THEORIES OF

INSTRUCTIONAL
SUPERVISION
 SCIENTIFIC MANAGEMENT
SUPERVISION
 Frederick Taylors and others, 1900s
 Scientific” techniques based on careful
observation or research and task analysis.
 Identify the best way,
 develop a work system based on
research,
 communicate expectation to workers,
 train workers in the system
 monitor and evaluate.
 Teachers are implementers of curriculum
and teaching system.
 Close face to face supervision
 Emphasis on control, accountability and
efficiency
 Manager-subordinate (teacher) relationship
(school atmosphere)
 Traditional and still relevant today
 HUMAN RELATION
SUPERVISION
 1930 by Elton Mayo and others
 Teachers productivity can be improved
by meeting social needs, provide
opportunities to interact.
 Teachers participation and participatory
supervision
 Teachers are involved in comfortable
relationship (school atmosphere)
NEOSCIENTIFIC MANAGEMENT
SUPERVISION
 Emerges out of “school reform” in 1980’
which renewed interest in scientific
management and as a reaction against
“human relation supervision” which
neglects teachers in the classrooms and
lacks in accountability.
 Using impersonal, technical, and rational
control mechanisms to substitute face to
face close supervision.
 HUMAN RESOURCE
SUPERVISION
Based on “theory Y” by Mc Gregor
 Where teachers are assumed to
have the motivation, potential for
development, the capacity for
taking responsibility and readiness
to align behavior and actions
towards organizational goals.
 Employed shared decision making
practices with teachers to increases
teachers satisfaction.

 Teachersincrease their job satisfaction so

they are easy to manage, and thus
ensure “good teaching”

 “Participatorysupervision” but in practice

was “laissez-faire supervision”
 NORMATIVE OR CULTURAL
THEORY OF SUPERVISION
 Teachers are motivated improvement by
altruistic rather than self interest reasons.
Motivated by preference, values and
beliefs more than logic, reasoning and
scientific evidence.
 School supervision in China

 One of the problems in schools in China is

that the function of supervision is
inspection rather than guidance or
mentoring.
 The role of guiding or mentoring is almost
inexistence (Zhu, Yang & Cai, 2006).
 Teachers’ experience of pressure, tension,
anxiety and discontent has been
neglected (Zhou & Shi, 2009).
 Supervision Practices in Public
Secondary Schools: Malaysia
 Malaysian principals have been found to be
ignoring their duty as educational supervisors (Nek
& Jamal & Salomawati, 2000), and little attention
has been paid to supervision by school
management teams (Suseela, 2007).
Supervision policy in New Zealand

 Starting
from a premise that supervision is
an essential component of professional
social work, the mandate for supervision
and aspects of education for supervisors
are explored.
 Supervision in Singapore
 We make that easy by creating a positive,
uplifting space where children are
comfortable sharing their ideas and
experiences.
 The most common feedback we get from
parents is that our communication style is
exceptional.
 We don't expect parents to stay on the
sidelines. You deserve proof your child is
getting a transformative experience from
some of the best educators in Singapore.
Instructional Supervision Strategies
 Three Stages
 Stage 1 – Preparation for Supervision
 Stage 2 – Supervision
 Stage 3- Follow up of supervision
 Stage 1: PRAPARATION FOR
SUPERVISION
 Study of documents
 Identification of priority for supervision
 Preparation of supervision schedule
 STAGE 2: SUPERVISION
 EstablishingContacts
 Review of the objectives, targets and
norms.
 Observe the teaching staffs’ motivation.
 Observe for any actual or potential
conflicts.
 STAGE 3: FOLLOW UP OF
SUPERVISION
 Reorganization of time-table/work plan.
 Organizing in-service training programs.
 Initiating actions for organizing staff
welfare activities.
 Counseling and guidance regarding
career development and professional
growth.
 Virtual Supervision
 Thismodel enables the supervisors to
address the issues by using surveillance
camera.
 The focus of the virtual supervision is to
improve the efficiency, communication,
and worker satisfaction.
 The system facilitates efficient information.
Scientific Principle of
Supervision
 Beclear about why there is a need for
supervision and who has asked for it.
 Seta time frame for the supervision
session; even a few minutes of focused
time can be worthwhile.
 Protect the time and space where
possible and appropriate; try to ensure
there will be no interruptions and that
there is privacy.
 Ensurethat there is confidentiality; this
means working in a place where the
supervision cannot be overheard, and
sharing identifiable personal details only
with those people who really need to
know.
 Betransparent about the extent to which
the supervision is about development or
performance.
THANK YOU!