FUNDAMENTAL PRINCIPLES ADMINISTRATION AND SUPERVISION

Topic Outline:
I. Basis of Administrative and Supervisory Principles
II. Uses of Principle in School Administration and Supervision
III. General Principles in School Administration and Supervision
IV. Other Principles of Administration and Supervision
V. The Need for a Democratic Administration and Effective Supervision

PRINCIPLE – is considered as a law, a doctrine, a policy, or a deep-seated belief which governs the
conduct of various types of human activities.

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 Principle in School Administration and Supervision

1. Principles are means by which the administrator and supervisor proceed from one situation
another. (it means that in the operation or in administering/supervising functions, there is
an organize step-bystep schedule or program of acivities to be followed)
2. Principles are fundamental in improving teaching-learning process. (since every
administrator or supervisor as well as teachers want the best learning outcomes on the part
of the learner, these principles will be of great help for the improvement of instruction and
all other learning activities)
3. Principles make for enormous economy of time and effort in choosing techniques to be used.
(meaning principle directs us on what is the appropriate techniques to be used effectively
in the operation of administrative and supervisory functions.)
4. Principles eliminate much of the blundering trial-and-error. (through it, we can avoid waste
of time on what to do, but instead they give us direction or point of destination.)
5. Principles greatly aid in the discovery of new techniques. (they are the hypotheses that
direct the search fr new techniques at hand.)
6. Principles are needed to guide the choice and sequence of the appropriate techniques at
hand.
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. (it is not only use
to determine on what appropriate techniques to be used, but it can also serve as
measurement/basis as to how effective is the technique or procedures.)
 8. Principles define the items which must be scrutinized in evaluating results. (this implies the
better understanding of the fundamental principles and functions of school administration
and supervision)
9. Principles are used to evaluate the success of administrative and supervisory programs.
(administration and supervision are also directed and evaluated in terms of principles.)
10. Principles lead the administrators and supervisors to further activities for they are dynamic
and not static. (being a teacher, we are also an administrator and supervisors in the real
classroom situation, we must see to it that our principles and techniques used are open for
any changes and improvement.)

General Principles in School Administration and Supervision

1. School Administrator and supervisor must be democratic.
- means we have to recognize individual differences, respect one’s personality, and extend
consideration to all.
- It aimed to give the fullest measure of freedom to the individual to develop his maximum
capacities, so long as the development does not interfere or create conflicts with the
welfare rights of others.
- there is a cooperative interaction so that the best minds among members will emerge.

2.School Administration and Supervision must be cooperative.

(this implies group action. There is strength in cooperation and progress results from combined
efforts of all. (administrator, supervisor, teachers, parents, & pupils)
(there is also a cooperative effort that encourages greater efficiency.)
(group productivity that is getting something done which could not be done by a single individual.)
(there is a realization that not only teachers, but administrators, supervisors and principals as well,
are good listeners in the observation of classroom problems.)
- 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.

(emphasizes that the use of the scientific principle and that the solution of problems should be
based on facts.)
(the effort is to discover rather than to prove.)
(the best way to determine whether a thing is present or not, is to “look and see” but sometimes
we see only those things we look for, so being an administrator and supervisor we must be fact-
conscious.)
- 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.

(PHILOSOPHY – is a background of theory of knowledge and beliefs which explains and justifies a
selected way of life.)
(educational philosophy affects the thinking and resultant actions of the leaders who control public
school’s administration and supervision.)
(example is the Dewey’s educational philosophy that “education is life, growth a social process and
a reconstruction of human experiences” which becomes now the guiding philosophy of the Phil.
Educational System)
(the outstanding point here is, the integration of personality which possess a well-developed
standard of values, giving consistency and unity to all thinking, feeling, and acting.)
(this guiding philosophy of our educational system is well-outlined in the Philippine Constitution in
terms of objectives namely: development of moral and personal discipline, civic conscience,
vocational efficiency, citizenship training)

5.School Administration and Supervision must be creative.

(the term creative here means initiating, suggesting, devising, inventing, experimenting or
producing something new.)
(creative administration and supervision encourages growth.)
- 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.

(the term creative here means initiating, suggesting, devising, inventing, experimenting or
producing something new.)
(creative administration and supervision encourages growth.)
- 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.
(this principle of parallelism of duties is the particular sphere to which the school administrator or
supervisor is assigned and for which he is responsible.)
(in the distribution of functions between the School Principal and Division Superintendent for
example this principle governs. The principal is the in charge of the school in all phases of activities
as a school; such as class programs, student organization, promotion and supervision of instructions.
However, it is also the duties of the superintendent to hire or appoint teachers, opening classes,
or any other related function outside the school.)
(more often, division and district supervisors come into conflicts with the boundary line of their
respective functions. To avoid this, there be a deeper understanding and clear definition of duties.)

8. School administration must be distinguished from supervision.

(as we know that these two are not synonymous in meanings. Misconceptions regarding this, causes
more misunderstanding and possibly more neglect of duties. There must be a clear and complete
specifications of functions.)

9.School administration and supervision must be preventive and constructive.

(any help that an administrator or supervisor can give to the teachers so that they may avoid
mistakes is commendable. This kind of assistance is especially valuable to the beginners in the school
or to the new comers to the teaching position.)

10.School administration and supervision must be centered on child growth and development.
(this much concerned to the teachers being an administrator also in the classroom activities. We
must aimed to provide conditions favorable to the growth and development of the children or
learners. We should guide the children to determine their difficulties and potentialities, and the
most suitable type of education which will make them possible to grow mentally, physically, morally,
emotionally and socially.)

11. School administration and supervision must be flexible.

(flexibility here is characterized by its being adopted and readily adjust to meet the requirement of
changing conditions.
This also covers the following:
Flexibility of school building – the adaptability of the school subjects as to the needs and interest of
the pupils.
Flexibility of objectives and teaching procedures – the adaptability of aims and methods to meet the
conditions of different schools, teaching personnel, student population and communities.
Flexibility of instructional materials and devices – the adaptability differences of the pupils and
varied training and experiences of the teaching personnel
Flexibility of the school requirement and standard norm – the adaptability of procedures to fit the
individualities of the pupils, teachers, supervisors and administrators.

- 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

THE NEED FOR A DEMOCRATIC ADMINISTRATION AND EFFECTIVE SUPERVISION

Characteristics of Autocratic and Democratic Administrator / Supervisor presented by Koopman,
Mial, and Minser
AUTOCRATIC DEMOCRATIC
1.Thinks he can sit himself and see all angles of 1.Realizes the potential power in thirty or fifty
a 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 duties from his fingers.
4.Is so tied to routine details that he seldom 4.Frees himself from routine details in order to
tackles his target job. turn his energy to creative leadership.
5.Is jealous of ideas; reacts in one of several 5.Is quick to recognize and praise an idea that
ways when someone else makes a proposal. comes from someone else.
6.Makes decisions that should have been made 6.Refers all matters that concern the group.
by the group.
7.Adopts a paternalistic attitude towards the 7.Maintains the position of friendly, helpful,
group- “I know best” adviser both on personal and professional
matters.
8.Expects hero-worship, giggles with delight at 8.Wishes to be respected as a fair and just
his 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
progress-to the end of a smooth-running individuals involved than with freedom from
system. annoyances.

https://www.myppt-functionandprinciplesofschooladministration-170514070032.pptx
https://www.slideshare.net/charomaynaigan/administration-and-supervision-in-education
https://www.slideshare.net/J-E-N-I/functions-of_administration?qid=586e4352-11b3-4e3c-9d79-
c5c986d7d119&v=&b=&from_search=7