4. Supervision means overseeing the performance of a person or a group.

It consists of
developing skills and acknowledge of the employed workers. Supervision means to check the
performance of workers and to guide them accordingly. As compared to administration is used
to implement the policies, rules and techniques passed by management.
Administration is the process of overseeing a company’s overall performance . It is concerned
with managing different departments, ensuring that goals are achieved. Supervision is a
managerial process that involves monitoring a person’s performance. It is concerned with
managing a group of people towards delivery of specific goals. The administrator is responsible
for the supervisor while the supervisor answers to the administrator. Supervisor is the work
maintainer and processor if any employee ha a problem issue so they consult with supervisor
then the supervisor report to administrator and try to clear the problem , supervisor is the
responsible for employee and administrator is the responsible for all.
Administration involves follow up set procedures and processes in a system and supervision
involves to watching over those in the administration or any type of worker, administration is
what runs a school but also looks up to a supervisor.

The main differences between educational administration and supervision are related to their
scope and goals. Administrators organize and control the resources, represent and guide the
instructional communities. Supervisors visit, diagnose, evaluate and survey instructional
methods, teachers and learners, as well as overall climate.

Although educational supervision and administration differ in many ways and may vary for
different educational systems, there are some common features and goal they both share. Both
of them try to deliver and improve the education in general with the best conditions.
5. There are several advantages for teachers to conduct action research. First, it helps
educators use data, rather than preferences or hunches, to guide improvement efforts. This
makes the process of action research more scientific in nature, proposing ideas and theories
that can be back up by data. This gives teachers something more concrete to work with instead
of just relying on the principles that teachers have used in the past. Times change, and the way
we teach kids has to change along with the times. There have been a lot of changes to the way
things are taught in school as a result of the work of action research.

Another advantage of implementing action research lies in the fact it addresses the both the
quality of students� education and the professional growth of teachers. Logically, this would
be the ideal strategy in order for students to learn most effectively and for teachers to teach
most effectively. By actually reflecting on what a teacher is doing in the classroom, it becomes
easier to see what problems are there, and there is usually some indication of how to go about
solving the problem.

This leads into the third advantage of action research: it leads directly to actions that change
the environment. Once a teacher begins reflecting on the classroom situation, a thoughtful
educator will usually not waste much time in implementing actions based on the action
research he or she conducted. A fourth advantage of the use of action research is it plays an
important role in improvement of specific pedagogical practices. As mentioned earlier, there
have been a lot of changes to the way subjects are taught in schools because of action
research. One example that illustrates how action research has changed a curriculum would be
in the physical education program. The classic stereotype of physical education is a course
where you did militaristic things like climbing a rope, push-ups, sit-ups, laps, and played games
in sports like basketball, soccer, hockey, and so on. However, physical education in high school
is, at least in theory, quite different from what it was years ago. It now involves movement
concepts, health and fitness, dance, etc. It has changed through the work of action research,
where educators realized that students were not getting enough just by playing sports. They
realized there was a need to implement social, affective, and cognitive domains into the
physical education curriculum.

Finally, action research has the advantage of developing a culture of inquiry in the school and
reflective educational practice on the part of the classroom teacher. Through action research,
several new techniques have developed which help increase the level of inquiry in the
classroom. One of these new techniques is concept mapping, where students take a major
concept and, in a web or chart format, break down the major concept into smaller concepts
and link all these concepts together with the use of connecting words. While concept mapping
lends itself especially well to the sciences, it has equal merit in other subjects as well. Another
technique (which incidentally has its origins in the sciences) that has raised the level of inquiry
in the classroom is the learning cycle. This technique involves introducing a concept by first
giving students information on a concept and giving time for them to explore it on their own or
in groups. Then, the educator comes back and asks about what the students have gathered
about the concepts and fills in any details the students may have missed. The final stage
involves further exploration of the concept. Both these approaches have a higher level of
inquiry that teacher-centred teaching techniques such as lecturing. They are also more
meaningful because students are actively engaged in the learning process instead of just a
passive observer. Hence, action research can be thought of as responsible for many of the
innovations in pedagogy we now have at our disposal as present and future teachers.

Action research is a very beneficial tool, but it takes a lot of time to conduct to be done
well. Action research is an ongoing process of reflection and action to produce the most
effective learning environment possible. It is also to note that not all problems can be solved
overnight, so results are not as immediate as one might expect. But the fact remains that
action research is an essential process for education to evolve to meet the needs of the
students of today and tomorrow.

6.

Learning as a product refers to meeting the external objective(s) of instruction with a

measurable change in behavior. This view emphasizes the importance of instruction and
information delivery. Students are the object of instruction. Their choices and learner agency
are very limited.

Learning as a process refers to the internal development caused by acquiring new information
and elaborating one’s own understanding of using it. This view emphasizes learners’ active
engagement in their own learning process and making sense of the content. Students are
subjects of their own learning. They have choices and learner agency is supported.

7. Interrelationship between man education and society

Both influence one another in various ways; however, most importantly, education helps to
transmit culture and develop the society.
In the same way, society is what forms the basis of education. Society's culture is what sets the
curriculum along with the government's objectives and aims.

Education is a sub-system of the society. It is related to other sub-systems. Various institutions

or sub-systems are a social system because they are interrelated. Education as a sub-system
performs certain functions for the society as whole. There are also functional relations between
education and other sub-systems. For example, Education trains the individuals in skills that are
required by economy. Similarly education is conditioned by the economic institutions.

