Functions and Principles of

School Administration

DENNIS MARK A. DELA CRUZ

School Administration is
Planning,directing,organizing,
and controlling
humanor material resources
in an educational setting
MAJOR FUNCTIONS OF
ADMINISTRATION
1. Planning of school programs and activities

2. Directing school work and formulating and

executing educational policies

3. Coordinating administrative and supervisory

activities
4. Providing the necessary leadership.

5. Evaluating the teaching personnel and school

program
6. Keeping records and reporting results
SCOPE OF SCHOOL ADMINISTRATION
1. ADMINISTRATION OF SCHOOL
PERSONNEL
-includes all policies, activities and practices
of the administration and staff designed to
increase the effectiveness of teaching
2. personnel.
SCHOOL FINANCE AND BUDGET
MANAGEMENT
-includes the financing of the school system,
the sources of funds and the estimated
expenditures.
SCOPE OF SCHOOL ADMINISTRATION
3. SCHOOL PLANT MANAGEMENT
-These resources cover the planning and
organization of school facilities and
buildings to ensure that the school
environment is safe, stimulating and
effectively managed.
-includes theORGANIZATION
4. CURRICULUM process of selecting
AND
MANAGEMENT
curriculum elements from the subject, the
current social life and the students'
experience, then designing the selected
curriculum elements appropriately so that
they can form the curriculum structure and
type
SCOPE OF SCHOOL ADMINISTRATION
5. GUIDANCE AND DISCIPLINE
-includes the system of rules, punishments
and behavioral strategies appropriate to the
regulation ofchildrenand the maintenance
of order inschools. Its aim is to control the
students actions and behavior.
6. SCHOOL AND COMMUNITY RELATION
-The Phil. Education Act of 1982 described
educational community as those persons or
group of persons who are associated in the
institutions involved in organized teaching
and learning system.
SCOPE OF SCHOOL ADMINISTRATION
6. SCHOOL AND COMMUNITY RELATION
Members and elements of educational
community:
1.Parents or guardians or the head of the
institution
2.Students
3.Pupils
4.School Personnel
a. Teaching or academic staff
b. School administrators
c. Academic non-teaching personnel
d. Non-academic personnel
5.School institutions
SCOPE OF SCHOOL ADMINISTRATION
7. NON-FORMAL EDUCATION
- includes organized school-based
educational activities aimed at attaining
specific learning objectives for a particular
clientele, especially the illiterate adults and
out-of-school youths.
8. EVALUATING RESULTS OF SCHOOL
ADMINISTRATION
- includes evaluation of desirable school and
teaching personnel performance as
outcomes of policies, activities and
practices of administration and staff.
What is Supervision?
What is Supervision?
What is Supervisin?
Supervision of any school ordinarily refers
IMPROVEMENT
to the ___________________ of the TOTAL
TEACHING AND LEARNING SITUATION and
the _________________ that affect them.
CONDITIONS

It is aSOCIALIZED FUNCTION DESIGN

________________________________
__ to improve instruction by
working with the people who
are working with the
Supervision can also be defined in
terms of _________________ and
FUNCTION PURPOSES
__________________ for which it shall be
used as:
A) SKILLS IN LEADERSHIP
B) SKILLS IN HUMAN RELATION
C) SKILLS IN GROUP PROCESS
D) SKILLS IN PERSONNEL
ADMINISTRATION
E) SKILLS IN EVALUATION
SCOPE OF SCHOOL SUPERVISION
1.
INSPECTION
This is actually a study of :
school conditions,

to discover problems or defects of the:

students, equipment, objectives,
teachers, school curriculum,
methods.
SCOPE OF SCHOOL SUPERVISION
This could be done via:
actual observation,

educational tests,

conference,

questionnaires

checklists.
SCOPE OF SCHOOL SUPERVISION
2. RESEARCH
-to remedy the weaknesses of the
solution to solve problems discovered.

