The document discusses the important role of educational supervisors in improving teacher performance through supervision, which involves overseeing teachers' instructional performance and ensuring they adhere to professional standards set by the Ministry of Education. Educational supervisors are responsible for administrative duties at schools like budgets, schedules, evaluations, and communication, and must ensure schools meet standards. They guide teachers, inspect their work, plan activities, and provide support to help teachers grow professionally.
School supervision involves improving the teaching-learning situation and conditions that affect it. The major functions of school supervision are inspection to identify problems, research to remedy weaknesses, training teachers in solutions, guidance to encourage teachers, and evaluation to improve instruction. There are different types of supervision, including laissez-faire which leaves teachers free without help, coercive which prescribes procedures, and democratic leadership which involves teacher cooperation. Administration and supervision are interrelated, with administration providing conditions for teaching and supervision operating and improving programs through assistance and guidance. Principles of administration and supervision must be democratic, cooperative, scientific, based on educational philosophy, creative, and centered on student growth and development.
School supervision aims to improve instruction by working with teachers. It involves functions like leadership, human relations, group processes, personnel administration, and evaluation. The major functions of supervision are inspection of school conditions, research to remedy weaknesses, training teachers, guidance, and evaluation. Supervision activities include surveying the school system, improving teaching, in-service teacher education, selecting instructional materials, researching teaching problems, and performing administrative duties. Supervision can be laissez-faire, coercive, focus on training and guidance, or use democratic leadership with teacher cooperation. Administration provides conditions for teaching while supervision operates and improves the educational program. Principles of administration and supervision include being democratic, cooperative, scientific, based on educational philosophy,
Effective supervision of instruction in nigerian secondary schools issues, ch...Alexander Decker
This document discusses issues around effective instructional supervision in Nigerian secondary schools. It begins by defining key concepts like instructional supervision, the role of supervisors, and the purposes of supervision. It then examines challenges to effective supervision, including poor incentives, limited resources, lack of training for supervisors, and political instability. The document concludes by stating that the primary goal of supervision is to help teachers improve, and offers recommendations for ensuring supervision achieves this, such as providing professional development and addressing administrative and resource issues.
This document discusses key concepts in organization, administration, and supervision. It defines an organization as a social unit established to achieve specific objectives through grouping work and allocating duties. A school is provided as an example of an organization. Responsibilities, duties, and tasks are described as elements that make up people's roles within an organization. Standards, targets, and other organizational details are also outlined. The document distinguishes between administration, which implements policies, and management, which involves planning and monitoring. Supervision is defined in relation to assisting teachers, while inspection focuses on finding faults. The objectives and processes of supervision of instruction and educational administration are examined.
This document provides an overview and table of contents for a study guide on the module "Leadership and Management of Learning". It discusses key topics including:
1) The relationship between effective teaching/learning and managing the internal school environment.
2) The six main areas of school management: staff, learners, finances, facilities, community relationships, and administration.
3) Ensuring tasks are executed effectively through planning, policy, decision making and controlling resources like time, staff, finances and facilities.
4) Creating harmonious relationships with staff, learners and parents through leadership, motivation and communication skills.
The Role of Head Teachers in Ensuring Quality and Standards in Secondary Scho...iosrjce
The purpose of the study was to investigate the role of head teachers in enforcing quality assurance
and standards in secondary schools in Eldoret West Distrct. Based on the findings of the study, this paper
specifically examines the role of the head teachers in ensuring quality and standards in secondary schools. The
study utilized the descriptive research design. The study targeted head teachers and teachers in both public and
private secondary schools in Eldoret West District. To obtain the study sample, the target population was
stratified into two categories, i.e. private and public schools. From each stratum, 30 per cent of the total
numbers of schools were selected for inclusion in the study. All the head teachers from the selected schools
automatically qualified to participate while the teachers were selected through simple random sampling. Data
was collected using a questionnaire and an interview schedule. The collected data was analyzed descriptively
using means and percentages. This is because the mean is considered as the most efficient measure of central
tendency. The data analysis was done with the aid of Statistical Packages for Social Sciences (SPSS) software
which makes it easy to compare variables whose relationships are being studied. The study findings revealed
that the procedure of supervision involved the head teacher calling a meeting to discuss the purpose of
supervision, the objectives of supervision, both parties agreeing on the objectives and as well as determining the
criteria of supervision. The role of the head teacher in supervision include: enforcing teacher compliance with
quality and standards in teaching, providing leadership towards enforcing quality and standards, providing
moral and material support and motivating the teachers during the process of supervision. The study
recommends that there is need to incorporate the elements of quality and standards in the supervision criteria
and purpose.
School administration involves directing, controlling, and operating organizational activities to achieve educational aims and objectives. Supervision aims to improve the teaching-learning situation and conditions that affect them. The document outlines major functions of school administration including planning, organizing, directing, coordinating, supervising, evaluating, providing leadership, and promoting school-community relationships. It also describes major functions of supervision such as inspection, research, training, guidance, and evaluation. The overall purpose of administration and supervision is to effectively manage schools and continually improve the educational experience and outcomes for students.
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
School supervision involves improving the teaching-learning situation and conditions that affect it. The major functions of school supervision are inspection to identify problems, research to remedy weaknesses, training teachers in solutions, guidance to encourage teachers, and evaluation to improve instruction. There are different types of supervision, including laissez-faire which leaves teachers free without help, coercive which prescribes procedures, and democratic leadership which involves teacher cooperation. Administration and supervision are interrelated, with administration providing conditions for teaching and supervision operating and improving programs through assistance and guidance. Principles of administration and supervision must be democratic, cooperative, scientific, based on educational philosophy, creative, and centered on student growth and development.
