Republic of the philippines

Bangsamoro Authonomous Region in Muslim Mindanao

SANDIGAN COLLEGE, INC

Group members:
1. Xynaica Ahyezza I. Kibao
2. Sittie May Abdulkadir
3. Norhana Kumilang
4. Norhuda Dumato
5. Ninisan Ibad Bai

Chapter III- FUNDAMENTAL PRINCIPLES OF ADMINISTRATION

AND SUPERVISION

Specific Objectives:
1. To develop an understanding of the meaning and uses of principles
in school administration and supervision.
2. To provide the students with an adequate understanding of the
fundamental principles of school administration and supervision.
Basis of Administrative and Supervisory Principles
In the field of administration and supervision, principles is
accepted as a fundamental truth. Principle may be considered a law, a
doctrine, a policy, or a deep-seated belief which governs the conduct
of various types of human endeavor. For the administrator or
supervisor, a principle, when it is understood and accepted, serves in
important ways to guide his reflective thinking and his choice of
activities. In administration and super- vision, an accepted principle
becomes part of one's general philosophy which serves to determine
and evaluate his educational objectives, attitudes, practices, and
outcomes.
A sound principle is formulated from carefully observed facts or
objectively measured results which are common to a series of similar
experiences. The guiding value of principle depends not only upon the
soundness of its origin, but also upon the individuals acceptance,
understanding, and ability to apply the principles. Diversity of
educational practices in the field calls for a sound administrative and
supervisory philosophy to coordinate all activities of the school in
order to realize its fundamental objectives. Sound administrative and
supervisory principles can harmonize all school activities into an
instrumentality for yielding results.

Uses of Principles in School Administration and Supervision

School administration or supervision, to be effective, must be based
upon modern principles of education. The application of the principles
of school administration and supervision may be stated as follows:
1. Principles are means by which the administrator and supervisor
proceed from one situation to another.
2. Principles are instrumental in improving teaching and learning
3. Principles make for enormous economy of time and effort in
choosing techniques to be used.
4. Principles eliminate much of the blundering trial-and- error effort in
a practical piece of work.
5. Principles greatly aid in the discovery of new techniques.
6. Principles are needed to guide the choice and sequence of the
appropriate techniques at hand but in no way do they supplant the
fundamental rule of techniques in carrying on the processes and
activities which make up the work of administration and supervision.
7. Principles aid in the evaluation of techniques, for they furnish a
broader basis by which to judge the techniques used in the school
administration and supervision.
8. Principles define the items which must be scrutinized in evaluating
results. This implies an understanding of the fundamental principles
and functions of school administration and supervision.
9. Principles are used to evaluate the success of administrative and
supervisory programs. Administration and supervision are directed
and evaluated in terms of principles.
10. Principles lead the administrators and supervisors to further
activities for they are dynamic and not static.

General Principles of Administration and Supervision

The following general principles, summarize the implications of our
philosophy for administration and supervision. They do not represent
new ideas or concepts, but rather present-day thoughts and practices
as guided by this philosophy.
1. School administration and supervision must be democratic. If
school administration and supervision are to be democratic, some
reconstruction in thinking and practice must be made.
Some of the characteristics or practices of on autocratic and a
democratic administrator or supervisor are hereby presented by
Koopman, Mial, and Minser for comparison:

Autocratic
(1) Thinks he can sit by him- self and see all angles of a problem.
(2) Does not know how to use the experience of others.
(3) Cannot bear to let any of the strings of management slip duties.
from his fingers.
(4) is so tied to routine de- tails that he seldom tackles his farger job.
(5) Is jealous of ideas; reacts in one of several ways when praise an
idea that comes from someone else makes a proposal.
(6) Makes decisions that should have been made by group.
(7) Adopts a paternalistic attitude towards the group know best."
(8) Expects hero-worship, giggles with delight at his attempts at
humor, and so forth.
(9) Does not admit even to himself that he is autocratic.
(10) Sacrifices everything teachers, students, progress to the end of a
smooth-running system.
(11) is greedy for publicity.
(12) Gives to others as few opportunities for leadership as possible.
Makes committee assignments, then outlines all duties and performs
many of ship. them himself.

