MGT 266- EDUCATIONAL MANAGEMENT AND

SUPERVISION

Prepared by: Prince Levi Agbisit

Presented to: Dr. Aurelia Vitamog

EDUCATIONAL MANAGEMENT:
While Education is the provision of a series of learning experiences to students in order
to impart knowledge, values, attitudes and skills with the ultimate aim of making them
productive members of society, Educational Management is the process of planning,
organizing, directing and controlling the activities of an institution by utilizing human and
material resources so as to effectively and efficiently accomplish functions of teaching, extension
work and research.
Educational management is about effectiveness within a given context, and having all-
encompassing skills and knowledge and attitudes. In order to achieve effective organizational
performance in schools, it is essential that all persons and resources are aligned and given
directions. This implies deliberate planned action towards the achievement of specific goals or
policy objectives. This deliberate and planned action lies at the core of educational management
in the context of educational organizations.
SCOPE OF EDUCATIONAL MANAGEMENT
The scope of educational management is indeed wide. It involves getting a license for the
school, setting up the building, advertising for admissions, employing staff - teaching and non-
teaching, deciding the curriculum, acquiring books, aids, equipment, preparing for the admission
of children, admitting the children, the beginning of classes, teaching, testing, evaluating,
promoting to the/ next class, managing staff so that they are geared to the main functions of the
school, managing the finances of the school in a way that appropriate amounts are available at
the right time so that teaching and learning can take place efficiently.
-Management of Self
Effective educational management helps the school heads to perform his or her roles
professionally and in an informed manner. The first level of education management is the
management of self. The first step to managing self is to be self-aware. Management of a school
entails a combination of knowledge, skills and attitudes for different levels of school related
activities. Each level or area of operation needs to be analyzed to enable you to become
analytical about your job so that you can make sure you are doing the right things, for the right
reason, in the right way, and at the right time.
-Management of Teams
 The scope of educational management also unfolds in the management of teams. Teams
basically mean a group of people, other than yourself, who have to be motivated and committed
to achieve the institution's goals. Before understanding the management of teams, the leader has
to believe that a team is probably the most important resource to achieve institutional goals. In
the context of schools, teacher leadership has gained legitimacy in the last couple of decades.
Teachers are now expected to play a major role in all facets of school life including action
research, staff development, attend and chair meetings and act as change agents. The synergy
that occurs when leaders interact with other teachers gives birth to a vibrant, self initiating and
self renewing community of learners.
-Management of School
Essential to the management of the school as an organization is the presence of an
institutional mission. Mission provides direction to the process of management. It addresses
questions like what is the purpose of the school? Why are the pupils and staff here? What
knowledge and skills do our pupils need? How does the school identify individual differences
and how does it adjust its methods and programs to foster individual growth? What values does
the hool seek to promote? What are the desired relationships between:
 a student and a student
 a student and a teacher
 a teacher and the head the head and the community