School supervision aims to improve instruction by working with teachers. It involves functions like leadership, human relations, group processes, personnel administration, and evaluation. The major functions of supervision are inspection of school conditions, research to remedy weaknesses, training teachers, guidance, and evaluation. Supervision activities include surveying the school system, improving teaching, in-service teacher education, selecting instructional materials, researching teaching problems, and performing administrative duties. Supervision can be laissez-faire, coercive, focus on training and guidance, or use democratic leadership with teacher cooperation. Administration provides conditions for teaching while supervision operates and improves the educational program. Principles of administration and supervision include being democratic, cooperative, scientific, based on educational philosophy,
Effective supervision of instruction in nigerian secondary schools issues, ch...Alexander Decker
This document discusses issues around effective instructional supervision in Nigerian secondary schools. It begins by defining key concepts like instructional supervision, the role of supervisors, and the purposes of supervision. It then examines challenges to effective supervision, including poor incentives, limited resources, lack of training for supervisors, and political instability. The document concludes by stating that the primary goal of supervision is to help teachers improve, and offers recommendations for ensuring supervision achieves this, such as providing professional development and addressing administrative and resource issues.
This document discusses key concepts in organization, administration, and supervision. It defines an organization as a social unit established to achieve specific objectives through grouping work and allocating duties. A school is provided as an example of an organization. Responsibilities, duties, and tasks are described as elements that make up people's roles within an organization. Standards, targets, and other organizational details are also outlined. The document distinguishes between administration, which implements policies, and management, which involves planning and monitoring. Supervision is defined in relation to assisting teachers, while inspection focuses on finding faults. The objectives and processes of supervision of instruction and educational administration are examined.
This document provides an overview and table of contents for a study guide on the module "Leadership and Management of Learning". It discusses key topics including:
1) The relationship between effective teaching/learning and managing the internal school environment.
2) The six main areas of school management: staff, learners, finances, facilities, community relationships, and administration.
3) Ensuring tasks are executed effectively through planning, policy, decision making and controlling resources like time, staff, finances and facilities.
4) Creating harmonious relationships with staff, learners and parents through leadership, motivation and communication skills.
The Role of Head Teachers in Ensuring Quality and Standards in Secondary Scho...iosrjce
The purpose of the study was to investigate the role of head teachers in enforcing quality assurance
and standards in secondary schools in Eldoret West Distrct. Based on the findings of the study, this paper
specifically examines the role of the head teachers in ensuring quality and standards in secondary schools. The
study utilized the descriptive research design. The study targeted head teachers and teachers in both public and
private secondary schools in Eldoret West District. To obtain the study sample, the target population was
stratified into two categories, i.e. private and public schools. From each stratum, 30 per cent of the total
numbers of schools were selected for inclusion in the study. All the head teachers from the selected schools
automatically qualified to participate while the teachers were selected through simple random sampling. Data
was collected using a questionnaire and an interview schedule. The collected data was analyzed descriptively
using means and percentages. This is because the mean is considered as the most efficient measure of central
tendency. The data analysis was done with the aid of Statistical Packages for Social Sciences (SPSS) software
which makes it easy to compare variables whose relationships are being studied. The study findings revealed
that the procedure of supervision involved the head teacher calling a meeting to discuss the purpose of
supervision, the objectives of supervision, both parties agreeing on the objectives and as well as determining the
criteria of supervision. The role of the head teacher in supervision include: enforcing teacher compliance with
quality and standards in teaching, providing leadership towards enforcing quality and standards, providing
moral and material support and motivating the teachers during the process of supervision. The study
recommends that there is need to incorporate the elements of quality and standards in the supervision criteria
and purpose.
School administration involves directing, controlling, and operating organizational activities to achieve educational aims and objectives. Supervision aims to improve the teaching-learning situation and conditions that affect them. The document outlines major functions of school administration including planning, organizing, directing, coordinating, supervising, evaluating, providing leadership, and promoting school-community relationships. It also describes major functions of supervision such as inspection, research, training, guidance, and evaluation. The overall purpose of administration and supervision is to effectively manage schools and continually improve the educational experience and outcomes for students.
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
Dimensions of Supervision in Education SystemEverromeAsico2
The document discusses the various dimensions and roles of school supervision. It begins by explaining that supervisory roles vary depending on a supervisor's position in the organizational hierarchy. It then focuses on the roles of high-level, school-based administrators and how their roles can inform those of lower-level administrators. The discussion revolves around a site-based management model which emphasizes school autonomy and accountability. The document outlines several key dimensions of supervision, both inside and outside the classroom, and stresses the importance of leadership skills to effectively address the various areas of concern.
The term principal’s management refers to the procedures, style, strategies and instructional techniques
principals use to manage students’ behavior and learning activities.