Democratic
(1) Realizes the potential power in thirty or fifty brains.
(2) Knows how to utilize that power.
(3) Knows how to delegate.
(4) Frees himself from routine details in order to turn his energy to
creative leadership.
(5) Is quick to recognize and someone else.
(6) Refers to the group all the matters that concern the group.
(7) Maintains the position of "I friendly, helpful, adviser both on
personal and professional matters.
(8) Wishes to be respected as a fair and just individual as he respects
others.
(9) Consciously practices democratic techniques.
(10) Is more concerned with the growth of individuals involved than
with freedom from annoyances.
(11) Pushes others into the foreground so that they taste success.
(12) Believes that as many individuals as possible should have
opportunities to take responsibility and exercises leader-
Democratic school administration and supervision observe the
following basic principles:
a. Democratic school administration and supervision respect the
authority of truth and happiness rather than that of autocratic
leaders.
b. Democratic school administration and supervision call for the way
of living within the school that is indicated by the concept of
democracy.
c. Democratic school administration and supervision demand that
participation should not be limited to line-and-staff officers but should
also be extended to the classroom teachers and the student body.
d. Democratic school administration and supervision involve
leadership and considerateness as well as general participation.
e. Democratic school administration and supervision call for
continuous evaluation, re-thinking, and redirection of effort.
f. Democratic school administration and supervision demand that the
execution of the major or minor policies should he in the hands of the
administrator with such assistance from the staff personnel as is
necessary.
g. Democratic school administration and supervision demand that the
administrator or supervisor must have to forfeit the power and
authority that are his by his right of training and experiences and by
endowment from the people.
2. School administration and supervision must be co-operative.
Cooperation is practically synonymous with group action. This
principle is closely related to the democratic principle of
administration and supervision A democratic principle cannot
function in an undemocratic set-up. Education must be an essentially
cooperative process growing out of the needs and aspirations of each
member of the group, must not apply only to the teachers but also to
the pupils as well.
Barr and Burton suggested that cooperative understanding between
teachers, principals, and supervisors can be accomplished by using
the following basic principles:
a. Through the recognition of the distinctive contribution of each to
the improvement of instruction.
b. Through a clear definition of responsibilities.
c. Through the realization that not only teachers but principals and
supervisors as well are listeners in the study observation of classroom
problems.
d. Through the general encouragement and conservation of
contributions from teachers as well as from the heads of departments,
principals, and supervisors.
e. Through the organization, evaluation, and coordination of the
efforts of those concerned with the improvement of instruction.
Cooperative school administration and supervision observe the
following practices:
(1) Cooperative administration and supervision are highly socialized
functions and imply willingness to work together.
(2) Cooperative administration and supervision stimulate initiative,
self-reliance, and individual responsibility on the part of all persons in
the discharge of their duties.
(3) Cooperative administration and supervision substitute. leadership
for authority.
(4) Cooperative administration and supervision provide opportunity for
growth and development.
(5) Cooperative administration and supervision promote
understanding between administrators, supervisors, and classroom
teachers.
(6) Cooperative administration and supervision observe a code of
professional ethics that is real, practical, and vital.
3. School administration and supervision, to be effective, must be
scientific. Scientific administration and supervision stem from the
idea that the improvement of instruction may be based upon
measurable and controllable data.
Scientific administration and supervision observe the following
practices:
a. Scientific administration and supervision are based upon
observable facts.
b. Scientific administration and supervision employ the method of
analysis in the comprehension of complex administrative and
supervisory problems by breaking them into comprehensive units.
c. Scientific administration and supervision employ hypo- thesis in
guiding the thinking Diocess.
d. Scientific administration and supervision are free from emotional
bias.
e. Scientific administration and supervision employ objective
measurement and quantitative methods in the treatment of data.
4. School administration and supervision must be based on accepted
educational philosophy.
5. School administration and supervision must be creative. The term
creative means initiating, suggesting, devising, inventing,
experimenting, or producing something new. Creative ad- ministration
or supervision denotes and encourages growth.
It can be concluded that creative administration and super- vision
observe the following practices:
a. Creative administration and supervision provide opportunity for the
teachers and the pupils to grow through the exercise of their talents
and abilities under expert professional guidance and encouragement.
b. Creative administration and supervision are from the control and
tradition and actuated by the spirit of inquiry.
c. Creative administration and supervision need scientific
mindedness, social-mindedness, and a recognition of the importance
of human element.
e. Creative administration and supervision recognize that every
teacher and pupil have the capacity for some degree of creative
achievement in one field or another.
6. Administration and supervision must be evaluated in the light of
their results. leaders.
The purposes for which effectiveness of administrative or supervisory
leadership may be evaluated are the following:
a. The ultimate purpose of school administration or super- vision is to
promote pupil-growth; hence eventually the improvement of society.
b. The second general purpose of administration or super- goal. vision
is to formulate and carry out co-operatively educational policies and
plans designed to achieve the ultimate.
c. The third general purpose of administration or super- vision is to
supply leadership in securing continuity and constant re-adaptation
of the educational program over a period of years from level to level
within the system, and from one area of learning experiences and
content to another.
d. The immediate purpose of administration or supervision is to
