General Principles in School Administration and Supervision

1. School Administrator and 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.
- respect the rights of human with tolerance
-
2.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.)
- 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.

(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.)
- 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.

(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.)
- 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.

(the term creative here means initiating, suggesting, devising, inventing, experimenting or producing something new.)
(creative administration and supervision encourages growth.)
- 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.
(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.)

8. 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.)

9.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.)

10.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.)

11. 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.

- 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

OTHER PRINCIPLES OF ADMINISTRATION AND SUPERVISION

1. The teacher- participation should be stimulated in the kind of education that will provide good citizenship training.
2. There should be a developed curriculum that guarantees continuous pupil-growth.
3. The educational program of the school embodies the cooperative efforts of faculty and student alike.
4. The building and equipment should be used to maximum capacity.
5. All school facilities should be utilized that every child is given an opportunity to participate in the educational
offerings of the school.
6. The various members of the school personnel should be assigned in such a away that everyone can utilize his
energies toward the achievement of maximum efficiency.
7. The formulation of the school policies should follow democratic principles of faculty and pupils participation and
cooperation. 8. The authority that is delegated by the principal to the members of his staff should be used wisely.
8. The authority that is delegated by the principal to the members of his staff should be used wisely.
9. Well – trained teachers and other personnel should be secured and then should be given the freedom of activity
that is commensurate with their ability to use it effectively.
10. All educational responsibilities should be defined carefully and specifically, and they should be understood by all
concerned.
11. The best interest of the entire school should be basic to any decision that is relative to the welfare of the pupils,
the teachers, or the school in general.
 12. The leadership of the principal should be such as to inspire all-pupils and teachers alike-toward better and more
complete accomplishment.
13. An attitude of constructive rather than destructive criticism should be characteristics of all members of the staff
and of the student body.

THE NEED FOR A DEMOCRATIC ADMINISTRATION AND EFFECTIVE SUPERVISION

Characteristics of Autocratic and Democratic Administrator / Supervisor presented by Koopman, Mial, and Minser
AUTOCRATIC DEMOCRATIC
1.Thinks he can sit himself and see all angles of 1.Realizes the potential power in thirty or fifty
a problem. brains.
2.Does not know how to use the experience of 2.Knows how to utilize that power.
others.
3.Cannot bear to let any of the strings of 3.Knows how to delegate duties.
management slip duties from his fingers.
4.Is so tied to routine details that he seldom 4.Frees himself from routine details in order to
tackles his target job. turn his energy to creative leadership.
5.Is jealous of ideas; reacts in one of several 5.Is quick to recognize and praise an idea that
ways when someone else makes a proposal. comes from someone else.
6.Makes decisions that should have been made 6.Refers all matters that concern the group.
by the group.
7.Adopts a paternalistic attitude towards the 7.Maintains the position of friendly, helpful,
group- “I know best” adviser both on personal and professional
matters.
8.Expects hero-worship, giggles with delight at 8.Wishes to be respected as a fair and just
his attempts at humor, and so forth. individual as he respects others.
9.Does not admit even to himself that he is 9.Consciously practice democratic techniques.
autocratic.
10.Sacrifices everything- teachers, students, 10.Is more concerned with the growth of
progress-to the end of a smooth-running individuals involved than with freedom from
system. annoyances.

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