This document outlines the organizational structure and functions of the Department of Education in the Philippines. It details the various bureaus, offices, and agencies that fall under the Department of Education as well as the regional and local offices. The key functions of administration and supervision are also summarized, including concepts of modern versus outdated approaches. Planning, organizing, staffing, leading, and monitoring are identified as the main functions of management.

1. Administration
and Supervision

2. T
opicOutline
Modern Concept
Importance of Activities and experiences
Factors to considered
Principle to considered

3. OTHER 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
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 UNIT
*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
PRIVATE
37,161
4,788
4,915
3,372
SCHOOL DISTRICT (2,364**)
PHILIPPINE
As of Dec.2007

4. Administration
Is a universal process
which characterizes all
group efforts-public or
private, large and small
scale.
Technically it is the
organization, direction and
coordination and control
of human and material
resources to achieved the
desired ends.

5. Supervision
According to Good, supervision refers to all
efforts designated school officials directed
toward providing leadership for teachers and
other educational workers in the improvement
of instruction.

6. Major Functionsof
Supervision
• Introspectio
n
• Research
• Training
• Guidance
• Evaluatio
n
STUDYING THE TEACHER-
LEARNER SITUATION
IMPROVING THE TEACHER
–LEARNER SITUATION
EVALUATING THE MEANS,
METHODS, AND
OUTCOMES OF
SUPERVISION

7. Supervision
Emphasis on Administration
Emphasis on Curriculum
Emphasis on Instruction
Emphasis on Human Relations
Emphasis on Leadership
Emphasis on Evaluation

8. TypesofSchool
Administration
 Mc.Nelly have identified four types of supervision:
 1.Laissez-faire supervision
-This type is an inspectional supervisory methods in
which the class was observed,but nothing was done
to help the teacher improves the job.
Spinelessness and evasion of responsibility not
democratic
 2.Coercive supervision
-This concept was based in 3 assumptions:first,that
there is a well defined body of knowledge which
desirable for all pupils to learn;second,that it is
possible for desirable to establish for all children to
learn it;and third there is a best methods are and the
best way to make teachers teach prescribed
curriculum is to use coercive methods.
 *DESTRUCTIVE TO HUMAN RELATIONSHIPS
 *IT IS INCONSISTENT WITH DEMOCRATIC
PRINCIPLES

9. TypesofSchool
Administration
 3.Supervision as training and guidance
-under this concept due recognition was given
to the fact that education should be the
process of guiding growth.(teaching-training
institutions)
 4.Supervision as democratic professional leadership
-this is the emerging
philosophy of supervision.
Combination of four factors
formula:
factor 1 -deeper understanding of functional
meaning of democracy
 factor 2 -contributions of
research to fund knowledge
concerning learning process
factor 3 -centered on human relationships
factor 4 -groupwork

10. MODERN CONCEPT
OF
ADMINISTRATION
/SUPERVISION

12. Modern Outmoded
A summary of the contrast between old and modern concepts
of administration and supervision made by Dr.Hollis P.Allen, professor at
the College of Education, University of the Philippines.

13. Makes decision by
himself and issues
directives and edicts
Still makes decisions, but
with prior consultation with
at least a representative
sample those who are
affected by the decisions.
Prefers group decisions.
Edicts- a proclamation having a force law

14. Delegates few ,if any
responsibilities to others. Often
meddles the subordinates
leaving uncertain and baffled.
Systematically delegates the
responsibilities to others,with
commensurate authority to
act.
Meddle -to interest in what is one’s concern/interfere without right

15. Wait until new crisis
arises before trying
to meet.
Senses problems
before they arise and
avoids the crisis by
effective group
planning.

16. Planning is inadequate or
non existent and usually is
the result of his own snap
judgment or inspiration of the
moment. Long range plan
when necessary.
Conceives effective
planning as one of his
important job and utilizes
members of his own staff
who are adept and
specialist.

17. Whatistheeffectofthisbehavior
towards leadership upon
employeemorale?
Case 1
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 a 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.”

18. Keepto himself, aloof
from members of his
staff, except when he
holds center of the
stage
Associates with staff and
community, with respect
on the basis on of
equality as a person.