Effective principals’ management strategies create an environment that can be conducive for both teaching and
learning, while ineffective principals’ management strategies often create chaos. Teachers are often faced with
some challenges from a student or the entire class that makes them to find new ways of dealing with the
situations
Educational administration encompasses various leadership roles in schools and districts. The main goal of educational administration is to utilize human and material resources to accomplish educational goals and improve programs through functions like planning, organizing, and evaluation. School administrators oversee budgets, hiring, curriculum, and discipline to keep schools running smoothly. Effective leadership can take different styles like authoritarian, participative, transactional, or transformational depending on the situation. The objectives of educational administration are to provide quality education to students, ensure resources are used adequately, and prepare students for their futures.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
This document discusses educational leadership and 21st century skills. It explores leadership styles in education including hierarchical, transformational, and facilitative styles. It examines the role of teachers as leaders and outlines 10 roles they can take on, such as resource provider, instructional specialist, and mentor. The document also discusses developing effective school leaders and the need for innovation leadership and preparing teachers to deliver 21st century skills to students. It emphasizes skills like communication, collaboration, creativity, problem solving, and technology use. Overall, the document provides an overview of key topics relating to educational leadership and 21st century teaching and learning.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
This PPT aims to provide Knowledge and understanding to Learner about the concept of Educational Administration, Important of Educational Administration, Challenges of Educational Administration, Model of Educational Administration, Functions of Educational Administration, Levels of Educational Administration, Principle of Educational Administration, Nature of Educational Administration, Best Practices for Educational Administration and so on.
THE PRINCIPAL HUMAN RELATION STRATEGIES AND TEACHERS JOB PERFORMANCES OF SECO...ResearchWap
This study examined principal human relation strategies and teachers' job performance in secondary schools in Patigi Local Government
Area, Kwara State.
A sample of secondary schools was randomly selected. The questionnaire was administered to one hundred and sixty principals and Teachers for research, questions were generated and tested for the study. The result obtained showed good principal human relation strategies and Teachers' job performance by involving them in Motivation, Communication, Safety and collaboration for smoothly running of the school.
Therefore, the principal and Teachers should continue having a good relationship to bring about improvement of the teacher and output of the school (student). The principal can also influence the teacher’s activities towards improving teacher skills, organizing workshops, in-service training and seminars.
The document discusses the nature of management control in education institutions. It outlines several key aspects that need to be controlled in any organization, including schools, such as organizational control, financial stability, increased productivity and efficiency, and legal compliance. Effective control systems should focus on critical points, integrate into existing processes, gain employee acceptance, provide accurate and understandable information when needed, and be economically feasible. As a school administrator, it is important to lead the school professionally and productively to achieve educational goals while maintaining a cooperative working environment.
The document discusses educational leadership. It states that educational leadership has improved in understanding how leadership contributes to student achievement. The primary role of educational leaders is to create supportive environments conducive to learning and develop teachers. Educational leaders also allocate resources efficiently, set policies, and work outside the classroom to guide practice effectively. The document outlines various goals, values, and standards of educational leadership, including defining vision/direction, improving teaching/learning conditions, empowering decision making, developing strategic plans, supporting teachers, and building internal/external relationships.
The document discusses the scope of school administration and supervision. It defines school administration as planning, organizing, directing, and controlling resources to increase teaching effectiveness. The scope of school administration includes personnel administration, financial management, facilities management, curriculum development, student guidance and discipline, community relations, and program evaluation. School supervision aims to improve instruction by working with teachers. The scope of supervision includes inspection, research, training, guidance, and evaluation of instructional outcomes. Both administration and supervision emphasize service and improvement of the teaching and learning situation.
Running Head PSEL STANDARDS1PSEL STANDARDS 4SMalikPinckney86
Running Head: PSEL STANDARDS 1
PSEL STANDARDS 4
Summary of the PSEL standards.
Professional Standards for Educational Leaders refers to a guideline through which the educational leaders ought to follow when carrying on with their duties (Riveros & Wei, 2019). The first standard involves having a mission, vision and core values for the school. For effectiveness in educational leadership, every leader should establish, advocate and even implement a common mission, vision and core values for all the stakeholders in schools. The leader ought to ensure that all these statements aim at high-quality education and also promotes the academic achievements of students. It is also important to ensure that even the rest of the stakeholders within the academic field support and advocate for the particular school’s mission and vision statements as well as their core values. The vision, mission and core values should also be aligned to partnerships that support the enactment of the specific vision, mission and core values.
The second standard is ethics and professional norms. It is important that educational leaders practice ethical mannerisms based on their professional norms. They should also ensure that all the activities they engage in would uplift the academic excellence of students as well as promote their general wellbeing. A highly effective school leader ensures that the ethics and professional norms are attained and maintained at a high level. There are different ways through which a leader will attain the high effectiveness with regard to this standard. For instance, the education leader ought to inform the revision or development of the institution system. They should formulate policies and strategies that are oriented towards ethics and professional behaviors. In addition, the leader ought to lead professional learning encounters, publish articles, reports and blogs and also engage in public speaking for professional establishments. While engaging in all of these activities, the education leader should ensure that they all aim at further advancement of ethical and professional practices of educators. This would play a key role in maintaining a high level of effectiveness in their position as school leaders.
The third standard is equity and cultural responsiveness. An effective education leader should uphold practices that consider the diversity of people within an institution. This implies that the leader ought to pay attention to the different cultures of people within the institution and ensure that his activities and those of other stakeholders do not violate the cultural backgrounds of each other. The education leader should therefore uphold practices that enhance equity of opportunities for different people who seek education and who originate from different cultural backgrounds. Being a leader, there are various things that an educational leader can engage in to promote this standard. One is that they could inform the school syste ...
This document outlines a comprehensive guidance and counseling program for students. It discusses the rationale for guidance counseling programs, which is to help students develop their potential and address developmental needs and tasks. It then describes the objectives, organizational structure, roles and responsibilities of those involved, types of guidance services provided, action planning process, facility requirements, and budget considerations for an effective guidance counseling program. The goal is to establish a program that meets the guidance and counseling needs of all students through collaboration between counselors, teachers, administrators, parents, and the community.
