dokumen.tips_administration-and-supervision.ppt

FUNDAMENTAL PRINCIPLES
OF ADMINISTRATION
AND SUPERVISION

FUNDAMENTAL PRINCIPLES OF
ADMINISTRATION
AND SUPERVISION
In the field of administration and supervision, PRINCIPLE
is accepted as a fundamental truth.
PRINCIPLE – is considered as a law, a doctrine, a
policy, or a deep-seated beliefs which governs the
conduct of various types of human activities.
---- for the administrator and supervisor, it is very
important to have good principles, because these will
serve as his guide in his reflective thinking and in his
choice of program of activities.

 “IMPORTANT USES OF PRINCIPLES IN SCHOOL ADMINISTRATION
AND SUPERVISION”
1. Principles are means by which the administrator and supervisor
proceed from one situation to another.
 ---- it means that in the operation or in
administering/supervising functions, there is an organize step-by-
step schedule or program of activities to be followed.
2. Principles are instrumental in improving teaching-learning process.
 ---- since every administrator or supervisor as well as
teachers want the best learning outcomes on the part of the learner,
these principles will be of great help for the improvement of
instruction and all other learning activities.
3. Principles make for enormous economy of time and effort in
choosing techniques to be used.
 ----- meaning principle directs us on what is the appropriate
techniques/strategies to be used effectively in the operation of
administrative and supervisory functions.

4. Principles eliminate much of the trial and error practices.
----- through it, we can avoid waste of time on what to do, but
instead they give us direction or point of destination.
5. Principles greatly aid in the discovery of new techniques.
 ----- they are the hypotheses that direct the search for new
techniques in school administration and supervision.
6. Principles are needed to guide the choice and sequence of the
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.
 ----- it is not only use to determine on what appropriate
techniques to be used, but it can also serve as measurement /
basis as to how effective is the technique or procedures.

8. Principles define the items, which must be scrutinized in evaluating
the results.
 ----- this implies the better 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 also directed and
evaluated in terms of principles.
10. Principles lead the administrators and supervisors to further
activities for they are dynamic and not static.
------ being a teacher, we are also an administrator and
supervisors in the real classroom situation, we must see to it that
our principles and techniques used are open for any changes and
improvement.

GENERAL PRINCIPLES OF ADMINISTRATION
AND SUPERVISION
 School administrator ad 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.

Characteristics of Autocratic and Democratic Administrator /
Supervisor presented by Koopman, Mial, and Minser:
Autocratic Democratic
 1. Thinks he can sit by himself and see 1. Realizes the potential power in thirty or
all angles of problems. Fifty brains.
 2. Does not know how to use the 2. Knows how to utilize that power.
experience of others.
 3. Cannot bear to let any of the strings 3. Knows how to delegates duties.
of management slip duties from his fingers.
 4. Is so tied to routine details that he 4. Free himself from routine details in
seldom tackles his target job. order to run his energy to creative
leadership.
 5. Is jealous of ideas; reacts in one of 5. Is quick to recognize and praise an idea
that several ways when someone comes from someone else or others.
makes a proposal.
 6. Makes decisions that should have 6. Refers to the group all matters that
concern been made by the group. the group.

 7. Adopts paternalistic attitude 7. Maintains the position of “I
friendly, helpful towards the group. adviser both on personal and
professional matters.
 8. Expects hero-worship, giggles with 8. Wishes to be respected as a
fair and just with delight at his attempts individual as he respect others.
at humor and so forth.
 9. Does not admit even to himself that 9. Consciously practices
he is autocratic. democratic practices.
 10. Sacrifices everything teachers, students10. Is more concerned with the
involved than with freedom system. growth of progress to the end of
 a smooth-running individuals
from annoyances.

11. Gives other to a few opportunities 11.Believes that as many
for leadership as possible. individuals as possible
should have opportunities to
take responsibility and
exercise leadership.
12. Is greedy for publicity. 12. Pushes others into the
foreground so that they
taste success.

