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Principle of 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.
USES OF PRINCIPLES 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 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-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 in no way do they supplant the fundamental rule of
technique 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.
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 .
GENERAL PRINCIPLES OF ADMINISTRATION AND
SUPERVISION
1. School
Administration and
supervision must be
democratic.
1.Thinks he can sit himself and see all angles of a
problem.
1.Realizes the potential power in thirty or fifty
brains.
AUTOCRATIC DEMOCRATIC
2.Does not know how to use the experience of
others.
2.Knows how to utilize that power.
3.Cannot bear to let any of the strings of
management slip from his fingers.
3.Knows how to delegate duties.
4.Is so tied to routine details that he seldom
tackles his larger job.
4.Frees himself from routine details in order to turn
his energy to creative leadership.
5.Is jealous of ideas; reacts in one of several ways
when someone else makes a proposal
5. 5.Is quick to recognize and praise an idea that
comes from someone else.
6.Makes decisions that should have been made
by the group.
6.Refers to the group all matters that concern the
group.
7.Adopts a paternalistic attitude towards the
group- “I know best”
7.Maintains the position of friendly, helpful, adviser
both on personal and professional matters.
8.Expects hero-worship, giggles with delight at his
attempts at humor, and so forth.
8.Wishes to be respected as a fair and just
individual as he respects others.
9.Does not admit even to himself that he is
autocratic.
9.Consciously practice democratic techniques.
10.Sacrifices everything- teachers, students,
progress-to the end of a smooth-running system.
10.Is more concerned with the growth of individuals
involved than with freedom from annoyances.
2.School Administration and
Supervision must be a
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.
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.
4. School
Administration and
Supervision must be
based on accepted
educational
philosophy.
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.
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
 Results must be measured in terms of
community improvement and its
relation to the school.
7.Responsibility
and control in
matters of school
administration and
supervision must
run parallel
throughout the
system.
8. School
administration must be
distinguished from
supervision.
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.
• 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
2. Leadership
3.Planning
4.Integration
5.Creativity
6. Flexibility
7.Considerateness
8.Community Orientation
9.Objectivity
10. Evaluation

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Principle of Administration And Supervision

  • 2. 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.
  • 3. USES OF PRINCIPLES 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 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-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 in no way do they supplant the fundamental rule of technique in carrying on the processes and activities which make up the work of administration and supervision.
  • 4. 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 .
  • 5. GENERAL PRINCIPLES OF ADMINISTRATION AND SUPERVISION 1. School Administration and supervision must be democratic.
  • 6. 1.Thinks he can sit himself and see all angles of a problem. 1.Realizes the potential power in thirty or fifty brains. AUTOCRATIC DEMOCRATIC 2.Does not know how to use the experience of others. 2.Knows how to utilize that power. 3.Cannot bear to let any of the strings of management slip from his fingers. 3.Knows how to delegate duties. 4.Is so tied to routine details that he seldom tackles his larger job. 4.Frees himself from routine details in order to turn his energy to creative leadership. 5.Is jealous of ideas; reacts in one of several ways when someone else makes a proposal 5. 5.Is quick to recognize and praise an idea that comes from someone else. 6.Makes decisions that should have been made by the group. 6.Refers to the group all matters that concern the group. 7.Adopts a paternalistic attitude towards the group- “I know best” 7.Maintains the position of friendly, helpful, adviser both on personal and professional matters. 8.Expects hero-worship, giggles with delight at his attempts at humor, and so forth. 8.Wishes to be respected as a fair and just individual as he respects others. 9.Does not admit even to himself that he is autocratic. 9.Consciously practice democratic techniques. 10.Sacrifices everything- teachers, students, progress-to the end of a smooth-running system. 10.Is more concerned with the growth of individuals involved than with freedom from annoyances.
  • 7. 2.School Administration and Supervision must be a 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.
  • 8. 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.
  • 9. 4. School Administration and Supervision must be based on accepted educational philosophy.
  • 10. 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.
  • 11. 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  Results must be measured in terms of community improvement and its relation to the school.
  • 12. 7.Responsibility and control in matters of school administration and supervision must run parallel throughout the system.
  • 13. 8. School administration must be distinguished from supervision.
  • 14. 9.School administration and supervision must be preventive and constructive.
  • 15. 10.School administration and supervision must be centered on child growth and development.
  • 16. 11. 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
  • 17. OTHER DEFINITE PRINCIPLES WHICH SHOULD BE KNOWN TO THE ADMINISTRATOR 1.Cooperation 2. Leadership 3.Planning 4.Integration 5.Creativity 6. Flexibility 7.Considerateness 8.Community Orientation 9.Objectivity 10. Evaluation