I.

INTRODUCTION

Educational administration and supervision are among the most important duties, which are
required for desirable educational system of any institution or organization. Its main goal is to
modify, guide and to improve educational status especially education system of our country. I
believe the absence of any of the two will mainly result to unsuccessful organization. Without
the administration, an organization will not function effectively as it has neither direction nor path
to take. On the other hand, supervision is necessary to keep the administration improve and
mainly do what is expected to be done. Nowadays, in every organization, administration and
supervisions work hand-in-hand to achieve institution’s goals, objectives and visions.

II. PHILOSOPHICAL ORIENTATION OF EDUCATION

1
Educational Administration is the study and practice of managing the resources, tasks and
communications involved in running a school. The school administration definition applies to
leadership of private or public institutions of learning.

The goal of the educational administrator is to keep the school's overall process flowing
smoothly, making decisions that facilitate successful student learning. The administrator
identifies and articulates a school's mission and goals and makes them happen by
implementing programs, delegating tasks and allocating resources. The effective leader is
visionary, collaborative and passionate about the field of educational administration.

The top administrator, whether she's called superintendent, head of school, president or
principal, is the institution's equivalent of a chief executive officer in business. She takes an
active role in personnel issues, budget decisions, curriculum planning and setting policy that
staff and students will abide by. Administrators are responsible for setting the institution's tone
and serve as its public face. School districts, colleges and universities often employ assistant
administrators to be responsible for budget, curriculum and personnel. Still other educational
administrators work in research and policy-making roles in governmental and private
departments and organizations where students typically never set foot.

Educational researchers have devoted considerable effort to defining and analyzing what makes
an effective administrator. Effectiveness is measured using research tools such as school
climate surveys and institutional health assessments. Educational leadership focuses on

1
Anne Pyburn Craig, 2018. Defining School Administration: Nature and Importance. Pages 17-21.
different types of administrative styles. The authoritarian leader is unemotional and runs a tight
ship using coercive tactics. Participative leaders emphasize collegiality and collaboration.
Transactional leaders strive for a happy middle ground between the two, and transformational
leaders who focus on servant leadership and empowerment. No definitive evidence exits
proving that one of these styles works better than all of the others; what matters is a good fit
between the administrator and the institution's key stakeholders.

2
Educational Supervision therefore, is any program which help teacher achieve both
qualitative and quantitative instructional delivery. • Supervision is an indispensable variable in
the teaching learning process, as well as the overall school and education objective.

3
Supervision is a process of helping, guiding, advising and simulating growth in the subordinate
in order to improve his quality of work.

4
Educational supervision is a term used to identify the work duties of administrative workers in
education. Educational supervisors make sure the educational institution operates efficiently
and within the legal requirements and rules. The purpose of this field is to make sure that
teachers and other faculty member are doing what they’re supposed to be doing and that the
students are receiving the best education possible.

5
Educational supervision is based on principles, of which consideration shall guaranty
purposefulness and dynamism in an educational system. In order to accomplish a certain task,
either simple or specialized, it is required that doer must start his activity, continues and
accomplish the same by fully observing respective principles of the said activity. Realization of
views and theories of educational supervision in an educational system, and getting assistance
of the same for constant improvement of quality and production of new educational qualities
depends on fundamental principles of supervision.
FUNCTIONS of SCHOOL ADMINISTRATION

² FIRTH, GERALD R., and PAJAK, EDWARD F., 2015 Handbook of Research on School Supervision. New York: Macmillan,
Pages 205-206
3
GLICKMAN, CARL D. 2014. Supervision of Instruction: A Developmental Perspective. Boston: Allyn and Bacon, Pages 35-37
4
Tracy, Sandra J. 2013. "Restructuring Instructional Supervision." Contemporary Education. Pp.128–131.
5
WAITE, DUNCAN. 1995. Rethinking Instructional Supervision: Notes on Its Language and Culture. London: Falmer Press.
Pp. 378-379
Administration is the process of overseeing a company’s overall performance. It is concerned
with managing different departments, ensuring that goals are achieved. 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.

Functions of School Administration are as follows:

*Planning of school programs and activities.
*Directing school works and formulating and executing educational policies
*Coordinating administrative and supervisory activities.
*Providing the necessary leadership.
*Evaluating the teaching personnel and school programs.
*Keeping records and reporting results.

7 Educational administration is regarded as total processes inclusive of all responsibilities and

functions necessary for running the school. It provides and manages various elements of the
teaching-learning situation such as the learners, the teachers, the curriculum and the socio-
physical environment.
In an educational setting, school administration provides and manages various elements of the
teaching-learning situation such as the learners, the teachers, the curriculum and the socio-
physical environment. There are different functions of administration in school management
programme. These are Planning, Organizing, Staffing, Directing, Coordinating, Reporting
and Budgeting.

