FUNDAMENTAL PRINCIPLES

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. In administration and
supervision, an accepted principle become 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.
PRINCIPLE
- is considered as a law, a doctrine, a policy, or a
deep-seated belief which governs the conduct of
various types of human activities.
 TOPIC OUTLINE

Basis of Administrative and Supervisory Principles

Uses of Principle in School Administration and Supervision
General Principles in School Administration and Supervision
Other Principles of Administration and Supervision
The Need for a Democratic Administration and Effective
Supervision
 Uses of Principle in School Administration and
Supervision

1. Principles are means by which the administrator and supervisor proceed from one situation
another.
2. Principles are fundamental in improving teaching-learning process.
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.
5. Principles greatly aid in the discovery of new techniques.
 Uses of Principle in School Administration and
Supervision
6. Principles are needed to guide the choice and sequence of the appropriate techniques at
hand.
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.
9. Principles are used to evaluate the success of administrative and supervisory programs.
10.Principles lead the administrators and supervisors to further activities for they are dynamic
and not static.
 General Principles in School Administration and
Supervision

1. School Administrator and supervisor must be democratic.

means we have to recognize individual differences, respect one’s personality, and extend
consideration to all.
It aimed to give the fullest measure of freedom to the individual to develop his maximum
capacities, so long as the development does not interfere or create conflicts with the
welfare rights of others.
there is a cooperative interaction so that the best minds among members will emerge.
 General Principles in School Administration and
Supervision
2. School Administration and Supervision must be cooperative.
Are highly socialized functions and imply willingness to work together.
Stimulate initiative, self-reliance, and individual responsibility on the part of all persons in
the discharge of their duties.
Substitute leadership for authority.
Provide opportunity for growth and development.
Promote understanding between administrators, supervisors, and classroom teachers.
Observe a code of ethics that is real, practical , and vital.
 General Principles in School Administration and
Supervision
6. Administration and Supervision must be evaluated in the light of their results.
Results must be measured in terms of the child’s total growth in knowledge, habits, skills,
abilities, and attitudes
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.
Results must be measured in terms of the administrator’s growth in educational leadership.
Results must be measured in terms of the physical improvement of the school buildings and
grounds favorable to teaching and learning
 General Principles in School Administration and
Supervision

3. School Administration and Supervision, to be effective, must be scientific.

Are based upon observable facts
Employ method of analysis and comprehension of complex administration and supervisory
problems by breaking them into comprehensive units.
Employ hypothesis in guiding the thinking process.
 Are free from emotional bias.
 Employ objective measurement and quantitative methods in the treatment of data.
 General Principles in School Administration and
Supervision
5. School Administration and Supervision must be creative.
 Provide opportunity for the teachers and the pupils to grow through the exercise of their talents
and abilities under expert professional guidance and encouragement.
 Are from the control and tradition and actuated by the spirit of inquiry
 Need scientific minded-ness, and a recognition of the importance of human element.
 Provide opportunity for a conference or a meeting between the administrator and the supervisor,
and the teacher
 Recognize that every teacher and pupil have the capacity for some degree of creative achievement
in one field or another.
 General Principles in School Administration and
Supervision

4. School Administration and Supervision must be based on accepted educational philosophy.

PHILOSOPHY – is a background of theory of knowledge and beliefs which explains and
justifies a selected way of life.
educational philosophy affects the thinking and resultant actions of the leaders who control
public school’s administration and supervision.
example is the Dewey’s educational philosophy that “education is life, growth a social
process and a reconstruction of human experiences” which becomes now the guiding
philosophy of the Phil. Educational System
 General Principles in School Administration and
Supervision

7. School administration and supervision must be flexible.

 Flexibility of objectives and teaching procedures
 Flexibility of school building
 Flexibility of instructional materials and devices
 Flexibility of school requirements and standard norm
 OTHER DEFINITE PRINCIPLES WHICH SHOULD BE
KNOWN TO THE ADMINISTRATOR

1. Cooperation 8. Community Orientation

2. Leadership 9. Objectivity
3. Planning 10.Evaluation
4. Integration
5. Creativity
6. Flexibility
7. Considerateness
 THE NEED FOR A DEMOCRATIC ADMINISTRATION AND
EFFECTIVE SUPERVISION
AUTOCRATIC DEMOCRATIC
1.Thinks he can sit himself and see all angles 1.Realizes the potential power in thirty or fifty
of a problem. brains.

2.Does not know how to use the experience 2.Knows how to utilize that power.
of others.

3.Cannot bear to let any of the strings of 3.Knows how to delegate duties.
management slip duties from his fingers.

4.Is so tied to routine details that he seldom 4.Frees himself from routine details in order to
tackles his target job. turn his energy to creative leadership.

5.Is jealous of ideas; reacts in one of several 5.Is quick to recognize and praise an idea that
ways when someone else makes a proposal. comes from someone else.
 THE NEED FOR A DEMOCRATIC ADMINISTRATION AND
EFFECTIVE SUPERVISION
AUTOCRATIC DEMOCRATIC
6.Makes decisions that should have been 6.Refers all matters that concern the group.
made by the group.
7.Adopts a paternalistic attitude towards 7.Maintains the position of friendly, helpful,
the group- “I know best” adviser both on personal and professional
matters.

8.Expects hero-worship, giggles with 8.Wishes to be respected as a fair and just

delight at his attempts at humor, and so individual as he respects others.
forth.

9.Does not admit even to himself that he is 9.Consciously practice democratic techniques.
autocratic.
10.Sacrifices everything- teachers, students, 10.Is more concerned with the growth of
progress-to the end of a smooth-running individuals involved than with freedom from
system. annoyances.
THANK YOU
Lounell C. Ordoñez
Sources:

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