ADMINISTRATION

and
SUPERVISION
Topic Outline

 The Traditional and Modern Types of

School Administration and Supervision

 Administration and Supervision in the

Philippine Setting
 OVERVIEW OF THE PHILIPPINE EDUCATIONAL SYSTEM

Organizational Chart

OFFICE OF THE
SECRETARY

ADMINISTRATIVE FINANCIAL AND HUMAN RESOURCE PLANNING TECHNICAL PROCUREMENT

SERVICE MANAGEMENT DEVELOPMENT SERVICE SERVICE SERVICE
SERVICE SERVICE

BUREAU OF BUREAU OF BUREAU OF

ELEMENTARY SECONDARY ALTERNATIVE
EDUCATION EDUCATION LEARNING SYSTEM

EDUCATIONAL NATIONAL SCHOOL NATIONAL NATIONAL SCIENCE INSTRUCTIONAL

DEVELOPMENT EDUCATIONAL HEALTH & EDUCATORS’ TEACHING MATERIALS
PROJECTS TESTING AND NUTRITION ACADEMY OF INSTRUMENTATION COUNCIL
IMPLEMENTING RESEARCH CENTER THE CENTER SECRETARIAT
TASK FORCE CENTER PHILIPPINES

REGIONAL OFFICES (17) SPECIAL OFFICES UNDER OSEC

1. CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS
SCHOOLS DIVISION 2. EDUCATION TECHNOLOGY UNIT
OFFICES (188*) 3. DEPARTMENT OF EDUCATION SPECIAL CONCERNS OFFICE
4. SPECIAL EVENTS UNIT
SCHOOL DISTRICT (2,364**) 5. DETEXT ACTION CENTER
6. INTERNATIONAL COOPERATION UNIT
SCHOOLS OTHER ATTACHED AGENCIES 7. SCHOOL SITES TITLING UNIT
1. TEACHER EDUCATION COUNCIL *Including 21 interim divisions
ELEM. SEC.
2. INSTRUCTIONAL MATERIALS COUNCIL
**SY 2005-2006
PUBLIC 37,161 4,915 3. LITERACY COORDINATING COUNCIL
PRIVATE 4,788 3,372 4. PHILIPPINE HIGH SCHOOL FOR THE ARTS
5. NATIONAL BOOK DEVELOPMENT BOARD
6. NATIONAL COUNCIL FOR CHILDREN’S TELEVISION
As of Dec. 2007
 MODERN TRADITIONAL

To have a vivid picture of the modern trend in

school administration and supervision, it is necessary to
discuss briefly its traditional concept.
TRADITIONAL

The traditional concept of

administration and supervision is
based on the philosophy that the
teacher is the center of administration
and supervisory activities.
Teachers are expected to listen to administrators
and supervisors, and to carry their directives
without questions.
TRADITIONAL

The traditional concept puts more

emphasis upon imposed improvement
of the teachers through teacher-
training and rigid supervision.
TRADITIONAL

Traditional administration and

supervision place more emphasis upon
techniques and the use of subjective
devices and autocratic procedures.
TRADITIONAL

The traditional concept

of school administration and
supervision practices
leadership through
compulsion, coercion and
imposition or through
pressure in the use of ready-
made solutions or
procedures.
TRADITIONAL

Traditional administrators and

supervisors consider themselves as
experts and work outside of the group
under their control and supervision.

They also regard classroom

visitation as isolated from
other school activities and
projects.
TRADITIONAL

Early in the history of school

administration and supervision,
operations were largely on a personal
and practical basis.

Men were selected, not because of their special

technical training, but rather because of their
success in dealing with the public, the teachers
and the students.
TRADITIONAL

The conception of administration

and supervision during those times
reflected the existing practices in
business and industry whereby the
manager, with the approval of the
board of directors, determined the
policy and directed the operation of the
company and the work of its
employees.
MODERN

The modern concept of school

administration and supervision on the
other hand, recognizes the child and his
growth and development as the center
of administrative and supervisory
activities.
In other words, the concept of administration and
supervision has gradually moved from the
improvement of instruction to the improvement of
the learning process.
MODERN

Modern administration and

supervision promote the growth of the
child and the teacher through
stimulation, direction, and guidance.
MODERN

Modern administration and

supervision see education as a whole.
All factors are evaluated in terms of administrative
and supervisory principles rather than techniques
in improving the teaching learning situation.
Facts and information are secured through the use
of scientific and objective devices.