The supervisor should conduct research to

discover means, methods and procedure
fundamental to the success of supervision.
The solutions discovered are then passed
on the teachers.
SCOPE OF SCHOOL SUPERVISION
3. TRAINING
-acquainting teachers with solutions
discovered in research through training.
Training may be in the form
of: demonstration teaching, intervisitation,

workshops,
professional classes
seminars,
use of bulletin board and circulars
classroom observations,
writing suggestions in BPS Form 178.

individual or group conferences,

SCOPE OF SCHOOL SUPERVISION
4. GUIDANCE
-involved personal help given by someone.
It is the function of supervision to:
stimulate, direct, guide encourage
the teachers to apply
instructional procedures,
techniques,
principles
and devices.
SCOPE OF SCHOOL SUPERVISION

5.
EVALUATION
-appraises the outcomes
and the factors conditioning
the outcomes of
instructions and to improve
the products and processes
of instructions.
SCOPE OF SCHOOL SUPERVISION
ACTIVITIES OF SUPERVISION
survey of the school system;
improvement of classroom
in-service education of teachers;
teaching;

selecting and organizing
materials for instructions;
researching the problems of teaching;
determining the desirable physical
condition of teaching
performing semi-administrative
duties.
INTERRELATION OF ADMINISTRATION &
SUPERVISION

Administration Supervision
-represents the whole of - represents a portion of it
the education system in terms of improving the
total teaching-learning
situation.
-emphasizes authority -service

-favorable condition - carries out the better

essential to good operation and improving
teaching and learning; it (operates)
(provides)
- decides, directs and - assists, advises, guides
orders the execution of and leads the operation
educational program; and improving the
(directs) program (serves)
Types of School
Supervision
Laissez-faire type
This type of supervision utilizes
inspectorial supervisory methods
unaided by any objective control, in
which the teachers are observed, but
nothing is done to help them improve
the work they are doing. In other
words. The teachers are left free; they
are not to be imposed upon or
directed.
Types of School
Supervision
Coercive type
This type of supervision is the
opposite of the laissez-faire. The
supervisor visits the teachers in
order to observe them. The
teachers acquired ready-made-
procedure or standard prescribed
by the supervisors.
Types of School
Supervision
Training and Guidance type
This type of supervision
emphasizes the improvements of
teachers as well as her technique
through direction, training and
guidance.
Types of School
Supervision
Democratic leadership type
It consists of the teachers cooperation in
the formulation of policies, plans and
procedures. Supervisor observes teacher
inside the classroom setting with the aim
of improving the teaching-learning
situation via cooperation process or group
action. The teachers, supervisors and
administrators are regarded as co-workers
in a common task.
Basis of Administrative and
Supervisory Principle
Principle is an accepted fundamental truth.
It can be a law, a doctrine. A policy or
deep seated belief which governs the
conduct of various types of human
endeavors. In administration and
supervision, principles becomes part of a
philosophy which serves to determine
and evaluate his educational objectives,
attitudes, practices and outcomes.
General Principles of
Administration and Supervision
School administration and
supervision
1. must be democratic is recognizing individual
differences, respect personality and extend
consideration to all;
2. must be cooperative in character in that
cooperation is synonymous to group action;
3. to be effective must be scientific, that is, research
oriented activity to discover solution to problem;
4. must be based on accepted educational philosophy;
General Principles of Administration and
Supervision
School administration and supervision
5. must be creative means initiating, devising, inventing or
producing something new;
6. must be evaluated in the light of results;
7. must be preventive and constructive that is helping teachers to
avoid committing mistakes, anticipating difficulties, building self
confidence, by discovering their own weaknesses;
8. must be centered on child growth and development in terms of
growth mentally, physically, morally, emotionally and socially;
and
9. must be flexible in terms of school building, curriculum,
teaching objectives and procedures, instructional material and
devices, school requirements and standard norms.
The walls of the world expand, the
scope of our possibilities opens and
widens for the duration of the stanza.
We go beyond our normal cognitive
bounds and sense a new element
where we are not alien but liberated,
more alive to ourselves, more drawn
out, more educated. (S Heaney 1983)
References/Bibliography
1. www.openuni-
clsu.edu.ph/openfiles/modules/ed
852/Week12.doc.Retrieved: July
17, 2015

2.http://www.slideshare.net/tootsy_ro
ll2003/report-9780999Retrieved:
July 17, 2015