develop co-operatively favorable settings for teaching and learning.
The results by which effectiveness of administration or super. vision
may be evaluated are the following:
a. Results must be measured in terms of the child's total growth in
knowledge, habits, skills, abilities, and attitudes or in terms of the
desired educational objectives.
b. Results must be measured in terms of the teacher's growth or
improvement in the selection of subject-matter, formulation and
evaluation of aims, selection of methods and techniques, and
appraisal of educational products.
c. Results must be measured in terms of the administrator's or
supervisor's growth in educational leadership. Educational leadership
calls for the enrichment of individual lives.
d. Results must be measured in terms of the physical improvement of
the school buildings and grounds favorable to teaching and learning.
e. Results may be measured in terms of community improvement and
its relation to the school. The integration of the school and community
efforts is also fundamental in evaluating results.
7. Responsibility and control in matters of school administration and
supervision must run parallel throughout the system.
8. School administration must be distinguished from super- vision.
9. School administration and supervision must be preventive and
constructive.
10. School administration and supervision must be centered on child
growth and development.
11. School administration and supervision must be flexible.
Administrative and supervisory program must be flexible enough to
adapt itself to the type of school organization and to the needs of each
particular supervisory teaching-learning situation. Flex- ibility may be
characterized by its being adapted and readily adjustable to meet the
requirement of changing conditions. Flexibility as used in the school
administration and supervision may cover the following:
a. Flexibility of school building the adaptability of the school subjects
as to the needs and interest of the pupils and to the rapid changing
conditions of the community and the country in general.
c. Flexibility of objectives and teaching procedures the - adaptability of
aims and methods to meet the conditions of different schools,
teaching personnel, student population and com- munities.
d. Flexibility of instructional materials and devices the adaptability
differences of the pupils and the varied training and experiences of the
teaching personnel.
e. Flexibility of school requirements and standard norm - the
adaptability of procedures to fit the individualities of the pupils,
teachers, supervisors, and administrators.
The principle of flexibility in school administration and super- vision
observes the following practices:
(1) Flexible school administration and supervision adapt activities to
meet individual differences of teachers in training, experiences, and
abilities. Because of these differences the administrator and
supervisor should avoid over-emphasis of standard norms, goals, and
prescriptive measures.
(2) Flexible school administration and supervision adjust the types
and length of classroom visit to the particular purposes and needs of
the teaching-learning situations.
(3) Flexible school administration and supervision encourage
experienced and assist teachers to use flexible assignments and
methods.
(4) Flexible school administration and supervision adapt it. self to the
needs of each particular teaching-learning situation, School situations
vary and personalities are unique.
(5) Flexible school administration and supervision encourage pupils to
suggest ways they would like to work and to give them opportunity to
plan, work, and evaluate their own activity.
(6) Flexible administration and supervision meet the needs and
desires of teachers.
There are other definite principles of school administration that
should be known to school administrators. Among the basic principles
of good school administration suggested by Crow and Crow are the
following:
1. Teacher-participation should be stimulated in the kind of education
that will provide good citizenship training.
2. There should be developed and put into practice the kind of
curriculum that guarantees continuous pupil-growth.
3. The educational program of the school should embody the
cooperative efforts of faculty and students alike.
4. The building and equipment should be used to maximum capacity.
5. All school facilities should be utilized that every child is given an
opportunity to participate in the educational offerings of the school.
6. The various members of the school personnel should be assigned in
such a way that everyone can utilize his energies toward the
achievement of maximum efficiency.
7. The formulation of school policies should follow democratic
principles of faculty and pupils' participation and cooperation.
8. The authority that is delegated by the principal to the members of
his staff should be used wisely.
9. Well-trained teachers and other personnel should be se- cured and
then should be given the freedom of activity that is commensurate
with their ability to use it effectively.
10. All educational responsibilities should be defined care- fully and
specifically, and they should be understood by all concerned.
11. The best interest of the entire school should be basic to any
decision that is made relative to the welfare of the pupils, the
teachers, or the school in general.
12. The leadership of the principal should be such as to in- spire all
pupils and teachers alike toward better and more complete
accomplishment.
13. An attitude of constructive rather than destructive criticism
should be characteristic of all members of the staff and of the student
body.
There are likewise other definite principles which should be known to
the supervisor. Peckham selected ten major principles to cover the
field of supervision as follows: (1) cooperation, (2) leadership, (3)
planning, (4) integration, (5) creativity, (6) flexibility, (7)
considerateness, (8) community orientation, (9) objectivity, and (10)
evaluation.

The Need for a Democratic Administration and Efficient Supervision

If public education is to be cornerstone of the democratic order, it is
essential that the public system be administered and supervised on a
democratic basis. The success of any school system depends upon
democratic administration and efficient supervision.
The acceptance of democratic theories of administration and
supervision is widespread. It is difficult to find any treatment of
administration or supervision in a textbook that does not point to
democratic practices or procedures. In professional courses for
administrators and supervisors, the discussion is almost altogether
within the framework of democratic administration and supervision.
As democratic theories of school administration and super vision are
being implemented, it is important that we do not insist on democratic
procedures just because we think we should be democratic.