19. Dislikes or resents any
member of the staff who
has original ideas or make
suggestions for
improvement.
Encourages new ideas and
initiative among his
constituents and staff,
regulates channels and
utilizes suggestions

20. Likes to surround
himself with “Yes” men
and seeks to employ
people who are safe-
thus leads to
mediocrity of the staff.
Big enough to want people,
who have stature in their
own rights, around him to
advise him. Helps
individuals to become more
effective leaders.

21. Tries to build up the
myth that he is
indispensable
administrative.
Through service training of
others, selection of strong
staff, and delegation of
responsibility builds a
program that can operate
without him.

22. Usually unwilling to
use factual studies
of his organization
as basis of
improvement.
Makes continuous or
periodic evaluation on
the basis of finding
analysis and
remediation.

23. Whatculturalpatternofhuman
relationsare involvedin the
wholesituation?
CASE 2
 Mrs X, a school teacher used to be very attentive and
helpful principal, Mrs.Y. She brought flowers with which decorate
her “boss’s” table and often sent some crabs and prawns to her
house when she had plenty from her husband’s punong. The
two became very close.
 On her part, Mrs.Y gave her preferential assignments such
as assigning bright sections or no advisory sections, convenient
schedule of classes, etc.

24. Practices a fawning
paternalism in
dealing with the
staff and
constituents.
Willing to give
friendly help to staff
but in such manner
that each is as self
sufficient as
possible.
Fawning -to show affection, used especially of a dog, court favor
by flattering manner

25. Budget matters are decided
in terms of self-interest of
favored politicians and tax-
payers.
Budget matters
discussed broadly and
decided in terms of the
best interests of
children and parents.

26. Avoids over-all policies
and objectives so that
each situation often
based on extraneous
consideration
Develops written
operating policy and
objectives and widely
distributed usually in
consultation of others.
Extraneous-coming from outside

27. Supervision
According to Good, supervision refers
to all efforts designated school officials
directed toward providing leadership
for teachers and other educational
workers in the improvement of
instruction.

28. Emphasis onInstruction
Values
Clinical
Supervision
Traditional
Supervision
Aim To help improve
instruction
Evaluation Instruction
Basis Classroom Data Observer’s rating
Focus Limited specific
concerns
Broad general
concerns
Frequency Based on need Based on policy
Philosophy Promotes
independence
Promotes
dependence
Process Cyclical Linear
Responsibility Shared between
teacher and
supervisor
Supervisor’s
responsibility

29. 5 Phases of the Clinical Sup
Plannin
g
Observatio
n
Analysi
s
Feedbac
k
Reflectio
n

30. FUNCTIONS OF
MANAGEMENT

31. What ismanagement?
Management is not carrying out a prescribed task in a
prescribed way.
Management is:
Setting directions, aims, and objectives
Planning how progress will be made
Organizing available resources
Controlling the process
Setting and improving organizational standards

32. Administration is a process
with six elements:
Decision-making, planning, organizing, communicating, coordinating and evaluating. These
elements is a process themselves.
 Decision making implies the analysis of the alternatives particularly the consequences in the
future.
 Planning is concerned with the setting of goals an organization, preparation of programs or course
action designed to accomplish goals to plot the operation of the program.
 Organizing has to do with arrangements of functions of offices and personnel so as to reciprocal
relations.
 Without communication in an organization, it is impossible for an organization to get things done
effectively.
 Coordinating aims to insure smooth operation of performance of all sectors of the organization. The
administrators problems is how to make the people accept assignments willingly and to adjust their
behavior to that of the group. In order to accomplish a group goals requires firm and fair exercise of
authority and persuasive performance of the leadership function.
 Evaluating pervades all the elements of the administration process.—It aims to determine whether
goals-long range or short range are implemented. It points out strengths and weaknesses of
organizational operations and leads thereby, the administrator to make more rational decisions.

