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    Principleofadministrationandsupervision 180907132531

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    Principleofadministrationandsupervision 180907132531

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    Ser Ivan
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    25 views17 pages

    Principleofadministrationandsupervision 180907132531

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    Ser Ivan

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    BASIS OF ADMINISTRATIVE AND SUPERVISORY

    PRINCIPLES
     In the field of administration and supervision, principles is accepted as a
    fundamental truth. Principle may be considered a law, a doctrine, a policy, or a
    deep-seated belief which governs the conduct of various types of human
    endeavor. In administration and supervision, an accepted principle become
    part of one’s general philosophy which serves to determine and evaluate his
    educational objectives, attitudes, practices and outcomes.

     A sound principle is formulated from carefully observed facts or objectively


    measured results which are common to a series of similar experiences. The
    guiding value of principle depends not only upon the soundness of its origin,
    but also upon the individuals acceptance, understanding, and ability to apply
    the principles.
    USES OF PRINCIPLES IN SCHOOL
    ADMINISTRATION AND SUPERVISION
    1.Principles are means by which the administrator and supervisor proceed from
    one situation another.
    2.Principles are fundamental in improving teaching and learning.
    3.Principles make for enormous economy of time and effort in choosing
    techniques to be used.
    4.Principles eliminate much of the blundering trial-and-effort in a practical piece of
    work.
    5.Principles greatly aid in the discovery of new techniques.
    6.Principles are needed to guide the choice and sequence of the appropriate
    techniques at hand in no way do they supplant the fundamental rule of
    technique in carrying on the processes and activities which make up the work
    of administration and supervision.
    7.Principles aid in the evaluation of techniques, for
    they furnish a broader basis by which to judge the
    techniques used in the school administration and
    supervision.
    8.Principles define the items which must be
    scrutinized in evaluating results.
    9.Principles are used to evaluate the success of
    administrative and supervisory programs.
    10.Principles lead the administrators and
    supervisors to further activities for they are
    dynamic .
    GENERAL PRINCIPLES OF ADMINISTRATION AND
    SUPERVISION
    1. School
    Administration and
    supervision must be
    democratic.
    AUTOCRATIC DEMOCRATIC
    1.Thinks he can sit himself and see all angles of a 1.Realizes the potential power in thirty or fifty
    problem. brains.
    2.Does not know how to use the experience of 2.Knows how to utilize that power.
    others.
    3.Cannot bear to let any of the strings of 3.Knows how to delegate duties.
    management slip from his fingers.
    4.Is so tied to routine details that he seldom 4.Frees himself from routine details in order to turn
    tackles his larger job. his energy to creative leadership.
    5.Is jealous of ideas; reacts in one of several ways 5. 5.Is quick to recognize and praise an idea that
    when someone else makes a proposal comes from someone else.
    6.Makes decisions that should have been made 6.Refers to the group all matters that concern the
    by the group. group.
    7.Adopts a paternalistic attitude towards the 7.Maintains the position of friendly, helpful, adviser
    group- “I know best” both on personal and professional matters.

    8.Expects hero-worship, giggles with delight at his 8.Wishes to be respected as a fair and just
    attempts at humor, and so forth. individual as he respects others.
    9.Does not admit even to himself that he is 9.Consciously practice democratic techniques.
    autocratic.
    10.Sacrifices everything- teachers, students, 10.Is more concerned with the growth of individuals
    progress-to the end of a smooth-running system. involved than with freedom from annoyances.
    2.School Administration and
    Supervision must be a
    cooperative.
     Are highly socialized functions and imply
    willingness to work together.
     Stimulate initiative, self-reliance, and
    individual responsibility on the part of all
    persons in the discharge of their duties.
     Substitute leadership for authority.
     Provide opportunity for growth and
    development.
     Promote understanding between
    administrators, supervisors, and classroom
    teachers.
     Observe a code of ethics that is real,
    practical , and vital.
    3.School Administration
    and Supervision, to be
    effective , must be
    scientific.
     Are based upon observable facts
     Employ method of analysis and
    comprehension of complex
    administration and supervisory problems
    by breaking them into comprehensive
    units.
     Employ hypothesis in guiding the
    thinking process.
     Are free from emotional bias.
     Employ objective measurement and
    quantitative methods in the treatment of
    data.
    4. School
    Administration and
    Supervision must be
    based on accepted
    educational
    philosophy.
    5.School Administration and
    Supervision must be creative.
     Provide opportunity for the
    teachers and the pupils to grow
    through the exercise of their
    talents and abilities under expert
    professional guidance and
    encouragement.
     Are from the control and tradition
    and actuated by the spirit of
    inquiry
     Need scientific minded-ness, and a
    recognition of the importance of
    human element.
     Provide opportunity for a
    conference or a meeting between
    the administrator and the
    supervisor, and the teacher
     Recognize that every teacher and
    pupil have the capacity for some
    degree of creative achievement in
    one field or another.
    6.Administration and Supervision
    must be evaluated in the light
    of their results.
     Results must be measured in terms of
    the child’s total growth in knowledge,
    habits, skills, abilities, and attitudes
     Results must be measured in terms of
    the teacher’s growth or improvement
    in the selection of subject-matter,
    formulation and evaluation of aims,
    selection of methods and techniques.
     Results must be measured in terms of
    the administrator’s growth in
    educational leadership.
     Results must be measured in terms of
    the physical improvement of the
    school buildings and grounds
    favorable to teaching and learning
     Results must be measured in terms of
    community improvement and its
    relation to the school.
    7.Responsibility
    and control in
    matters of school
    administration and
    supervision must
    run parallel
    throughout the
    system.
    8. School
    administration must be
    distinguished from
    supervision.
    9.School administration
    and supervision must
    be preventive and
    constructive.
    10.School
    administration and
    supervision must
    be centered on
    child growth and
    development.
    11. School administration
    and supervision must be
    flexible.
    • Flexibility of objectives
    and teaching procedures
    • Flexibility of school
    building
    • Flexibility of instructional
    materials and devices
    • Flexibility of school
    requirements and
    standard norm
    OTHER DEFINITE PRINCIPLES
    WHICH SHOULD BE KNOWN TO
    THE ADMINISTRATOR
    1.Cooperation
    2. Leadership
    3.Planning
    4.Integration
    5.Creativity
    6. Flexibility
    7.Considerateness
    8.Community Orientation
    9.Objectivity
    10. Evaluation

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