLEGE OF EDUCATION

WRITTEN REPORT IN

SCHOOL ADMINISTRATION AND SUPERVISION

CHAPTER TOPIC: FUNCTIONS OF SCHOOL ADMINISTRATION AND

SUPERVISION

SUB-TOPICS
• Other Functions of Supervision (Barr, Burton and Brueckner/Crow and Crow)
• Leadership as Administrative and Supervisory Function

JONWILLE MARK M. CASTRO

Discussant/Student
Other Functions of Supervision
Barr, Burton, and Brueckner give the following as the three major functions of supervision
with the supervisory activities under each:
1. Studying the Teaching-Learning Situation:
a. Analyzing the objectives of education and supervision.
b. Studying the products of teaching and learning.
c. Studying the satisfactory and unsatisfactory growth and achievement.
d. Studying the interests, abilities, and work habits of the pupils.
e. Studying the teacher at work and aiding her to study herself.
f. Studying the curriculum in operation.
g. Studying the materials of instruction and the socio-physical environment of
learning.
2. Improving the Teaching-Learning Situation:
a. Improving the educational objectives and the curriculum.
b. Improving the teacher and her methods.
c. Improving the interest, application, and work habits of the pupils.
d. Improving the materials of instruction and the socio-physical environment.
3. Evaluating the Means, Methods, and Outcomes of Supervision:
a. Discovering and applying the techniques of evaluation.
b. Evaluating the general work of supervision.
c. Evaluating the results of supervising plans.
d. Evaluating the factors limiting the instructional outcome.
e. Evaluating and improving the personnel of supervision.

Crow and Crow give the following as important functions of supervision which pertain to
teaching and learning:
1. The interpretation of educational objectives.
2. The study and improvement of the curriculum and materials of instruction.
3. The measurement of the individual pupil’s ability to learn.
4. The guidance of pupils toward improved study and in their work habits.
5. The improvement of teaching techniques.
6. The evaluation of educational outcomes.
7. The critical study and improvement of supervising techniques.
8. The stimulation of whatever creative ability may be inherent among the supervised.

Like other functions, Crow and Crow also recognize inspection, training, guidance, and
evaluation as major functions of supervision.

Leadership as Administrative and Supervisory Function

According to Ayer, “leadership is the most potent influence and, at the same time, the most
dramatic activity in the field of school administration and supervision.” It can be said, therefore,
that democratic leadership and harmonious human relationship are essential or basic to successful
administration and supervision. Leadership is a function rather than a position of high level.
Leadership, as we have known in education, requires furthermore, a complete self-
identification with the group that is engaged or involved in the tasks. The modern concept of
leadership in school administration and supervision calls for a new interpretation of responsibility
– responsibility to the larger group rather than on one member of the group. It emerges as members
express ideas and utilize skills in forming and securing group process. Democratic school
administration and supervision keep open the channels of cooperative interactions so that the best
minds among the staff will emerge. Therefore, the school administrator and supervisor can provide
leadership by providing constant expansion of professional knowledge and skills so that they
inspire and lead the teachers to more effective teaching and productive learning. They must
stimulate, direct, guide, arouse thinking, encourage questioning minds to deep study, but they must
be alert in guarding against false doctrines and ephemeral fads in education. The administrator or
supervisor must see that the teachers teach, and the pupils learn – that the teaching-learning
situations accomplish the desired aims of education. Likewise, they must see that there is
participation and interaction of independent-thinking individuals. As group matures, there is
specialization of functions, distribution of labors, and coordination of actions. There is strength in
cooperation, and combined efforts of all.
The following are the definitional characteristics of democratic leadership in the field of
educational administration and supervision:
1. It is the kind of leadership that is consistent with the principles of democratic school
administration and supervision. The democratic school administration and supervision
calls for a way of living within the school that is indicated by the concept of democracy.
2. In democratic leadership, people are respected. No one is pushed around. Individuals try
to help one another rather than get ahead through ruthless competition. Workers accept one
another without suspicion or distrust.
3. It insures the making of cooperative or shared decision which are generally lasting and
more likely to be right than the decisions of any one person. This gives common
understanding to common purpose.
4. There is a higher reward for people and for facts. People are more important than
regulations; responsibilities take precedence over rights; security displaces fear.
5. It draws efficiency from purposeful activity, wiser planning, greater flexibility, and group
discipline. Likewise, it generates enthusiasm for a project and inspires work towards its
solution.
Since the Philippines is considered as the show-window of democracy in the Far East, our
educational leadership must practice and at the same time, propagate the ways of democracy. In
school administration and supervision, there are of course problems inherent in those to be led –
the teachers. Democratic leadership is hampered when the teachers are incapable of responding
and reacting intelligently because of sheer lack of understanding and ability to participate in group
processes and in group dynamics. The extent of the development of democratic leadership goes
far only as is permitted by the intelligence and enlightenment of those to be led. To the extent that
the teachers can benefit from the impact of democratic leadership be desirable and applicable.
Leadership must continue to stimulate thru:
a. More rigid selection of teachers.
b. Effective in-service education of those already in the service.
c. Exchange of assignments and responsibilities.
d. Readiness of our teachers to be led and their desires to react and respond to changes
properly.
Democratic leadership is basic to modern school administration and supervision. Our public
and private schools call for a high degree of administrative and supervisory leadership. If the
school system is to be a democratic cornerstone of the democratic order, it is essential that it may
be administered and supervised in a democratic basis. Good administration, like good supervision,
is not a luxury but a necessity, especially in this country. No matter how earnest an individual
teacher may be, she is often helpless in a particular situation if she is left completely unguided or
unsupervised. The growing interest of teachers, pupils, and parents in school administration and
supervision is shown by their recognition of the fact that the success and failure of any individual
institution rests squarely upon the shoulders of the administrators and supervisors who are
responsible for the activities of the group under their direction and guidance.