(a) Planning:
Planning is an essential component. It is an useful exercise to be undertaken by the
administrators. It involves systematic, organised and an articulated scheme of working. So
planning can be thought of at the beginning of the session.
(b) Organisation:
Organisation is also an important function of good administration. The effective and efficient
work of the school depends upon the good organisation. The essential element of the
organisation is people: what they do and how they work together.
So for good organisation, the administrator should define the purpose, analyze and identify
tasks required to meet these objectives, allocate related activities to other staff, provide for
management and coordination of activities at each level of responsibility and lastly establish a
reporting and communication channel.

(c) Direction:
Direction is an important function of educational administration. Direction involves getting the
work done through instructions and orders. There should be proper supervision, motivation and
communication on the part of the administrator for getting the work done. The ultimate aim is to
see that work is accomplished according to policies and programmes and given instructions.
Directing involves exercising leadership motivating people, determining accountability and
developing guidelines for action.

(d) Controlling:
Controlling involves measuring and monitoring performance, comparing results with plans and
taking corrective action when required. It indicates how far the goals have been achieved and to
what extent there is deviation from the plans. The basis of control is measurement. Control
deals with the difference between planned and actual performance.
So administration is concerned with managing resources, allocating tasks, making decisions
and solving problems. The function is to create favourable conditions for the educational
process and their maintenance at an effective level. For effective organisation, good
administration should involve planning, organizing, directing, motivating, controlling and
decision-making.
In the absence of these functions, the school cannot function effectively.

PRINCIPLES of SCHOOL ADMINISTRATION and SUPERVISION

7 School administration and supervision has six principles. These are: Structural democracy,
operational democracy, justice, equality of opportunity, prudence, adaptability, flexibility and
stability.

1. Structural Democracy:
Being the first principle of educational administration in the modern era it puts stress on
democracy in structural perspective. It implies “the exercise of control” in democracy. The
meaning of exercise of control in this light should be such that, it helps the students as future
citizens in fulfilling their needs and requirements tending to their self-realization, safeguard the
democratic government and welfare of people at local, state and national levels.
This exercise of control refers to the meaning of democracy by treating each human being as, “a
living, growing and potentially flowering organism.” Hence in this principle of educational
administration the educational administration has to practise the principles of democracy both in
structural and functional form.

2. Operational Democracy:
This principle of educational administration gives priority on the practical aspect of democracy
as a way of life and form of governance. To this, the essence of democracy is to give
importance on the dignity of every individual and assisting him to understand his self in this
context this principle considers democracy as a matter of spirit, way of life and a mode of
behaviour. Keeping this in view it is the task and responsibility of an educational administrator to
focus on day to day happenings in relation to democratic society in educational perspective that
are relevant in wider extent.

Because this sort of democracy seeks to make democracy more practical rather than formal.
For example a school or an educational institution is regarded as the society in miniature or a
small society. It means the entire picture of the society has been reflected in the school. The
same situation lies in case of a democratic society like ours where people expect the school or
an educational institution will do a lot for actualizing democracy as a matter of spirit, way of life
and a mode of behaviour practically.

In this light, it should be the function of the educational administrator to achieve it for which he
may take the view of the students, consult with the staffs, specialists, expects and community
members before taking any decision. This result in the emergence of a good and effective social
order by the school or educational institution as an agency of education. Overall speaking this
type of democracy as a principle of educational administration gives importance on practicability
and relevance of day to day happenings of democracy in relation to educational perspective so
far its administrative aspect is concerned.

3. Justice:
Generally speaking justice refers to provide every individual his due in the society by honoring
his individuality. This meaning of justice is the essence of democracy. As justice is one of the
basic hallmarks of democratic administration, it is regarded as an essential principle of
educational administrating which is democratic in form and practice. For practicing justice in
educational administration there is the need and essentiality of giving due reward and share to
every individual to his efforts and achievements.

Besides, every individual is to be given task or assignment in accordance with his needs,
requirements, abilities, aptitudes etc. Hence the educational administrators for practicing justice
as one of the principles of educational administration must be judicious while dealing with
employees, students and public. But in Practice it is not happening as the educational
administrators very often arbitrarily exercise discretionary powers and too narrowly apply
uniform rules in one point.

And uniformity of rules in educational administration does not provide equality which is
necessary to safeguard the individuals in another point. This nature of the educational
administrator goes against the very essence of justice as it is to be free from such bias nature of
them. Hence the educational administrators have to reduce this tendency to minimum for
making justice beneficial, healthy and impartial in nature and approach as a principle of modern
educational administration.

4. Equality of Opportunity:
One of the important social objective of education is to equalize opportunity or facility for
enabling the backward or under privileged classes and individuals to use education as a means
for improvement of their condition.
In order to keep equality of opportunity in concrete shape in the field of education, educational
administration plays a vital role. For this greater emphasis should be given on equality of
educational opportunity for the shake of accelerating the process for building up of on
egalitarian human society in which the age old social exploitation will be reduced to minimum.
The principle of uniformity is not to be practiced and maintained in the field of educational
administration as equality does not refer to uniformity. The cause is that opportunity means to
provide adequate facility or scope to every individual for his development. In this context, the
reasons for existence of inequalities of educational opportunities cited by the Education
Commission can be highlighted which must be stressed in the field of educational
administration.

