The document discusses the roles of administration and supervision in education, emphasizing their importance in achieving organizational goals. It outlines different types of supervision—autocratic, laissez-faire, democratic, and bureaucratic—each with distinct approaches to managing staff and fostering an effective teaching-learning environment. Additionally, the document details various principles of administration and supervision that guide effective decision-making and improve teaching outcomes.

1. ADMINISTRATION AND SUPERVISION
Administration: It involves direction, control
and operation of the organizational activities to
accomplish desired aims and objectives.
It covers: The school plant and facilities. The
teaching personnel and staff Child accounting
School curriculum Finance Guidance and
counseling School-community relations or public
relations. It is a three cycle process --- planning,
management and evaluation.

2. Supervision: Ordinarily implies to the
improvement of the total teaching-learning
situation and the conditions that affect them.
 It covers: The formulation of the aims, objectives
and purposes.
 The selection and organization of subject matter
to be taught.
 The placement of teachers who will teach them.
 The selection of methods and techniques by
which the subject matter is taught.
 The evaluation of the growth of the students
and the improvement of the teacher.

3. Types of Supervision
1. Autocratic or Authoritarian supervision:
Under this type, the supervisor wields absolute
power and wants complete obedience from his
subordinates. He wants everything to be done
strictly according to his instructions and never
likes any intervention from his subordinates.
This type of supervision is resorted to tackle
indiscipline subordinates.

4. 2. Laissez-faire or free-rein supervision:
This is also known as independent supervision.
Under this type of supervision, maximum
freedom is allowed to the subordinates. The
supervisor never interferes in the work of the
subordinates. In other words, full freedom is
given to workers to do their jobs. Subordinates
are encouraged to solve their problems
themselves.

5. 3. Democratic supervision:
Under this type, supervisor acts according to
the mutual consent and discussion or in other
words he consults subordinates in the process
of decision making. This is also known as
participative or consultative supervision.
Subordinates are encouraged to give
suggestions, take initiative and exercise free
judgment. This results in job satisfaction and
improved morale of employees.

6. 4. Bureaucratic supervision:
Under this type certain working rules and
regulations are laid down by the supervisor and all
the subordinates are required to follow these rules
and regulations very strictly. A serious note of the
violation of these rules and regulations is taken by
the supervisor.
This brings about stability and uniformity in the
organization. But in actual practice it has been
observed that there are delays and inefficiency in
work due to bureaucratic supervision.

7. PRINCIPLES OF DMINISTRATION
AND SUPERVISION
1. Principles are means by which the
administrator and supervisor proceed from
one situation to another. ---- it means that in
the operation or in administering/supervising
functions, there is an organize step-by-step
schedule or program of activities to be
followed.

8. 2. Principles are instrumental in improving teaching-
learning process. ---- since every administrator or
supervisor as well as teachers want the best learning
outcomes on the part of the learner, these principles
will be of great help for the improvement of
instruction and all other learning activities.
3. Principles make for enormous economy of time and
effort in choosing techniques to be used. -----
meaning principle directs us on what are the
appropriate techniques/strategies to be used
effectively in the operation of administrative and
supervisory functions.

9. 4. Principles eliminate much of the trial and
error practices. ----- through it, we can avoid
waste of time on what to do, but instead they
give us direction or point of destination.
5. Principles greatly aid in the discovery of new
techniques. ----- they are the hypotheses that
direct the search for new techniques in school
administration and supervision.

10. 6. Principles are needed to guide the choice and
sequence of the techniques at hand.
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. ----- it is not
only use to determine on what appropriate
techniques to be used, but it can also serve as
measurement / basis as to how effective is the
technique or procedures.

11. 8. Principles define the items, which must be scrutinized
in evaluating the results. ----- this implies the
better understanding of the fundamental principles and
functions of school administration and supervision
9. Principles aroused to evaluate the success of
administrative and supervisory programs. ------
Administration and supervision are also directed and
evaluated in terms of principles.
10. Principles lead the administrators and supervisors to
further activities for they are dynamic and not static.
------ being a teacher, we are also an administrator and
supervisors in the real classroom situation; we must see
to it that our principles and techniques used are open
for any changes and improvement.

12. Thanks for
Patience