This document discusses the role of effective instructional leadership. It identifies four key skills for instructional principals: effective use of resources, strong communication skills, serving as an instructional resource to teachers, and being highly visible and accessible in the school. A successful instructional principal also has excellent planning, observation, research and evaluation abilities. The role of principals is evolving to focus on cultivating teacher leaders to improve instruction through collaboration, mentoring and implementing new strategies. Effective principals play a vital role in facilitating reforms and improvements to meet the needs of 21st century learners.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
1. The study examined teachers' dedication, discipline, knowledge and skills in Kwara State basic schools in Nigeria. It surveyed head teachers, assistant head teachers, principals, vice principals, and students.
2. The findings revealed that teachers' dedication in Kwara State basic schools was average, with some aspects like preparing lesson notes and ensuring student understanding being average, and others like arriving to class on time and keeping records being high.
3. The conclusion was that Kwara State basic school teachers should be more dedicated by regularly preparing lessons, arriving on time, and helping students better understand concepts, in order to improve students' academic performance.
The Principal’s Leadership in Airmadidi Senior High School in North Sulawesi ...Paulus Robert Tuerah
This document summarizes a study on the principal's leadership at SMA Negeri 1 Airmadidi in North Sulawesi, Indonesia. It finds that the principal motivates teachers by praising their work, eating together, providing suggestions, and creating a pleasant work environment. It also discusses factors that support the principal's leadership like strong motivation and awarding high-performing teachers. However, it notes factors that can hinder leadership like a lack of cooperation, facilities, clear instructions, and fair performance evaluations. The principal aims to provide motivation, coaching, discipline, consultation, awards, class visits, and exemplary behavior to promote teacher development.
Supervision as a Determinant of Public Secondary School Teachers’ Effectivene...iosrjce
The study investigated supervision as a determinant of public secondary school teachers’
effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered
and seven hypotheses were formulated and tested to guide the study. The study used the correlational research
design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection
was the questionnaire titled teachers’ supervision and teachers’ effectiveness (TSTE) questionnaire. The data
collected were analyzed using simple percentage for the socio-demographic data and simple regression and
correlation statistics for the research questions and hypotheses. The seven hypotheses were tested at 0.05 level
of significance. The results revealed that there was a significant relationship between teachers’ supervision and
their teaching effectiveness, there was a significant relationship between teachers’ educational qualification and
their teaching effectiveness, and there was a significant relationship between teachers’ teaching experience and
their teaching effectiveness, hence supervision was seen as a vital and critical element of teaching effectiveness.
1. The study examines the influence of principal leadership style and teacher work motivation on the performance of certified teachers at several high schools in Kotamobagu, North Sulawesi, Indonesia.
2. It employs a quantitative survey method and multiple regression analysis to analyze the relationship between the independent variables of principal leadership style and teacher motivation, and the dependent variable of certified teacher performance.
3. The results show that principal leadership style and teacher work motivation each positively influence certified teacher performance, and that they also jointly influence teacher performance.
This syllabus outlines the course on Agency, Trust and Partnership Law. It will cover important provisions from the Civil Code on agency (Title X), partnerships (Title IX), and trusts (Title V). For agency, it will discuss the nature, parties, elements and characteristics of agency, kinds of agencies, formalities of agency, powers and duties of agents and principals, and termination of agencies. For trusts, it will introduce trusts under the New Civil Code, discuss the nature and kinds of trusts, and cover express trusts in more detail including their definition, nature, and essential characteristics.
This document is the syllabus for Civil Procedure 2 taught by Dean Salvador N. Moya II at Tomas Claudio Colleges College of Law. It outlines the course content, which covers Rules 40-58 of the Rules of Court on appellate procedure and provisional legal remedies. For each rule, it lists relevant case citations and brief descriptions. The document provides an overview of the key topics and cases that will be examined in the Civil Procedure 2 course.
This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
Dimensions of Supervision in Education SystemEverromeAsico2
The document discusses the various dimensions and roles of school supervision. It begins by explaining that supervisory roles vary depending on a supervisor's position in the organizational hierarchy. It then focuses on the roles of high-level, school-based administrators and how their roles can inform those of lower-level administrators. The discussion revolves around a site-based management model which emphasizes school autonomy and accountability. The document outlines several key dimensions of supervision, both inside and outside the classroom, and stresses the importance of leadership skills to effectively address the various areas of concern.
The term principal’s management refers to the procedures, style, strategies and instructional techniques
principals use to manage students’ behavior and learning activities.
Effective principals’ management strategies create an environment that can be conducive for both teaching and
learning, while ineffective principals’ management strategies often create chaos. Teachers are often faced with
some challenges from a student or the entire class that makes them to find new ways of dealing with the
situations
Educational administration encompasses various leadership roles in schools and districts. The main goal of educational administration is to utilize human and material resources to accomplish educational goals and improve programs through functions like planning, organizing, and evaluation. School administrators oversee budgets, hiring, curriculum, and discipline to keep schools running smoothly. Effective leadership can take different styles like authoritarian, participative, transactional, or transformational depending on the situation. The objectives of educational administration are to provide quality education to students, ensure resources are used adequately, and prepare students for their futures.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
This document discusses educational leadership and 21st century skills. It explores leadership styles in education including hierarchical, transformational, and facilitative styles. It examines the role of teachers as leaders and outlines 10 roles they can take on, such as resource provider, instructional specialist, and mentor. The document also discusses developing effective school leaders and the need for innovation leadership and preparing teachers to deliver 21st century skills to students. It emphasizes skills like communication, collaboration, creativity, problem solving, and technology use. Overall, the document provides an overview of key topics relating to educational leadership and 21st century teaching and learning.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
This PPT aims to provide Knowledge and understanding to Learner about the concept of Educational Administration, Important of Educational Administration, Challenges of Educational Administration, Model of Educational Administration, Functions of Educational Administration, Levels of Educational Administration, Principle of Educational Administration, Nature of Educational Administration, Best Practices for Educational Administration and so on.
