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Functions of School Administration and Supervision (Handout)

This document discusses the five main functions of school administration and supervision: research, training, inspection, guidance, and evaluation. It provides details on the steps and purposes of each function. Research involves discovering issues, seeking solutions, and testing improvements. Training includes various methods for instructing teachers in research findings. Inspection is studying existing school conditions to identify problems. Guidance offers teachers personal support. Evaluation assesses instructional outcomes to improve teaching and learning.

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Tin-tin Balila
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785 views2 pages

Functions of School Administration and Supervision (Handout)

This document discusses the five main functions of school administration and supervision: research, training, inspection, guidance, and evaluation. It provides details on the steps and purposes of each function. Research involves discovering issues, seeking solutions, and testing improvements. Training includes various methods for instructing teachers in research findings. Inspection is studying existing school conditions to identify problems. Guidance offers teachers personal support. Evaluation assesses instructional outcomes to improve teaching and learning.

Uploaded by

Tin-tin Balila
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© © All Rights Reserved
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Daniel B. Peña Memorial College Foundation Inc.

Ziga Avenue, San Juan Tabaco City


Graduate Studies

Discussant: BALILA, CRISTINE JOY C.


Topic: FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
Subject: EDUC 205 (ADMINISTRATION AND SUPERVISION)
Professor: ARLINE B. LUGO Ed.D

FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION

1. Research
 The fundamental aim of this function is to formulate a plan to remedy the
weakness or to solve the problem discovered.
 Research as function should be practical and applicable to the existing
procedures and conditions.

Steps in Supervisory Research


 To discover existing defects in instruction.
 To seek improved methods of correcting defects.
 To formulate plans to improve instruction.
 To plan to controlled experimental conditions.
 To measure results of experiments.
 To formulate tentative objectives and standards.
 To formulate plan for general use method.
 To present a plan to district principals for criticism, suggestion, and approval.

2. Training
 Acquainting the teachers with the solutions discovered or formulated through
research is within the training function of supervision.
 Training may take the form of demonstration teaching, workshop seminars,
directed observation, individual or group conference, inter-visitation,
professional classes, or use of bulletins and curricular.
 Training as function must be based on democratic principle of supervision-
respect for rights and opinions of others.
 Supervision must endeavor to keep up with the best prevailing standard of
improving the total teaching learning situation.

3. Inspection
 The term refers to the study of existing school conditions.
 Task of the school heads and supervisor is to survey school system in order to
discover problems through actual observations, test, conferences,
questionnaires, and check list.
 Inspection as function must be based on actual facts.

4. Guidance
 Guidance involves personal help given by someone.
 It is the function of supervision to stimulate, direct, guide, and encourage the
teachers to apply instructional procedures, techniques, principles, and devices.
 Assisting the teacher to accomplish his purpose and to solve the problems that
arise in his teaching are within the scope and guidance.
 Guidance like training, should be given in the spirit of democratic leadership.
5. Evaluation
 The ultimate major function of supervision.
 Its purpose is to appraise the outcomes and factors conditioning the outcomes of
instruction and to improve the products and processes of instruction.
 Its function calls for the use of educational tests and measurement.
 It is the duty of the school heads and supervisor to help develop an adequate
instrument with which to measure the teaching learning process and set up
standards of attainment as necessary for the appraisal of teacher's progress in
teaching the pupils in his learning.

Significant Purposes of Evaluation


1. Evaluation discovers the needs of individuals being evaluated and
familiarizes the teachers with the pupil's needs and possibilities.
2. Evaluation relates measurement to the goals of the instructional
program.
3. Evaluation serves as guide for the selection of supervisory techniques.
4. Evaluation appraises the educational growth of pupils which is the end-
product of supervision.
5. Evaluation appraises the quality of supervisory processes and
supervisor's competence.
6. Evaluation appraises the quality of teaching processes and teacher's
efficiency.
7. Evaluation aids pupil-teacher planning.
8. Evaluation serves as a means of improving school-community relations.
9. Evaluation improves the selection and use of guiding principles in
supervision.
10. Evaluation appraises the success of the instructional program in
particular and of the supervisory program in general.

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