FUNDAMENTAL

PRINCIPLES OF
SCHOOL
ADMINISTRATION
AND SUPERVISION
9. School administration and supervision must be preventive
and constructive. Any help that an administrator or supervisor
can give the teachers so that they may avoid mistakes is
commendable. The administrator or supervisor who is able to
anticipate problem, of this kind is definitely giving help when
it is most needed. This kind of assistance is specially valuable
to the beginners in a new school or who are newcomers to the
teaching position. The skilled administrator or supervisor
anticipates the possible difficulties that may be experienced
by his new teachers and who starts early to direct and to guide
their teaching activities is practicing preventive school
administration and supervision.
10. School administration and supervision must be
centered on child growth and development. The main
purpose of administration and supervision is to
provide conditions favorable to the growth and
development of children. Administration and
supervision must, therefore, be so organized and
conducted that the growth of the whole personality
of the child is possible. The teachers, supervisors,
and administrators must always keep in mind the
child and his needs, abilities and interest in terms of
his development.
• They must study children to determine their
difficulties and potentialities, and the most
suitable type of education which will make it
possible for them to grow mentally,
physically, morally, emotionally and socially.
11. School administration and supervision must be
flexible. Administrative and supervisory program
must be flexible enough to adapt itself to the type of
school organization and to the needs of each
particular supervisory teaching- learning situation.
Flexibility as used in the school administration and
supervision may cover the following:
a. Flexibility of school building
b.Flexibility of objectives and
teaching procedures
c. Flexibility of instructional materials
and devices-
d. Flexibility of school requirements
and standard norms
THE PRINCIPLE OF FLEXIBILITY IN SCHOOL ADMINISTATION AND
SUPERVISON OBSERVES THE FOLLOWING PRACTICES.

1. Flexible school administration and supervision

adapt activities to meet individual differences of
teachers in training, experiences, and abilities.
Because of these differences the administrator
and supervisor should avoid-emphasis of
standards norms, goals and prescriptive measures.
2. Flexible school administration and supervision
adjust the types of length of classroom visit to the
particular purposes and needs of the teaching-
learning situations. The administrator and
supervisor should give special attention to new
and experienced of teachers.
3. Flexible school administration and supervision
encourage and assist teachers to use flexible
assignments and methods. Assignments and methods
must be modified to meet individual differences of
the pupils and to meet the individualities of the
teachers.
4. Flexible school administration and supervision
adapt itself to the needs of each particular teaching-
learning situation. School situations vary and
personalities are unique. The administrator or
supervisory arrangement in one situation will not fit
another situation exactly.
5. Flexible school administration and
supervision encourage pupils to suggest ways
they would like to work and to give them
opportunity to plan, work, and evaluate their
own activity. They should be encourage to set
up standards and to make records of their own
program.
6. Flexible administration and supervision meet the
needs and desires of teachers. A knowledge of
individual needs and desires of teachers is basic to
almost any type of school administration and
supervision. Individual needs of teachers can be
determined by the use of self- appraisal check list,
rating scales, information test, changes of pupils,
evaluation of pupil progress , and analysis of teachers
training experiences. The school administrator and
supervisor should be prepared to assist teachers to
meet their needs and desires.