THE PRINCIPAL HUMAN RELATION STRATEGIES AND TEACHERS JOB PERFORMANCES OF SECO...ResearchWap
This study examined principal human relation strategies and teachers' job performance in secondary schools in Patigi Local Government
Area, Kwara State.
A sample of secondary schools was randomly selected. The questionnaire was administered to one hundred and sixty principals and Teachers for research, questions were generated and tested for the study. The result obtained showed good principal human relation strategies and Teachers' job performance by involving them in Motivation, Communication, Safety and collaboration for smoothly running of the school.
Therefore, the principal and Teachers should continue having a good relationship to bring about improvement of the teacher and output of the school (student). The principal can also influence the teacher’s activities towards improving teacher skills, organizing workshops, in-service training and seminars.
The document discusses the nature of management control in education institutions. It outlines several key aspects that need to be controlled in any organization, including schools, such as organizational control, financial stability, increased productivity and efficiency, and legal compliance. Effective control systems should focus on critical points, integrate into existing processes, gain employee acceptance, provide accurate and understandable information when needed, and be economically feasible. As a school administrator, it is important to lead the school professionally and productively to achieve educational goals while maintaining a cooperative working environment.
The document discusses educational leadership. It states that educational leadership has improved in understanding how leadership contributes to student achievement. The primary role of educational leaders is to create supportive environments conducive to learning and develop teachers. Educational leaders also allocate resources efficiently, set policies, and work outside the classroom to guide practice effectively. The document outlines various goals, values, and standards of educational leadership, including defining vision/direction, improving teaching/learning conditions, empowering decision making, developing strategic plans, supporting teachers, and building internal/external relationships.
The document discusses the scope of school administration and supervision. It defines school administration as planning, organizing, directing, and controlling resources to increase teaching effectiveness. The scope of school administration includes personnel administration, financial management, facilities management, curriculum development, student guidance and discipline, community relations, and program evaluation. School supervision aims to improve instruction by working with teachers. The scope of supervision includes inspection, research, training, guidance, and evaluation of instructional outcomes. Both administration and supervision emphasize service and improvement of the teaching and learning situation.
Running Head PSEL STANDARDS1PSEL STANDARDS 4SMalikPinckney86
Running Head: PSEL STANDARDS 1
PSEL STANDARDS 4
Summary of the PSEL standards.
Professional Standards for Educational Leaders refers to a guideline through which the educational leaders ought to follow when carrying on with their duties (Riveros & Wei, 2019). The first standard involves having a mission, vision and core values for the school. For effectiveness in educational leadership, every leader should establish, advocate and even implement a common mission, vision and core values for all the stakeholders in schools. The leader ought to ensure that all these statements aim at high-quality education and also promotes the academic achievements of students. It is also important to ensure that even the rest of the stakeholders within the academic field support and advocate for the particular school’s mission and vision statements as well as their core values. The vision, mission and core values should also be aligned to partnerships that support the enactment of the specific vision, mission and core values.
The second standard is ethics and professional norms. It is important that educational leaders practice ethical mannerisms based on their professional norms. They should also ensure that all the activities they engage in would uplift the academic excellence of students as well as promote their general wellbeing. A highly effective school leader ensures that the ethics and professional norms are attained and maintained at a high level. There are different ways through which a leader will attain the high effectiveness with regard to this standard. For instance, the education leader ought to inform the revision or development of the institution system. They should formulate policies and strategies that are oriented towards ethics and professional behaviors. In addition, the leader ought to lead professional learning encounters, publish articles, reports and blogs and also engage in public speaking for professional establishments. While engaging in all of these activities, the education leader should ensure that they all aim at further advancement of ethical and professional practices of educators. This would play a key role in maintaining a high level of effectiveness in their position as school leaders.
The third standard is equity and cultural responsiveness. An effective education leader should uphold practices that consider the diversity of people within an institution. This implies that the leader ought to pay attention to the different cultures of people within the institution and ensure that his activities and those of other stakeholders do not violate the cultural backgrounds of each other. The education leader should therefore uphold practices that enhance equity of opportunities for different people who seek education and who originate from different cultural backgrounds. Being a leader, there are various things that an educational leader can engage in to promote this standard. One is that they could inform the school syste ...
This document outlines a comprehensive guidance and counseling program for students. It discusses the rationale for guidance counseling programs, which is to help students develop their potential and address developmental needs and tasks. It then describes the objectives, organizational structure, roles and responsibilities of those involved, types of guidance services provided, action planning process, facility requirements, and budget considerations for an effective guidance counseling program. The goal is to establish a program that meets the guidance and counseling needs of all students through collaboration between counselors, teachers, administrators, parents, and the community.