 School Administration and Supervision must be
cooperative.
 ----- this implies group action. There is strength in
cooperation and progress results from combined
efforts of all. (administrator, supervisor, teachers,
parents, & pupils)
 ----- there is also a cooperative effort that
encourages greater efficiency.
 ----- group productivity that is getting something
done which could not be done by a single
individual.
 ----- there is a realization that not only teachers, but
administrators, supervisors and principals as well,
are good listeners in the observation of classroom
problems.

 School Administration and Supervision
to be effective, it must be scientific.
 ----- emphasizes that the use of the scientific principle
and that the solution of problems should be based on
facts.
 ----- the effort is to discover rather than to prove.
 ----- the best way to determine whether a thing is
present or not, is to “look and see” but sometimes we
see only those things we look for, so being an
administrator and supervisor we must be fact-
conscious.
 .

 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

 ----- the outstanding point here is, the integration of personality which possess
a well-developed standard of values, giving consistency and unity to all
thinking, feeling, and acting.
 ----- this guiding philosophy of our educational system is well-outlined in the
Philippine Constitution in terms of objectives namely:
 development of moral and personal discipline
 civic conscience
 vocational efficiency
 citizenship training
 5. School Administration and Supervision must be creative.
 ----- the term creative here means initiating, suggesting, devising,
inventing, experimenting or producing something new.
 ----- creative administration and supervision encourages growth. This
provides opportunity for the teachers and pupils to grow through the exercise
of their talents and abilities under expert and professional guidance and
encouragement.

 6. Administration and Supervision must be evaluated in the lights of their results.
 ----- it has been pointed out that only by knowing as accurate as possible the results
 of instruction can the process of education be improved.
 ----- the effectiveness of administration or supervision for example may be
determined either through application of criteria designed to judge the value of the
activities performed or through the measurement of the immediate outcomes of the
programs.
 Responsibility and control in matters of school administration and supervision
must run parallel throughout the system.
 ----- this principle of parallelism of duties is the particular sphere to which the school
 administrator or supervisor is assigned and for which he is responsible.
----- in the distribution of functions between the School Principal and Division
Superintendent for example this principle governs.
The principal is the in charge of the school in all phases of activities as a school;
such as class programs, student organization, promotion and supervision of instructions.
 However, it is also the duties of the superintendent to hire or appoint teachers,
 opening classes, or any other related function outside the school.
 -----more often, division and district supervisors come into conflicts with the
boundary line of their respective functions. To avoid this, there be a deeper
understanding and clear definition of duties.

 School Administration must be distinguished from Supervision.
 ----- as we know that these two are not synonymous in meanings.
Misconceptions regarding this, causes more misunderstanding and possibly
more neglect of duties. There must be a clear and complete specifications of
functions.
 School Administration and Supervision must be preventive and
constructive.
 ---- any help that an administrator or supervisor can give to the teachers so
that they may avoid mistakes is commendable. This kind of assistance is
especially valuable to the beginners in the school or to the new comers to the
teaching position.
 School Administration and Supervision must be centered on Child growth
and development.
 -----this much concerned to the teachers being an administrator also in the
classroom activities. We must aimed to provide conditions favorable to the
growth and development of the children or learners. We should guide the
children to determine their difficulties and potentialities, and the most suitable
type of education which will make them possible to grow mentally, physically,
morally, emotionally and socially.

 School Administration and Supervision must be flexible.
 ----flexibility here is characterized by its being adopted and readily
adjust to meet the requirement of changing conditions. This also covers
the following:
 Flexibility of school building – the adaptability of the school subjects as
to the needs and interest of the pupils .
 Flexibility of objectives and teaching procedures – the adaptability of
aims and methods to meet the conditions of different schools, teaching
personnel, student population and communities.
 Flexibility of instructional materials and devices – the adaptability
differences of the pupils and varied training and experiences of the
teaching personnel
 Flexibility of the school requirement and standard norm – the
adaptability of procedures to fit the individualities of the pupils,
teachers, supervisors and administrators.