It can be stated here that education performs certain role for the society. At the same time

education is also conditioned by the social structure. Society crates educational institutions

such as schools, colleges and universities to perform certain functions in accomplishing its end.
The educational system may be viewed as a part of the total social system.

It reflects and influences the social and cultural order of which it is a part. The class system, the

cultural values, the power structure, the balance between individual freedom and social

control, the degree of urbanisation and industrialisation all these factors exercise a profound
influence on school system of any society.
8.

Cite 3 measures which can be part of the program for human research development.

The schoolís statement of its mission, vision and fundamental aims articulates why the school
exists, what it wants to create, and what it considers to be the fundamental purpose of
education.

Schoolís Mission The mission represents the overall raison díetre of the school. The mission
statement comprises a core message: ♦ Schoolís original purpose ♦ The values that the school
stands for ♦ The reason for the schoolís continued existence

Schoolís Vision The vision represents the desired future. It outlines general principles and is
aspirational in nature.

DepEd's New Vision, Mission and Core Values

1. 1. “We dream of Filipinos…”

2. 2. Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer –
what we fervently hope for and what we diligently work towards.
3. 3. By envisioning we begin to fulfill our mandate and responsibilities stated in Republic
Act No. 9155 and do our duty as Filipinos.
4. 4. “…who passionately love their country…”
5. 5. We want to develop learners who are true citizens and patriots, who have a strong
desire to serve their country and work for its development.
6. 6. “…and whose values and competencies…”
7. 7. We need to do two things: inculcate the values deemed necessary and desirable and
train students to make sure they have the necessary competencies.
8. 8. “…enable them to realize their full potential and contribute meaningfully to building
the nation…”
9. 9. Because as a learner-centered institution we want them to know how to improve
themselves and realize their dreams, while keeping in mind the state of their country
and the welfare of their people.
10. 10. In turn, Filipinos realize their potential, not for selfish gain, but to contribute to
building a nation every Filipino deserves.
11. 11. Section 17 under Article II of the 1987 Constitution mandates the State to give
priority to education, science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, human liberation, and
development.
12. 12. “As a learner- centered public institution…”
 13. 13. The DepEd is the government agency that formulates, implements, and coordinates
policies, plans, programs, and projects in areas of formal and non- formal basic
education.
14. 14. In all our decisions and actions, we put the Filipino learner first.
15. 15. “…the DepEd continuously improves itself…”
16. 16. Just like our students, we do not stop learning. We constantly seek to be better,
both as an institution and as individuals.
17. 17. “…to better serve its stakeholders.”
18. 18. Through time, our learners have changing needs and the Department must adapt
and be better to serve them better.
19. 19. “To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:”

Kinds of research

FIELD RESEARCH
Qualitative research is concerned with understanding and interpreting another person's
social world through accessing their lived experiences. Three types of qualitative field
research methods are described here that focus on capturing lived experiences: direct
observation; participant observation; and qualitative interviews.

 Direct Observation
 Participant Observation
 Qualitative Interviews
 Helpful Links

Direct Observation
 Data is gathered primarily through close visual inspection of a natural setting
 Rather than actively engaging members of a setting in conversations or interviews,
the direct observer strives to be unobtrusive and detached from the setting
 Direct observation is not necessarily an alternative to other types of field methods,
such as participant observation or qualitative interviews. Rather, it may be an initial
approach to understanding a setting, a group of individuals, or forms of behavior
prior to interacting with members or developing interview protocols

Direct observation as a research method is most appropriate to open, public settings where
anyone has a right to be or congregate. Conducting direct observation in private or closed
settings -- without the knowledge or consent of members -- is more likely to raise ethical
concerns.
Participant Observation
 A field research method whereby the researcher develops an understanding of the
composition of a particular setting or society by taking part in the everyday routines
and rituals alongside its members
 Originally developed in the early 20th century by anthropologists researching native
societies in developing countries; now employed by researchers studying a range of
issues
 The principal research method used by ethnographers -- specialists within the fields
of anthropology and sociology who focus on recording the details of social life
occurring in a setting, community, or society. The ethnographer, who often lives
among the members of the society for months or years, attempts to build trusting
relationships so that he or she becomes part of the social setting. As the
ethnographer gains the confidence and trust of the members, many will speak and
behave in a natural manner in the presence of the ethnographer

Qualitative Interviews
Qualitative interviews are a type of field research method that elicits information and data by
directly asking questions of members. There are three primary types of qualitative
interviews: informal, conversational; semi-structured; standardized, and open-ended.

Informal, Conversational Interviews

 Frequently occur during participant observation or following direct observation
 The researcher begins conversing with a member from a setting. As the
conversation unfolds, the researcher formulates specific questions, often
spontaneously, and begins asking them informally
 Appropriate when the researcher wants maximum flexibility to pursue topics and
ideas as they emerge during the exchange

Semi-Structured Interviews
 Involves formally recruiting a member from a setting for the specific purposes of
conducting an interview
 Prior to the interview, a list of predetermined questions or probes, also known as an
interview guide, are devised so that each interviewee will respond to a similar series
of questions
 Questions should be of an open-ended nature to elicit as much detail and meaning
from the interviewee as possible
 The researcher is free to pursue and probe other topics as they emerge during the
interview

Standardized, Open-Ended Interviews

 Similar to a survey since questions are carefully scripted and written prior to the
interview, which serves to minimize variability in question wording
 The researcher asks a uniform series of questions in the same order to each
interviewee.
 The questions are open-ended to capture individual differences across interviewees
 Particularly appropriate for qualitative studies involving multiple interviewers