This document discusses the role of effective instructional leadership. It identifies four key skills for instructional principals: effective use of resources, strong communication skills, serving as an instructional resource to teachers, and being highly visible and accessible in the school. A successful instructional principal also has excellent planning, observation, research and evaluation abilities. The role of principals is evolving to focus on cultivating teacher leaders to improve instruction through collaboration, mentoring and implementing new strategies. Effective principals play a vital role in facilitating reforms and improvements to meet the needs of 21st century learners.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
1. The study examined teachers' dedication, discipline, knowledge and skills in Kwara State basic schools in Nigeria. It surveyed head teachers, assistant head teachers, principals, vice principals, and students.
2. The findings revealed that teachers' dedication in Kwara State basic schools was average, with some aspects like preparing lesson notes and ensuring student understanding being average, and others like arriving to class on time and keeping records being high.
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THE ROLE OF EDUCATIONAL SUPERVISORS TOWARDS IMPROVING TEACHERS
PERFORMANCE
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2. 1
THE ROLE OF EDUCATIONAL SUPERVISORS TOWARDS
IMPROVING TEACHERS PERFORMANCE
BY
AL-MUNNIR ABUBAKAR
DEPARTMENT OF EDUCATION
FACULTY OF ARTS AND EDUCATION
BAUCHI STATE UNIVERSITY, GADAU-NIGERIA
abubakarmunnir81@gmail.com
mibnfat@yahoo.com
+2348026911525
+2348034456193
2015
3. 2
Abstract
The supervisory role is one of the functions of a school operation that has been and
continues to be a very challenging aspect of administration in secondary schools.
This challenge involves a continuous process of assisting teachers to improve their
instructional performance in accordance to the professional code established by
the Ministry of Education. Supervision is very important in schools to ensure that
the standards set by the Ministry are adhered to and not only the institutional
goals but also the national goals are met. If supervision is enhanced then the
teachers’ job performance shall be monitored and timely effective corrective
measures implemented to ensure improvement of teacher competencies and
general professional growth. Instructional problems can be easily detected
through observations and appraisals.
4. 3
Key Words: Educational, Supervisor, Teacher
Introduction
Educational supervisors are the main administrators at educational institutions. A
principal or head teacher is the most common type of educational supervisor. You
must first be kind and gain experience of teaching if you wish to move into a
career in administration as an educational supervisor. You also need a high level of
education, excellent administrative skills and the ability to balance needs of
teachers with those of students and their parents.
Educational supervisors are responsible for overseeing all the administrative duties
at elementary and secondary schools, though they may sometimes work at
postsecondary institutions as well. An educational supervisor keeps the school
running. Budgets, teaching schedules, supplies, disciplinary actions, teacher and
staff evaluations, and communications with the public fall under the purview of
educational supervisors. They also have a hand in planning school events and
implementing curriculum.
Educational supervisors must also ensure that their schools follow the educational
directives set by local governments, state governments and the federal government.
It is the responsibility of the educational supervisor to make sure that their school
meets testing, budgetary and other standards set by their district or state. They must
make sure that every person working a school, including custodial teachers and
bookkeepers, are ultimately under the scrutiny of the principal and assistant
principal.
Supervision is the by overseeing of the performance or operation of a person or
group. It is the act of watching over the work or tasks of another person who lack
full knowledge of the concept at hand. Supervision does not mean the control of
other but guidance in a work in professional or personal context.
5. 4
Principals are answerable only to superintendents, who are technically educational
supervisors as well. Superintendents oversee all the schools and staff in their
district. They perform the same basic functions as principals but on a larger scale.
School superintendents must comfortable handle large amount of pressure and
responsibility. They should have excellent diplomacy and interpersonal skills as
they work closely with school boards and the administrative staff in their district
and others. Post secondary educational supervisors have duties that are more on
targeted depending upon the branch of the university for which they work. Some
postsecondary educational supervisors may have mainly business duties while
others are more research or academic pursuits.
The place of a teachers supervisor in secondary schools is an old in formal
education setting. It is very paramount to note that secondary schools, whether
government or private, always required mechanism for supervision geared towards
the development and enhancing the teachers performance. Consequently therefore,
the realization of the objectives of the curriculum depends essentially on the
quality of the teachers and the supervisors.
Literature Review
According to Smith (1996), supervision was found in the growth of charitable
social agencies in Europe and North America during the nineteenth century and it
involved the recruitment, organization and oversight of a large number of
volunteers and later paid teachers. Petes (1967: 170) pointed out that one of the
overseer’s job was to ensure that work was done well and to standard, and this
could be viewed as an administrative task.
Howley & Pendarvis, (2002) suggested that in order to reduce pressures for head
teachers, there is need to provide professional development programmes that
enable new administrators to meet challenges in educational leadership, which
obviously involves supervision.
6. 5
Stark, et al (1986) observed that to conduct oneself as a professional (exhibiting
“professional behaviour”) would indicate that the person’s actions remain in
accordance with specific rules, written or unwritten, pertaining to the standards of
a profession. In Uganda, the rules and regulations pertaining to standards of
education include the teachers’ code of conduct, education acts, legislative
instruments, executive instruments, policy guidelines and administrative
instructions and directives. The laws and regulations are operationalized through
policy guidelines which are issued by the Ministry of Education and Sports and
other authorities in form of administrative instructions, directives and circulars.
In supervising the principals gives direction to the teachers base on the
professional code of conduct. This should be geared towards enhancing the
teachers’ job performance in the institution. Lubanga (2004) confirms this when he
observed that it is the duty and responsibility of head teachers to acquire and
acquaint themselves with the Uganda government standing orders, to enable be
aware of their rights, privileges, obligations and responsibilities.