Subjective judgment became less emphasized and

importance was just attached to objective and
scientific evidence.
MODERN

Interdependence and cooperation

are the essential characteristics of
modern administration and
supervision.
All school activities are integrated or correlated
with community projects which affect teaching
and learning process.
Integration of school ad community activities calls
for democratic leadership which functions in a
group situation through cooperative action.
MODERN

The modern concept of school

administration is more than mere
inspection of the work of the teachers;
it is a friendly help and counsel – a
clearing house of the best ideas
acquired in the field.
Integration of school ad community activities calls
for democratic leadership which functions in a
group situation through cooperative action.
MODERN

It can also be said that modern

administration and supervision are
considerably broader in their scope and
functions than were encompassed in
their earlier concepts and practices.
These functions include many of the conditions
and influences affecting teaching, as well as the
learning and growing of the pupils and the
improvement of the health, physical, economic,
and social conditions of the community.
 MODERN TRADITIONAL

The traditional and modern concepts of school

administration and supervision can be summarized as
follows:
based on the philosophy
that the teacher is the
center of administrative
and supervisory activities

recognizes the child and it

growth
 subjective

based on facts and

utilize scientific and
modern devices and
procedures
individualistic and
regimented

socialistic and
cooperative
 puts more
emphasis on
techniques

based on
principles
 practices leadership
through compulsion,
coercion and imposition

practices democratic
leadership through
stimulation, direction,
and guidance
regards classroom visitation as an
isolated activity from other
projects

covers the whole teaching-

learning factors which are
resident in the pupils, in the
teachers, in the administrators
and supervisors and in the
school
Case
Mr. Santos was a school administrator. One
day he was talking to the meeting about
management. He said, among other things:
“One does not have to have good qualities as
a leader but he has to appear to have them.
Maintain a social distance from employees, so
they can judge you from a distance rather than
from a close range.”
 THE DEVELOPMENT OF
CONCEPTS IN ADMINISTRATION
AND SUPERVISION IN THE
PHILIPPINES
 In the early days, administration
and supervision were inspectorial in
character, and the methods used were
dictatorial and coercive.

They inspected the buildings and grounds and

equipment.

They even check the attendance and enrolment of

the pupils.
 Later on, emphasis was placed on
the improvement of the curriculum and
the improvement of instruction through
the training and guidance of the
teachers.
The introduction of new subjects like music,
manual arts, adult education and home economics
in the elementary and secondary school
curriculum led to the development of special
supervisors.
 At present, administration and
supervision are considered as an “expert
technical service primarily concerned
with studying, improving, and
evaluating teaching-learning situations ,
and the conditions that affect them.
It becomes synonymous with democratic
leadership which stresses the dignity and worth of
the individual, promotes the general welfare, and
proceeds though the method of intelligence
through cooperative action.
In our system:

The division superintendent and district

supervisor – administrative function
Division and subject supervisor—
supervisory function
Principal –both supervisory and
administrative function
Case
A district supervisor used to get some of his
teachers together to play mahjong on Sunday
afternoons or evenings. When asked by another
district supervisor why he did this, he said that
these teachers like other human beings need
recreation.
 THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION AND
SUPERVISION IN THE PHILIPPINES

Concepts of Parties doing

Period of Nature of Administrative and
Administration administration
influence supervisory programs
and Supervision and supervision
Inspection of 1901-1924 Administrators Inspection for the sake of
school grounds and special control. Emphasis upon
and classroom supervisors regulations and standards set
up by the Bureau of Education
Improvement of 1925-1941 Administrators, Centralization of control and
the curriculum, general, division, inspection of instruction
instruction, and district, and through observation,
improvement of special demonstration with attention
teachers in supervisors focused on weakness of the
service teachers
 THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION AND
SUPERVISION IN THE PHILIPPINES

Concepts of Parties doing

Period of Nature of Administrative and
Administration administration
influence supervisory programs
and Supervision and supervision
Improvement of From 1949 Responsibility of Program control in the
the total to the the cooperative study enterprise
teaching-learning present administrators, such as curriculum
situation and the supervisors and development, in-service
conditions that classroom training course, etc., toward
affect them thru teachers with improvement of teaching-
cooperative the help of the learning situations
leadership experts or
consultants
Thank You