Principle-of-Administration-and-Supervision

1. Prepared by:
Christian Ivan I. Celestra

2. BASIS OF ADMINISTRATIVE ANDSUPERVISORY
PRINCIPLES
 In the field of administration and supervision, principles is accepted as a
fundamental truth. Principle may be considered a law, a doctrine, a policy, or a
deep-seated belief which governs the conduct of various types of human
endeavor. In administration and supervision, an accepted principle become
part of one’s general philosophy which serves to determine and evaluate his
educational objectives, attitudes, practices and outcomes.
 A sound principle is formulated from carefully observed facts or objectively
measured results which are common to a series of similar experiences. The
guiding value of principle depends not only upon the soundness of its origin,
but also upon the individuals acceptance, understanding, and ability to apply
the principles.

3. USES OF PRINCIPLES IN SCHOOL
ADMINISTRATION AND SUPERVISION
1.Principles are means by which the administrator and supervisor proceed from
one situation another.
2.Principles are fundamental in improving teaching and learning.
3.Principles make for enormous economy of time and effort in choosing
techniques to be used.
4.Principles eliminate much of the blundering trial-and-effort in a practical piece of
work.
5.Principles greatly aid in the discovery of new techniques.
6.Principles are needed to guide the choice and sequence of the appropriate
techniques at hand in no way do they supplant the fundamental rule of
technique in carrying on the processes and activities which make up the work
of administration and supervision.

4. 7.Principles aid in the evaluation of techniques, for
they furnish a broader basis by which to judge the
techniques used in the school administration and
supervision.
8.Principles define the items which must be
scrutinized in evaluating results.
9.Principles are used to evaluate the success of
administrative and supervisory programs.
10.Principles
supervisors
dynamic .
lead the administrators and
to further activities for they are

5. GENERAL PRINCIPLES OF ADMINISTRATIONAND
SUPERVISION
1. School
Administration and
supervision m
ust be
democratic.

6. AUTOCRATIC DEMOCRATIC
1.Thinkshe can sit himselfand see all angles of a
problem.
1.Realizes the potential powerin thirty or fifty
brains.
2.Does not know howto use the experienceof
others.
2.Knows howto utilizethatpower.
3.Cannot bear to let any of the stringsof
management slip from hisfingers.
3.Knows howto delegateduties.
4.Is sotied to routine details that he seldom
tackles his largerjob.
4.Frees himself from routine details in order toturn
his energy tocreativeleadership.
5.Is jealous of ideas; reacts in one of several ways
when someone else makes aproposal
5. 5.Is quick to recognizeand praise an idea that
comes from someoneelse.
6.Makes decisions that should have been made
bythe group.
6.Refers to the group all matters that concern the
group.
7.Adopts a paternalistic attitudetowards the
group- “Iknow best”
7.Maintains the position of friendly,helpful,adviser
both on personal and professionalmatters.
8.Expects hero-worship,giggles withdelight athis
attempts at humor,and soforth.
8.Wishes to be respected as a fair and just
individual as he respectsothers.
9.Does not admit even to himself that heis
autocratic.
9.Consciously practice democratictechniques.
10.Sacrifices everything-teachers, students,
progress-to the end of a smooth-runningsystem.
10.Is more concerned withthe growthofindividuals
involved than withfreedom fromannoyances.

7. 2.School Ad
m
inistrationand
Supervision mustbe a
cooperative.
 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.

8. 3.SchoolA
dm
inistration
and Supervision, to be
effective , must be
scientific.
 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.

9. 4. School
Administration and
Supervision m
u
st be
based on accepted
educational
philosophy
.

10. 5.SchoolAdministrationand Supervisionmust
be creative.
 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.

11. 6.Administrationand Supervision mustbe evaluated in
the light oftheirresults.
 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.

12. 7. Responsibility
and control in
matters of school
administration
and supervision
must run parallel
throughout the
system.

13. 8. School
administration
must distinguished
from supervision

14. 9. School
administration and
supervision must
be preventive and
constructive.

15. 10. School
administration
and supervision
must be centered
on child growth
and development.

16. 11.School administration and
supervisionmust be flexible.
• Flexibility of objectives and teaching
procedures
• Flexibility of school
building
• Flexibility of instructional materials and
devices
• Flexibility of school requirements and
standard norm

17. 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.CommunityOrientation
9.Objectivity
10. Evaluation