 LEGAL BASIS OF SCHOOL ADMINISTRATION
 AND SUPERVISION
 Education as a State Function
 --the most important single factor in our education is the assignment of
ultimate responsibility to the state. In our Constitution, education is
considered as a state function. It states that “all educational institution in
the Philippines shall be under the supervision of and subject to regulation
by the state”.
 -- this means that the Philippine Congress has large powers in the
organization, support, and control of our public and private schools. It can
determine
 the types of schools to be established
 regulate the school organization
 prescribe the curriculum
 designate standards for buildings
 determine the ages of children to attend school
 fix the qualifications of teachers
 establish salary schedules
 provide tenure and set the age of retirement

 --the state is therefore, the agency which regulates the administration,
supervision, and instruction in public and private schools. The school
administrators and supervisors should be fully informed of the school laws
of the Philippines, since many of their duties responsibilities are set forth
and define in these laws.
 The legal enactment in this country which bears the status of the
school administration and supervision are the following:
 Laws Related to School Organization and Control:
 The Philippine Constitution – the most important legal basis of school
administration and supervision. Section 8 of Article XV states that “all
educational institutions shall be under the supervision of and subject to
regulation by the state”.
 -- to comply this Constitutional mandate, the task of regulating and
supervising all educational institution in the Philippines is delegated to the
Department of Education, and through it, the two bureaus under its
jurisdiction namely;
 Bureau of Public Schools – administers and supervises the public
elementary, secondary, normal and technical schools of secondary and
collegiate level.
 Bureau of Private Schools – regulates and supervises the private schools,
colleges, and universities.

 Act No. 74 of the Philippine Commission – the
administration of Philippine Government during the early
part of the American occupation was in the hands of the
Philippine Commission whose members were appointed by
the President of the United State. This Commission, on
January 21, 1901, passed Act No. 47, Section 1 of which
established a Department of Public Instructions, which have
executive control and general supervision of all schools
already established by the Military authorities. Act No. 477,
passed on October 8, 1902, which amended Section 1 of Act
No. 74, created the Bureau of Education, which assumed the
general control, and supervision of public schools. This
Bureau was changed to the Bureau of Public Schools by
Executive Order No. 94 as authorized by the
Reorganization Act of 1947.

 The designations of Director and Assistant director were made on October
26, 1906 Act no. 1407 authorize the appointment of First Assistant
Director and Second Assistant director of education. However the
Reorganization Act of 1917, Act 2668, Section 1, abolished the position
of the Second Assistant Director of Education leaving Director and
Assistant Director of Education as heads of Bureau of Education which is
now known as the Bureau of Public Schools.
 Section 3 of Act No. 74 – divided the entire archipelago into school
divisions. The city of Manila considered as one division.
 Section 6 of Act No. 74 – made the Division Superintendent the executive
officer of the public schools in the division.
 Section 3 of Act No. 74 – authorized the sub-division into school districts.
Every municipality shall constitute a school district and it shall be the duty
of the municipal council thereof to make as much as possible ample
division, by local taxation for the support of all schools established within
its jurisdiction (Passed on January 21, 1901.)
 3. Commonwealth Act No. 586 – this act is known as the Educational Act
of 1940 which provides the legal basis of the present six-year elementary
course. According to the provision of this law, all children who enroll in
the primary grades must remain in school until they shall have completed
the primary grades. (Approved August 7, 1940.)

 4. Republic No. 896 - this Act is known as the Elementary School Act of
1953. This provides for compulsory education of seven years and made it
mandatory on the part of the parents to enroll their children in public
schools upon attaining seven years of age.
 Executive Order NO. 94 – specially charges the Secretary of Education
with administration of the public schools system and the supervision and
regulation of private schools, colleges and universities in the country. The
Bureau of Public Schools directly administers and supervises the public
school system while the Bureau of Private Schools regulates and supervises
all private schools in the country. (Issued on October 4, 1947)
 5. Republic Act No. 1124 – this Act created the Board of Education.
According to this law, the Board of Education is a policy-making body.
The Board is charged with the duty “formulate, implement, and enforce
general educational objectives and policies; coordinate the offerings,
activities and functions of all educational institutions in the country with a
view to accomplishing an integrated, nationalistic and democracy-inspired
educational system in the Philippines.