5. Prudence:
Overall speaking prudence refers to thinking or planning or showing thought for future. Being
contextual in approach it can be said that the futuristic outlook, vision and forward looking must
be incorporated it the field of administration. Like general administration educational
administration has to practice the exercise of foresight skill and vision with respect to matters
concerning practical living and utility of the system of administration in future by the educational
administrator.

This principle “Prudence” is closely related to intelligent economy which implies quality control.
In order to ensure quality control in the field of education, educational administration has to
make expenditure on education by accepting it as an investment on human resource. Because
without necessary expenditure on education there will be no question of quality in it and then
what about the matter of quality control?

It is evident from several studies that now in educational administration there lies a lot of
wasteful expenditure for which the system of check and balance is essential. The system of
check and balance is prudential in nature which seeks to protect an educational institution or
organisation, an enterprise from mis-behaviours and mis-appropriation by an official or authority
as misuse of power and funds that creates mischief.

It is known to one and all that misuse of power and money leads to the loss of public in general.
Hence like general administration in educational administration there is the necessity of the
system of “check and balance” to prevent such misuse. This will be done if educational
administration accepts it as its principle in real situation.

Those who are good sociable, democratic competent and welfare oriented educational
administrators liberty is granted for them. Liberty is granted to them with not making the system
of “check and balance” rigid. Because it is essential to give freedom to the competent and
delicate persons as educational administrators who are in the interest of good administration.
They give a differential treatment to different students, staffs, officials and community members
as per their need remaining within the jurisdiction of educational administration. Besides an
educational administrator in order to prudential in nature and work must have simplicity,
understanding capacity democratic spirit and effective communication ability with him as
attributes.

6. Adaptability, Flexibility and Stability:

An institution must be able to adjust with changing situations by fulfilling the developing needs
and by improving its day-to-day dealings with persons or agencies involved. This characteristic
of an institution is called adaptability. In the process of achieving its educational objectives, it
has to deal differently with different human beings like teachers, parents and the public at large,
who are affected in one way or other by the process or its products. This tendency is called
flexibility.

The educational institution however must be able to achieve adaptability without creating any
dislocation or disruption in its process and achievements. This property is named as stability. An
institution must have these three characteristics in order to be able to achieve its objectives
adequately and to give due regard to all persons concerned in some way or other.
These three characteristics are dynamic, adaptability and flexibility are especially so. Stability,
however, is called as prudential check on the change which retains good in the old and gives up
bad in the new. Hence, careful evaluation of the old as well as the new is an essential feature of
stability.

Adaptability is concerned with acts of change and flexibility to a great extent to counteract with
uniformity and stability is mainly the counterweight to adaptability. Thus on the whole,
adaptability is the capacity of an enterprise to change, to develop and to improve. Flexibility is
the capacity of an institution to react in variance with persons and situations affected and to
warn against the dangers of uniformity.

Stability on the other hand is the capacity of an organisation to safeguard the merits of the old
while it is in the process of change. Hence, all these three qualities of adaptability, flexibility and
stability are complementary to each

NEW DIMENSIONS of SUPERVISION

8 There are four dimensions of Supervision. These are the following:
The intellectual dimension
• Establishing learning contracts
• Student expectations of their supervisor
• Supervisor expectations for their students
 • Self-directed learning
• Encouraging Dialogue

The social dimension

• The challenge of social isolation

The personal dimension

• Supporting the Research Journey
• Research styles and professional identity

The practical dimension

• Encouraging problem-solving
• Fostering independence and accountability
• Developing the interpersonal

8 Pajak, Edward. Identification of Dimensions of Supervisory Practice in Education:

III. SUMMARY

Administration and Supervision are both vital in any institution of organization. The goal of the
educational administration is to keep the school's overall process flowing smoothly, making
decisions that facilitate successful student learning. The administrator identifies and articulates
a school's mission and goals and makes them happen by implementing programs, delegating
tasks and allocating resources. Main Functions of School Administration are planning of
school programs and activities, directing school works and formulating and executing
educational policies, coordinating administrative and supervisory activities, providing the
necessary leadership, evaluating the teaching personnel and school programs and keeping
records and reporting results.
On the other hand, Supervision is a process of helping, guiding, advising and simulating
growth in the subordinate in order to improve his quality of work. School administration and
supervision has six principles. These are: Structural democracy, operational democracy, justice,
equality of opportunity, prudence, adaptability, flexibility and stability. Dimensions of supervision
includes intellectual dimension, social, practical and personal dimension.
 REFERENCES

WRITING ACTIVITIES

Answer the following questions.

1. What is the goal of school administration?

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2. What are the different functions of school administration?

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3. What are the principles of administration and supervision?

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4. What are the dimensions of supervision?

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5. How will your knowledge about administration and supervision can help you as a
teacher?
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