33. Dale
• Planning
• Organizing
• Staffing
• Directing
• Controlling
Massie
• Decisio
n
Making
• Organizing
• Controlling
• Directing
• Communicating
Greenwood
• Planning
• Staffing
• Directing
• Controlling
Management Functions
According to Modern
Authorities

34. Management Concepts
Outputs ( Results and
Benefits) for example
,products, services and
best public image
Process Functions
Inputs
(Men,machine,materials,
means, money and methods)

35. We speak of process as sequence of behavior, one
behavior leading to another. However,one cannot actually
see the process as such. He can only infer it from the
behavior manifested.
Elements of the administrative process
Decision making -the nerve center of administration. A switch-
throwing mechanism to administration. It is important because
one’s decisions affect or influence his subordinates behavior. If
the decision has made and pursued action, there is literally no
turning back.
 Webste’s New dictionary defines decision as
a judgement or a conclusion reached.

36. Steps in the decision process
1.Determine the relevant behavior alternatives
a.recall relevant information
b. investigate so he can have additional
information
c.consult other people including subordinates.
d. evaluate the behavior alternatives
2.Define the behavior alternatives
3.Evaluate the behavior alternatives-weigh advantages
and
disadvantages

37. Case 1
A high school principal has found after investigation that Julio
a student in the fourth year, was guilty of tearing out pages of
library reference book. When asked why he done it he said:
“I was behind in my work. I wanted to review for my examination”
Give possible alternatives from dealing with this situation?
Give example of personal experience in which one leads to
another.

38. Organizing
Staffing
Leading
Monitoring
Planning

39. PLANNING If you are planning
for one year, grow rice.
If you are planning for
20 years, grow trees. If
you are planning for
centuries, grow men!
Chinese Proverb

40. PLANNING
– what is
it?
Objective – what is
it?
• Plan – what is
it?

41. PLANNING
• Objective – A clear specific measuring post
indicating progress towards achieving a short term
goal.
• Goa
l
• Pla
n
– An overall or longer term aim providing focus for
day to day activities
–projected courses of action aimed at achieving
future objectives
– they provide clear goals and map the activities
needed to achieve them efficiently and effectively.
– they are the propellers of an airplane or rudder of a
ship.

42. Planning is critical for
business
 we have to organize
our day’s, weekly,
monthly, yearly and
long range activities.
Planning gives us direction
and helps identify and focus
important issues for business.
Mission
SMART Plan
Strategic Plans

43. • Values – what is important to a person or a company.
Ex: being impartial, free from discrimination, ethical,
fair, flexible, safety, trust, customer focus –
Tylenol challenge in 1980
• Vision – where we are headed
– expresses what a business truly wants to achieve
– aims to challenge, inspire and stretch people in a
company Ex: Disney’s vision is ‘ to make people
happy’.
• Mission – How will we get there? The path to reach the
vision

44. Administration of Process
INITIATES THE PLANNING OF
PROGRAMS AND STRATEGIES
LONG-RANGE: ON IN-DEPTH
NEEDS ASSESSMENT, BASED ON
CLEAR GOALS AND OBJECTIVES
SHORT TERM: IMMEDIATE NEEDS
OF THE INCOMING SCHOOL
YEAR

45. Developing a Strategic Plan
 Based on the Values of the business
 Based on Vision of the business
 Based on Mission of business
 SWOT your business
 Focus on top important issues
 Design the objectives for (5) above – this is your strategic
objectives
 Do a Gap analysis
 Get to WORK!
 Do the SMART Plan

46. ORGANIZING
What is organizing?
 It is defining roles, responsibilities and arranging and
coordinating the resources needed to successfully
carry out plans
 Right People in the Right Seat in the BUS called
BUSINESS.

47. STAFFING
What is staffing?
 “putting right people in the right position”
to insure maximum effectiveness and efficiency in the
organization.
People are a hotel’s most valuable resource –
the hotel needs the right people to be attracted
to join it – then it is recruiting, training to do
their jobs effectively and treating them well to retain them.
Losing employees is easy – recruiting is twice as hard – Let’s do a
costing of recruitment?

48. LEADING
 Leadership is about achieving business goals
through the
work of
others.
David
Karpin
 Trait Approach – focusses on personal qualities such
as
height, intelligence, genetic etc.
 Transformational Approach – leads the organisation
in new direction through leaders talent and drive.
 Charismatic Approach – leads through personal
magnetism, charm and other qualities
Ex: Steve Jobs of Apple Computers, JW
Marriott of Marriott Hotels.
 Narcisstic Approach – leads through personal
skills, magnetic attraction and also are distrustful of
others and consider themselves invincible – Eg
Napolean, Bill Gates.