 Presidential Decree No. 1- made a thorough revamp
of the executive branch of the government. This
decree abolished the Bureau of Public Schools,
Bureau of Private Schools and the Bureau of
Vocational Education, and created the Bureau of
Elementary Education, Bureau of Secondary
Education, and the Bureau of Higher Education. A
director heads each bureau. To facilitate
administration and supervision of our educational
system, the whole Philippines is divided into 11
regional offices. Regional Director and Assistant
Regional Director head each region. All regional
offices are under the direct control of Secretary of
Education.

 Laws Related to the Teaching Personnel
 Commonwealth Act No. 117 - this Act places the public school
teachers under Civil Service Rules and Regulations as to their
examination, appointment, transfer, separation, suspension, and
reinstatement. This Act also protects the teachers tenure of office.
(Approved, No. 13, 1936).
 Commonwealth Act No. 578 – this law recognizes supervisors,
teachers, and professors of public and recognized private schools as
persons in authority.
 Republic Act No. 660 – this Act amended Section 12 of the
Commonwealth Act 186. This Act provides for automatic retirement at
the age of sixty-five years, if the teacher has completed fifteen years of
service, and if he is not, he shall be allowed to continue service until he
has completed fifteen years unless he is otherwise eligible for disability
retirement. Upon specific approval of the President of the Republic of
the Philippines, an employee may be allowed to continue to serve after
the age of 65 years if he possess special qualifications and his services
are needed.

 Republic Act No. 842 – (Amended Republic Act No. 312) –
This Salary Act of 1953 (Republic Act No. 842) provides
for a revised salary scale and automatic salary increases for
public school officials, teachers, and other school personnel
of the government. This law allocates the grades and salary
scale for the various kinds of positions. (Approved, May 1,
1953).
 Republic Act No. 1079 – this law provides that civil service
eligibility shall be permanent and shall be no limit. This Act
modifies the present civil service rules and regulations.
(Approved, June 15, 1954)
 Republic Act No. 1080 – this Act states that the bar
examination and the board examination which require the
candidates to have four years of college training and two
experience are considered equivalent to the first grade
regular examinations; and those requiring less than four
years of preparations are equivalent to the second grade
regular examination. (Approved, June 15, 1954).

 Republic Act No. 4661 – this Act is known as Teacher’s Meeting Law.
This law provides that the teacher’s meeting shall not be called on
Saturdays. This concept is based on the contention of teachers that
Saturdays is not a working day as observed by the government
employees. (Approved in 1965)
 Republic Act No. 1080 – this Act amended Sections 562 and 564 of the
Revised Administrative Code. It prescribes legal hours of labor to 8
hours a day, 5 days a week or 40 hours a week. It also states that
government employees may be allowed five (5hrs) of service from April
to June 15 inclusive upon the discretion of the President of the Republic.
However, because of the nature of the services, teachers of vocational
schools such as Agricultural Schools are not embraced by the provision
of this Act. Since the teachers in this school render service throughout
the year, they are placed on the vacation-sick leave basis. Memo of the
Bureau of Vocational education No. 9, s, 1968 was issued to this effect.
(Approved on June 22, 1967).

 Republic Act No. 4670 – this Act is known as the
“Magna Carta for Public School Teachers” and
shall apply to all public school teachers except
those on professional staff of state colleges and
universities. Pursuant to the provisions of Section
30 of the same Act , the Secretary of Education
issued “Rules and Regulations for the Magna Carta
for Public School Teachers under Department
Order No. 25, s 1966. (Approved on June 18,
1966).