Glickman (1990) has noted that the supervisory goal of headteachers is to improve
classroom and school instruction by enabling teachers to become more adaptive,
more thoughtful, and more cohesive committed their work.
Kadushin (1992) observes that in the primary goal of administration and
supervision is to ensure the adherence of policy and procedure of work. The head
teachers are given authority to supervise the teachers to ensuring the correct,
effective and appropriate implementation of agency policies and procedures.
Supervision, according to Harris (1975), is what school personnel to maintain
teaching resource or change the school operation in the way that it directly
influence the teaching process employed to improve pupil learning. It is therefore a
highly instruction-related operation directed towards both maintaining and
improving the teaching–learning processes in the school but not highly pupil-
7. 6
related.
Garubo and William (1988) define the supervisory process as the procedure of
providing staff members with ego (self esteem) support and a way of solving
classroom problems in order to help them to grow and develop as professionals and
persons. Supervisors use skills and knowledge of human behaviour and the group
process to enable teachers increase their effectiveness and sensitivity in the
classroom through direct observation and appraisals.
Roles of Educational Supervisor
Supervisor has an important role to play in factory management. Supervision
means overseeing the subordinates at work at the factory level. The supervisor is a
part of the management team and he holds the designation of first line managers.
He is a person who has to perform many functions which helps in achieving
productivity. Therefore, supervisor can be called as the only manager who has an
important role at execution level. There are certain philosophers who call
supervisors as teachers. There are yet some more philosophers who call them as
managers. But actually he should be called as a manager or operative manager. His
primary job is to manage the teachers at operative level of management.
A supervisor plays multiplinary role at one time like -
1. As a Planner - A supervisor has to plan the daily work schedules in the factory.
At the same time he has to divide the work to various teachers according to their
abilities.
2. As a Manager - It is right to say that a supervisor is a part of the management
team of an enterprise. He is, in fact, an operative manager.
3. As a Guide and Leader - A factory supervisor leads the teachers by guiding them
the way of perform their daily tasks. In fact, he plays a role of an inspire by telling
them.
8. 7
4. As a Mediator - A Supervisor is called a linking pin between management and
teachers. He is the spokesperson of management as well as worker.
5. As an Inspector - An important role of supervisor is to enforce discipline in the
factory. For this, the work includes checking progress of work against the time
schedule, recording the work performances at regular intervals and reporting the
deviations if any from subordinate. He can also frame rules and regulations which
have to be followed by teachers during their work.
6. As a Counselor - A supervisor plays the role of a counselor to the worker’s
problem. He has to perform this role in order to build good relations and co-
operation from teachers. This can be done not only by listening to the grievances
but also handling and fix your the grievances to teachers.
Therefore, we can say that effective and efficient supervision helps in improving
better work performance, building good human relations, creating a congenial and
co-operative environment. This can really helps in increasing productivity.
Supervisor, being the manager in a direct contact with the operatives, has got
multifarious function to perform. The objective behind performance of these
functions is to bring stability and soundness in the organization which can be
secured through increase in profits which is an end result of higher productivity.
Therefore, a supervisor should be concerned with performing the following
functions -
1. Planning and Organizing - Supervisor’s basic role is to plan the daily work
schedule of the teachers by guiding them the nature of their work and also dividing
the work amongst the teachers according to their interests, aptitudes, skills and
interests.
2. Provision of working conditions - A supervisor plays an important role in the
physical setting of the school and in arranging the physical resources at right place.
This involves providing proper sitting place, ventilation, lighting, water facilities
9. 8
etc. to teachers. His main responsibility is here to provide healthy and hygienic
condition to the teachers.
3. Leadership and Guidance - A supervisor is the leader of teachers under him. He
leads the teachers and influences them to work their best. He also guides the
teachers by fixing production targets and by providing them instruction and
guidelines to achieve those targets.
4. Motivation - A supervisor plays an important role by providing different
incentives to teachers to perform better. There are different monetary and non-
monetary incentives which can inspire the teachers to work better.
5. Controlling - Controlling is an important function performed by supervisor. This
will involve
Recording the actual performance against the time schedule.
Checking of progress of work.
Finding out deviations if any and making solutions
If not independently solved, reporting it to top management.
1. Linking Pin - A supervisor proves to be a linking pin between management and
teachers. He communicates the policies of management to teachers also passes
instructions to them on behalf of management. On the other hand, he has a close
contact with the teachers and therefore can interact the problems, complaints,
suggestions, etc to the management. In this way, he communicates teachers
problems and brings it to the notice of management.
2. Grievance Handling - The supervisor can handle the grievances of the teachers
effectively for this he has to do the following things :-
He can be in direct touch with teachers.
By winning the confidence of the teachers by solving their problems.
By taking worker problems on humanitarian grounds.
10. 9
If he cannot tackle it independently, he can take the help and advice of
management to solve it
3. Reporting - A supervisor has got an important role to report about the cost,
quality and any such output which can be responsible for increasing productivity.
Factors like cost, output, performance, quality, etc can be reported continually to
the management.