49. Styles of Leadership
1. Dictatorial – lead through force and threats
– “you do not lead by hitting people over
the
head – that is assault, not leadership”
– Eisenhower
2. Authoritarian – task centred leaders, want to
control, decision making is very
limited.
3. Democratic – participative leadership
– people centered style
4. Laissez Faire – use delegation and leave
employees
to do their jobs with little or no
LEADING

50. MONITORING
How are we doing?
Are we operating within the budget?
Are we meeting our targets?
It is keeping an eye on how the
business is doing – checking on
budgets, materials, costs, staff,
revenues, quality, safety measures etc

51. Coordinating
Standards are set, controls are
observed, so that
group effort is integrated into a
working unit
Unity of purpose is stressed.
Coordination can be achieved
through effective communication
and good leadership.

52. Evaluating
Evaluation in education has been defined as
“ judging the
worth of experience, idea or process”.
In literature it is referred as appraising.
--criteria must be set
Towhat extent and how well have the
organization objectives
been accomplished?
For example:
Did the pupils increase their
competency in reading?
Did the principals and the
supervisors increase their
competency in supervising the
teaching of reading?

53. Administrators should remember that
teachers’ work should be evaluated on
the
basis of adequacy but rather on the
basis of efficiency.

54. Hallmarks of Effective
Schools
PROFESSIONAL
LEADERSHIP
SHARED VISION &
GOALS
LEARNING
ENVIRONMENT
CONCENTRATION
ON LEARNING
AND TEACHING
HIGH
EXPECTATIONS
POSITIVE
REINFORCEMENT
MONITORING
PROGRESS

55. Administration and Supervision in
the Philippine Setting
Administration-consider as
service organization to bring
together under favorable
circumstances possible,
competent teachers, educative
materials and equipment and
effective teaching.
In our system, the division
superintendent and district
supervisor---administration
Division and subject
supervisor—supervision
Principal-attends both
supervision and administration

56. Swanson Committee- which made a
survey of public schools in the
Philippines found out that principal-
teacher ratio has increased from 20
to 47 in 1958.
It can be seen then
that the administrative
and
supervisory responsibilities of the
principal expanded.
Problems arise out of the dynamics of
the social, political
and cultural framework of the
Philippine society.
Leadership patterns: social position
denoted by relative wealth and ritual
(compadre system or tayo-tayo) kin
appointments ,respect for conformity
to values and tradition (huya at
utang na loob) and socially
personality traits (pakikisama).

57. Some
characteristics of
Filipino leadership
patterns are:
(1) tendency for a ningas kugon
pattern
(2) tendency towards personalism
(3) a tendency to concentrate
leadership functions in few
people, which is possibly due to
the lack of leaders to go
around or refusal to assume
responsibilities.
• Results to poor supervision
and administration therefore
poor education

58. Case 2
 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.
How do you explain the outward
motivationsof the supervisor from the
point of view of value system?

59. Supervision – Significance
Supervision is primarily concerned with overseeing or
watching the performance of workers under his
control. He plays an important role in the management
set up. He is the person who is directly connected with
the workers and acts as a vital link between the
management and workers.

60. The significance of supervision can be
explained as follows:
1. Issue of Orders and Instructions:
The workers require guidance of
supervisor at every step. He clears
their doubts and tells them the
proper method of doing a job. A sub-
ordinate can give better performance
when he knows the work he is
supposed to do.

61. 2. Planning and Organizing the
Work:
A superior acts as a planner and a
guide for his sub-ordinates. A
schedule of work is prepared so as
to ensure an even and steady flow
of work. The supervisor lays down
production targets for the workers
and determines the methods and
procedures for doing the work.

62. 3. It is Important at All Levels:
Supervision means overseeing and
watching sub-ordinates. The time devoted
by top management to supervision is only
20% whereas supervisor (or foreman or
overseer or superintendent or section
officer) devotes about 80% of his time to
supervision. Top management supervises
managers whereas supervisor supervises
workers. The supervision at the front line or
firing line is most important since actual
work is done at that level.

63. 4. Vital Link between Workers and
Management:
A supervisor is a representative of
of the management and a very
important figure from workers point
of view. He communicates the
policies of the management to
workers (downward communication)
and also provides feed back to the
management as to what is
happening at the lowest level
(upward communication).

