Modern and Traditional Supervision and Administration Administration and Supervision in the Philippine Setting

1. ADMINISTRATION
and
SUPERVISION

2. Topic Outline
 The Traditional and Modern Types of
School Administration and Supervision
 Administration and Supervision in the
Philippine Setting

3. SPECIAL OFFICES UNDER OSEC
1. CENTER FOR STUDENTS AND CO-CURRICULAR AFFAIRS
2. EDUCATION TECHNOLOGY UNIT
3. DEPARTMENT OF EDUCATION SPECIAL CONCERNS OFFICE
4. SPECIAL EVENTS UNIT
5. DETEXT ACTION CENTER
6. INTERNATIONAL COOPERATION UNIT
7. SCHOOL SITES TITLING UNITOTHER ATTACHED AGENCIES
1. TEACHER EDUCATION COUNCIL
2. INSTRUCTIONAL MATERIALS COUNCIL
3. LITERACY COORDINATING COUNCIL
4. PHILIPPINE HIGH SCHOOL FOR THE ARTS
5. NATIONAL BOOK DEVELOPMENT BOARD
6. NATIONAL COUNCIL FOR CHILDREN’S TELEVISION
ADMINISTRATIVE
SERVICE
FINANCIAL AND
MANAGEMENT
SERVICE
HUMAN RESOURCE
DEVELOPMENT
SERVICE
PLANNING
SERVICE
TECHNICAL
SERVICE
*Including 21 interim divisions
**SY 2005-2006
NATIONAL
EDUCATIONAL
TESTING AND
RESEARCH
CENTER
SCHOOL
HEALTH &
NUTRITION
CENTER
PROCUREMENT
SERVICE
NATIONAL
EDUCATORS’
ACADEMY OF
THE
PHILIPPINES
NATIONAL SCIENCE
TEACHING
INSTRUMENTATION
CENTER
INSTRUCTIONAL
MATERIALS
COUNCIL
SECRETARIAT
EDUCATIONAL
DEVELOPMENT
PROJECTS
IMPLEMENTING
TASK FORCE
BUREAU OF
ELEMENTARY
EDUCATION
BUREAU OF
SECONDARY
EDUCATION
BUREAU OF
ALTERNATIVE
LEARNING SYSTEM
OFFICE OF THE
SECRETARY
REGIONAL OFFICES (17)
SCHOOLS DIVISION
OFFICES (188*)
SCHOOLS
ELEM. SEC.
PUBLIC 37,161 4,915
PRIVATE 4,788 3,372
SCHOOL DISTRICT (2,364**)
Organizational Chart
OVERVIEW OF THE PHILIPPINE EDUCATIONAL SYSTEM
As of Dec. 2007

4. To have a vivid picture of the modern trend in
school administration and supervision, it is necessary to
discuss briefly its traditional concept.
MODERN TRADITIONAL

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

6. TRADITIONAL
The traditional concept puts more
emphasis upon imposed improvement
of the teachers through teacher-
training and rigid supervision.

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

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

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

14. 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.

15. 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.

16. 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.

17. 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.

18. The traditional and modern concepts of school
administration and supervision can be summarized as
follows:
MODERN TRADITIONAL

19. based on the philosophy
that the teacher is the
center of administrative
and supervisory activities
recognizes the child and it
growth

20. subjective
based on facts and
utilize scientific and
modern devices and
procedures

21. individualistic and
regimented
socialistic and
cooperative

22. puts more
emphasis on
techniques
based on
principles

23. practices leadership
through compulsion,
coercion and imposition
practices democratic
leadership through
stimulation, direction,
and guidance

24. 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

25. 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.”

26. THE DEVELOPMENT OF
CONCEPTS IN ADMINISTRATION
AND SUPERVISION IN THE
PHILIPPINES

27. 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.

28. 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.

29. 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.

30. In our system:
The division superintendent and district
supervisor – administrative function
Division and subject supervisor—
supervisory function
Principal –both supervisory and
administrative function

31. 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.

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

33. THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION AND
SUPERVISION IN THE PHILIPPINES
Concepts of
Administration
and Supervision
Period of
influence
Parties doing
administration
and supervision
Nature of Administrative and
supervisory programs
Improvement of
the total
teaching-learning
situation and the
conditions that
affect them thru
cooperative
leadership
From 1949
to the
present
Responsibility of
the
administrators,
supervisors and
classroom
teachers with
the help of the
experts or
consultants
Program control in the
cooperative study enterprise
such as curriculum
development, in-service
training course, etc., toward
improvement of teaching-
learning situations

35. Thank You