4. Introducing new work methods - The supervisor here has to be conscious about
the environment of market and competition present. Therefore he can innovate the
techniques of production. He can shift the teachers into fresh schedules whenever
possible. He can also try this best to keep on changing and improving to the
physical environment around the teachers. This will result in
Higher productivity,
High Morale of Teachers,
Satisfying working condition,
Improving human relations,
Higher Profits, and
High Stability
5. Enforcing Discipline - A supervisor can undertake many steps to maintain
discipline in the concern by regulating checks and measures, strictness in orders
and instructions, keeping an account of general discipline of factory, implementing
penalties and punishments for the indiscipline teachers. All these above steps help
in improving the overall discipline of the factory.
A supervisor holds a job position that can vary tremendously from school to
school. In many businesses, the supervisor’s job is to oversee the actual work the
school produces, train new employees in their jobs, give performance reviews, and
create work schedules. Thesupervisor in some settings may do some of the work,
or they may merely implement management’s wishes and work on employee
11. 10
training and production, acting as a go-between for employees and managers, and
occasionally assist with work as needed.
The position can hold a lot of responsibility or relatively little depending upon each
school’s definition. Sometimes the supervisor is merely the lead person for a
particular section of a school. In sales, supervisors commonly are required to sell
merchandise too, and occasionally, the title supervisor is given to
trustworthy personnel in retail stores who handle a few more tasks than the average
sales person, like granting returns and doing the books for the night.
In larger companies, supervisors can have numerous tasks. They may need to
address employee problems directly, taking disciplinary action when necessary.
They’re often involved in the hiring process of new employees and may sit on a
panel with managers and other supervisors to make choices about who gets hired.
They implement employee safety recommendations, and naturally they give orders
as requested by heads or managers of companies.
Most supervisors don’t directly get to hire or fire people. At least they don’t
necessarily make the decision of who stays or goes at a school. Many do have the
disagreeable task of conveying the news to employees that their services are no
longer required, and may take care of any last minute details associated with
terminating a person’s employment.
Supervision has three primary purposes
1. Develop knowledge and skill:
a) to receive feedback and reflect on the content and process of your work from
more than one perspective
b) to develop skills through the exchange of information, observation and practical
experience
c) to review and discuss individual client issues
d) to learn from others’ experiences, approaches, theories, models and techniques
12. 11
2. Maintain quality standards and ethics:
a) to promote the welfare of your clients
b) to fulfill requirement for your certification and accreditation
3. Support:
a) to enjoy professional and personal support
Educational Supervision as a Challenge
The educational supervisor is responsible for providing adequate support to the
trainee for the development of their learning requirements and ensuring that
appropriate training opportunities are made available to acquire the necessary
competencies. Through a regular appraisal process the educational supervisor
should also ensure that the trainee follows a programme which meets the
educational objectives as laid down by the training body. Learning outcomes
are discussed and agreed with the trainee, as well as the clinical supervisor in
charge of that period of training when appropriate. Unlike the clinical
supervisor, the educational supervisor may not be in direct clinical interaction
with the trainee but should have a good overview of training needs. This does
not mean that the same person cannot do both, though it is arguable that it is
best to separate the two posts and responsibilities.
Educational supervision therefore requires time, dedication and, more
importantly, adequate training to qualify for the role. Although it is
recommended that educational supervisors should have an understanding of
educational theories and practical educational techniques including constructive
feedback, communication skills and dealing with difficulties, regrettably this is
not the case. It is a matter of fact that all consultants are expected to become
qualified educational supervisors with minimal training or interest.
Furthermore, even those who are qualified in education find themselves taking
13. 12
on this role with little or no time allocation in their job plans and as an add-on
to their clinical commitments. Few would disagree that very little investment
has been made in this area. One of the major challenges facing postgraduate
education is meeting educational demands through formal training in
educational supervision. This admittedly would require time and resources.
Until then it may be advisable to limit educational supervision to those qualified
to do so and with adequate time allocation.
Conclusions
From the foregoing discussions, the study made the following conclusions:
Continuous training in supervisory skills for teachers and headteachers can create
an enabling environment where roles are appreciated in developing teaching
practices to enhance professional advancement.
Active involvement of teachers and inspectors in monitoring the teachers’ job
performance against set standards especially at departmental level and district level
promotes loyalty, commitment, professional relationship, classroom environment
and evaluation and assessment that ensure acquisition of professional competence.
Involvement of teachers and head teachers in making policies and decisions that
affect them and providing timely guidance from the district education officials and
inspectors equips headteachers with knowledge and managerial competencies to
improve on the head teachers’ supervisory role in sustaining the teachers’
motivation in the teachers’ job performance.
Recommendations
The findings from the study have prompted the researcher to make the following
recommendations.
14. 13
1. Head teachers ought to get obligatory continuous in-service training to equip
them with managerial competencies for the development of teaching practices in
secondary schools.
2. Heads of departments and district officials must be take part in participatory
supervision through classroom observation to ensure effective monitoring of the
classroom teaching to enhance teachers’ professional competencies.
3. Education officers and inspectors of schools must be involved in the monitoring
of teachers’ job performance in secondary schools through periodical inspection to
promote quality control measures that promote and sustain enthusiasm in the
teachers’ job performance and improve on the supervisory role of headteachers.
References
1. Bradley, L.J. & Ladany, N. (2001). Counselor supervision; principles, process,
and practice (3rd
Ed.). New York: Brunner-Routledge. Deal. T.E, & Peterson, K.D
(1994). “The leadership paradox: Balancing logic and artistry in schools.” San
Fransisco: Jossey-Bass.
2. Garubo, R.C & William, R.S. (1988). Supportive supervision in schools. West
port, City: Greenwood Press.
3. Glickman C.D. (1990). Supervision and instruction – A development approach.
2nd
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