64. 5. Motivating Subordinates:
A supervisor is a leader at the
lowest rung of management
ladder. He serves as a friend,
philosopher and guide to
workers. He inspires team work
and secures maximum co-
operation from the employees.
It is he who can help in getting
optimum utilization of
manpower.

65. 6. Feedback to Workers:
A supervisor compares the
actual performance of workers
against the standards laid down
and identifies weaknesses of
workers and suggests corrective
measures to overcome them. In
this way, workers can improve
their performance in future.

66. 7. Proper Assignment of Work:
A supervisor makes systematic
arrangement of activities and
resources for his group. He assigns
work to each worker and delegate’s
authority to workers. Workers feel
frustrated when the work being done
by them is not properly arranged.
Some workers may sit idle whereas
others may be overburdened if work
is not properly assigned.

67. Factors to be
considered for
effective supervisory
performance…

68. (1) Favourable Work Climate:
The best supervisor creates and maintains high
performance standards under congenial work
atmosphere. He goal oriented and strives to
attain expected results by adopting the right
type of leadership to inspire confidence and
voluntary discipline from his people.
Favourable work climate can secure acceptance
of his authority voluntarily from his people so
that obedience and loyalty can be easily
secured from workers.

69. (2) Personal Maturity and Sensitiveness:
The best supervisor acquires personal
maturity and emotional stability as well as
empathy, i.e., sensitiveness to the feelings
of others and capacity to understand
feelings and emotions of those working
under his command. He develops a knack
of saying the right thing at the right time,
does not lose control even under pressure
or tension and evinces a good sense of
humour.

70. (3) Human Relations Specialist:
The best supervisor is a practitioner of
industrial psychology. He recognises indivi-
dual differences as well as group mentality
and keeps interpersonal relations
harmonious. As a leader of his section, he has
to capitalise human emotions, sentiments,
and attitudes for maximum productivity
without sacrificing employee satisfaction.

71. (4) Technical Job Knowledge:
The best supervisor is
technically competent. He has
sufficient knowledge and
information to understand any
technical problem quickly and to
devise the best workable solution.
He gets the job done easily.

72. (5) Self-Development and Subordinate
Development:
The effective supervisor is deeply
interested in the development of human
resources. He gives equal emphasis on his
personal growth as well as on the growth of
his subordinates. He tries to make
assignments of jobs interesting and
challenging to his subordinates. Purposeful
duties create interest and vitality in the work
and offer job satisfaction to employees.
Challenging work helps advancement of
subordinates.

73. (6) Knowledge and Execution of
Company Plans and Policies:
The best supervisor knows fully
the plans and policies of
management and he executes
them thoroughly. He also keeps
up with changes in corporate
policies and procedures and gives
full information of such changes
to his subordinates.

74. Supervision –
Important
Principles as
Suggested by the
Psychologist Blum

75. (1) Never Be an Autocrat:
While doing supervision work never
behaves like an autocrat because this is
self-defeating.

76. (2) Listen Carefully to Your
Subordinates:
Supervisor must be a good listener.
He must listen carefully to everything
told to him by his subordinates. He
must accord full opportunity to the
workers to present their case.

77. (3) Never Decide Anything in a Hurried Way:
It is a very rash approach to form an
opinion about anybody hurriedly after a
casual glance or a brief hearing, as most of
the complaints may not be genuine. But some
may be so and if they are not remove

78. (4) Do Not Enter into Arguments
with Subordinates:
Under no circumstances
should the superior indulge in
argument with his subordinates,
because, if he fails to persuade or
or convince by his arguments, he
is liable to issue orders to
vindicate his point of view. This
will create frustration and sense
of insecurity among the workers.
A good leader should not argue
but listen carefully and issue
orders only after careful listening.

79. “Teachers are designers. An
essential act of our profession is
the design of curriculum and
learning experiences to meet
specified purposes.”
Wiggins and McTighe,
Understanding by Design (2005)

80. QUESTION:
Given the opportunity to become one
of the administrator or a supervisor
,what will be your guiding principle in
performing your task in our
department?

81. THANK
YOUFOR
LISTENING