 Republic Act No. 4968 – this law increases the retirement benefit. Among the
important provisions of this Act are:
 increase in the basic monthly annuity from P20 to 30.00
 use of the average salary for the last three years instead of the last 5 years
 granting the lump sum of five year annuity payment to the retirees age 63 and a
three year lump sum payment at the age of 60
 authorized computation of accumulated vacation and sick leave based on the
highest salary received retirement.
 Republic Act No. 5168 – this is known as the Public School Teachers Salary
Standardization Act. This law upgrading of WAPCO salary ranges and fixed
progressive rates of salary from existing salary rates to the maximum under the
adjusted range. (Approved in 1967).
 Republic Act No. 6040 – this Act amended Section 24 of Civil Service Act of
1959. This Act states that no person shall be appointed to nor to hold two or
more full-time positions in the government including the government owned or
controlled corporations or offices whether in temporary or permanent capacity or
with or without salary.

 Republic Act No. 6110 – this Act is called the Omnibus
Tax Law. Officials and employees of the government and
those rendering services in religious, educational charitable
institutions, hospitals and sanitariums. Those members of
the judiciary who teach in law schools are required to pay
professional tax. (Took effect since Sept. 1, 1969).
 Republic Act No. 6111 – this Act is otherwise known as
Philippine Medical Care Act of 1969. Under this Act the
Philippine Medical Care plan has been established to consist
of two basic programs namely:
 Program I – for membership of the GSIS and SSS
 Program II – for those who are not qualified for benefits
under Program I

 Laws Related to the School Curriculum
 Department Order No. 5 s 1955 – Secretary of Education provides that
religious instructions may be scheduled during the school session in such
a way to enable the teacher in religion to teach in the public school
building for more than thirty minute period a day. The law authorizes
also the division superintendent to fix the time for such religious
instruction.
 Republic Act No. 343 - this Act provides for the inclusion of Spanish
as a course or subject in all high school private or public in the
Philippines. (Approved February 26, 1949).
 Republic Act No. 1425 – otherwise known as Rizal Law. This requires
that courses on the life and woks of Jose Rizal, particularly in his novels
on NOLI ME TANGERE and EL FELIBUSTERISMO shall be included
in the curricula of all private, public schools, colleges and universities.
(Approved June 12, 1956).

 Republic Act No. 1381 – states that all students enrolled in the course
Law, Commerce, Liberal Arts, Foreign Service Education are required to
complete at least 24 units of Spanish. (Approved June 22, 1957).
 Department Order No. 19, s 1970 – increased time allotment for
language arts (English) from 30 to 40 minutes in Grades 1 and II, from
40 to 60 minutes in Grades III and IV and from 60 to 80 minutes in the
intermediate grades. This Order approved also the changing of the
terminology of “Arithmetic” into “Elementary Mathematics” with the
aim of enabling Filipino child to achieve deeper understanding of the
science of numbers and mathematical concepts.
 Presidential Decree No. 6-A - known as Educational Development
Decree of 1972. Under this, education will aim to attain the national
development goal particularly the acceleration of economic development
and social progress to assure the maximum participation of all people in
the attainment and enjoyment of the benefits of growth and to
strengthen national consciousness and promote desirable values of the
people.

 Laws Related to Students or Pupils
 Republic Act No. 896 – this Act provides for compulsory
education of seven years and made it mandatory on the part
of the parents to enroll their children in public schools upon
attaining seven years of age. (Approve June 20, 1953).
 Republic Act No. 4090 – providing for state scholarship in
Science, Arts, and Letters for poor but deserving students
creating a State Scholarship Council to Integrate
Systematize Administrator and implement all Program of
Scholarship, and Appropriate Funds thereof.
 Republic Act No. 6139 – this Act is known as the “Tuition
Fees Law”. This Act regulates the increased of tuition fees
in private schools, colleges and universities.

 Presidential Decree No. 146 – this Decree is
known as the National College Entrance
Examination was promulgated with no other
purpose but to regulate the admission of students to
all four year or five year degree programs in the
country so as to improve the quality of higher
education and to distribute students among different
courses, thus meeting the manpower needs of the
country. Based on this Decree, only students who
passed the entrance college test should be admitted
in the professional course requiring at least four or
five years of study.

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