EDUCATIONAL SUPERVISION:
According to Adams and Dickey, “Supervision is a planned programme for the
improvement.” It exists in their opinion for one reason only to improve teaching and learning. So
it is mainly concerned with “development of teachers and pupils.”
The dictionary of education defines supervision as “all efforts of designed schools
towards providing leadership to teachers and other educational workers in the improvement of
instruction ; involves the stimulation of professional growth and development of teachers, the
selection and revision of educational objectives, materials on instruction and methods of teaching
and the evaluation of instruction.” Here the word “supervision” means to guide and stimulate the
activities of teachers with a view to improve them, i.e., teaching as well as instruction and
promoting professional growth.
Nowadays the concept of supervision has been changed. It is not concerned merely with
improvement of teachers as it was conceived in the previous days, when the supervisory
activities were directive and prescriptive. But now according to some experts, supervision
requires a super plus vision a superior perspective attended by special preparation and position.
To them the primary function of supervisors of all types is leadership, encouragement and
recognition of leadership in any other person either in the professional staff or among the
community participants.
SCOPE OF EDUCATIONAL SUPERVISION
1. The Instructional Work-The first and foremost task of the supervisor is how to improve the
instruction.
2. Co-Curricular Activities- The supervisor supervises the organization of various co-
curricular activities keeping in view their need and importance. These co-curricular activities are:
Games and sports, Dramatics, School magazines, Library services, Educational tours, Field trips
and
3. Records and Registers- The supervisor has to supervise all the records and registers of an
educational institution or school by examining the following type of records:
a. Admission Register
b. Attendance Register
c. The cash book
d. The log book
e. The Stock Register and
f. The Receipt Book
4. The School Environment- The school environment has a profound role bringing over an
improvement of educational process. For this the supervisor has to supervise the following
aspects of the school environment:
a. School Discipline
b. Relationship between the head of the institution and his staff, between staff and students
c. Emotional climate of the school
d. General behavior of students
e. Cleanliness of the surroundings
f. Goodwill of the self-government formed by students
g. Plantation of trees
h. Morale of the classroom
i. Relationship among teachers
j. Hygienic conditions of the toilet, canteen and water supply
k. Relationship of the head of the institution or school with the community members
l. Beautification of the campus
5. Management- Supervision of management is also another aspect of the scope of supervision
in education without which the overall improvement of teaching-learning process will never be
successful. The supervision of the management of the educational institution includes the
following aspects with it:
a. Co-operation of teachers and community members.
b. The ability of the headmaster to run the school or institution.
c. Co-operation, co-ordination and responsibility between teachers and headmaster in
organizing any programme.
d. Duties and responsibilities rendered by the teachers as the members of different sub-
committees for different programmes.
 e. Problems with the managing committee.
f. Achievements and failures of the school.
6. Guidance to Teachers-The supervisor has not only to supervise but also guide the headmaster
and teachers in their efforts for ensuring qualitative improvement of education. For this
supervision includes the following things in its jurisdiction:
a. Innovations in teaching
b. Remedial instruction
c. Community mobilization and support
d. Conducting seminars, conferences, meetings and workshops to discuss about problems
and their solution.
7. Developmental Activities- The supervisor supervises the developmental activities of the
school in the following heads:
a. Justification of developmental activities, proposals for extension of the school building.
b. Allotment receipt and the progress made. Difficulties faced and the steps taken by the
headmaster to wipe out the difficulties, and
c. Construction of the new building and its progress.
RELATIONSHIP / DIFFERENCES BETWEEN ADMINISTRATION AND
SUPERVISION
Administration and Supervision are interrelated in that every administrator is a supervisor and
every supervisor participates in administrative affairs.
1. Administration represents the whole of the education system; supervision represents a
portion of it in terms of improving the total teaching-learning situation.
2. Administration emphasizes authority; supervision, service. Every act of administration
is based upon authority; supervision is based upon service.
3. Administration provides favorable condition essential to good teaching and learning;
supervision carries out the better operation and improving it.
In simple words, administration provides; supervision operates.
4. Administration decides, directs and orders the execution of educational program;
supervision assists, advises guides and leads the operation and improving the program. In other
word, administration directs; supervision serves.

REFERENCES
S. Prakash, B. Mohan Kumar and A.R. Anandha Krishnaveni. (2015, June). ResearchGate. Retrieved from
https://www.researchgate.net/publication/342449282_EDUCATIONAL_MANAGEMENT-
ADMINISTRATION_MANAGEMENT_AND_SUPERVISION

Gronn, P. (1996): “From Transactions to Transformations”, Educational Management and Administration, 24 (1)

D. Kashyap, (N.D.). Your Article Library. Retrieved from https://www.yourarticlelibrary.com/educational-

management/meaning-and-scope-of-supervision-in-education/63738
N. Ahmad, (2015, March). B. Ed in NTI 2014-15. Retrieved from http://bednti.blogspot.com/2015/03/unit-2-school-
administration-and.html