administration presentation

7/31/2019 Administration Presentation

1/26

ADMINISTRATION

The act or process of administering,

especially the management of agovernment or large institution.The group of people who manage ordirect an institution, especially aschool or college.


2/26


3/26

The principles of management are all veryimportant to successfully manage an

institution or an organization.They are also guidelines that help theadministrators to follow and help in

simplifying the process of administration.For the administrator and supervisor, it is veryimportant to have good principles, because

these will serve as his guide in his reflectivethinking and in his choice of program of activities.


4/26

The different principles of administration are:

1. Hierarchy: This may change from place to place and

organization to organization, but the basicprinciple of hierarchy remains the same. Usually the hierarchy is in the shape of a

pyramid with the leader of the organizationor the head is at the top and the supportstaff on the lower part of the pyramid.


5/26

2. Control:

The decision making and various controls aremade usually by the various heads of thedepartments in an organization that has manydepartments.

The final decisions on matters that concernthe organization are finally made by the boardor the management led by the Chairman.

In smaller organizations, the decisions aremade by the head of the organization.


6/26

3. Unity of command:

Each employee should be answerable to onlyone person.

If there are two different people who aperson needs to answer, then there will beconfusion and the employee will not be ableto work to the maximum of his ability.


7/26

4. Delegation of authority: Here the head of the organization divides the

authority to various heads in the organization. This makes more people accountable and also

helps the management of the organization

easier.5. Specialization: Each employee should be made to do a

particular kind of work. If he is made to domany different kind of work, then theindividual will not be able to concentrate on a

particular kind of job leading to inefficiency.


8/26

6. Objectives: The organization should have objectives and

the employees and the management shouldstrive to achieve these objectives. This willhelp the organization to grow.

7. Centralization and decentralization: The authority if help by the people at the top

of the organization, it is called centralization.

Decentralization is when the authority isdelegated at various levels. The organizationshould have a right balance of both of these to

function in an optimal manner.


9/26

SCHOOL ADMINISTRATION1. School administrator and

supervisor must be democratic.we have to recognize individual differences,respect ones personality, and extend

consideration to all.It aimed to give the fullest measure of freedomto the individual to develop his maximumcapacities, so long as the development does notinterfere or create conflicts with the welfarerights of others.there is a cooperative interaction so that the bestminds among members will emerge.


10/26

2. School Administration and Supervisionmust be cooperative.

This implies group action. There is strength incooperation and progress results from combinedefforts of all. (administrator, supervisor, teachers,

parents, & pupils)There is also a cooperative effort that encouragesgreater 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, butadministrators, supervisors and principals as well, aregood listeners in the observation of classroom

problems.


11/26

3. School Administration and Supervisionto be effective, it must be scientific.

emphasizes that the use of the scientificprinciple and that the solution of problemsshould be based on facts.the effort is to discover rather than to prove.the best way to determine whether a thing ispresent or not, is to look and see butsometimes we see only those things we lookfor, so being an administrator and supervisorwe must be fact-conscious.


12/26

4. School Administration andSupervision 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 thinkingand resultant actions of the leaders whocontrol public schools administration and

supervision. the integration of personalitywhich possess a well-developed standard of values, giving consistency and unity to allthinking, feeling, and acting.


13/26

5. School Administration andSupervision must be creative.

the term creative here means initiating,suggesting, devising, inventing, experimentingor producing something new.creative administration and supervisionencourages growth. This provides opportunityfor the teachers and pupils to grow throughthe exercise of their talents and abilities underexpert and professional guidance andencouragement.


14/26

6. Administration and Supervision mustbe evaluated in the lights of theirresults.

it has been pointed out that only by knowingas accurate as possible the results of

instruction can the process of education beimproved.the effectiveness of administration orsupervision for example may be determinedeither through application of criteria designedto judge the value of the activities performedor through the measurement of the

immediate outcomes of the programs.


15/26

7. Responsibility and control in matters of school administration and supervisionmust run parallel throughout thesystem.

This principle of parallelism of duties is theparticular sphere to which the schooladministrator or supervisor is assigned and forwhich he is responsible.In the distribution of functions between theSchool Principal and Division Superintendent forexample this principle governs. The principal isthe in charge of the school in all phases of activities as a school; such as class programs,student organization, promotion and supervisionof instructions.


16/26

Cont.

However, it is also the duties of thesuperintendent to hire or appoint teachers,opening classes, or any other related function

outside the school.more often, division and district supervisorscome into conflicts with the boundary line of their respective functions. To avoid this, therebe a deeper understanding and cleardefinition of duties.


17/26

8. School Administration must bedistinguished from Supervision.

as we know that these two are not synonymous inmeanings. Misconceptions regarding this, causesmore misunderstanding and possibly more neglect of duties. There must be a clear and completespecifications of functions.

9. School Administration and Supervision mustbe preventive and constructive.

any help that an administrator or supervisor can give tothe teachers so that they may avoid mistakes iscommendable. This kind of assistance is especiallyvaluable to the beginners in the school or to the newcomers to the teaching position.


18/26

10.School Administration and Supervisionmust be centered on Child growth and

development.This much concerned to the teachers being anadministrator also in the classroom activities.

We must aimed to provide conditions favorableto the growth and development of the children orlearners.We should guide the children to determine their

difficulties and potentialities, and the mostsuitable type of education which will make thempossible to grow mentally, physically, morally,emotionally and socially.


19/26

11.School Administration andSupervision must be flexible.

flexibility here is characterized by its beingadopted and readily adjust to meet therequirement of changing conditions. This alsocovers the following:Flexibility of school building the adaptability of the school subjects as to the needs and interestof the pupils .

Flexibility of objectives and teaching procedures the adaptability of aims and methods to meet theconditions of different schools, teachingpersonnel, student population and communities.


20/26

Cont..

Flexibility of instructional materials anddevices the adaptability differences of thepupils and varied training and experiences of

the teaching personnelFlexibility of the school requirement andstandard norm the adaptability of procedures to fit the individualities of thepupils, teachers, supervisors andadministrators.


21/26

USES OFPRINCIPLES

IN

SCHOOL ADMINISTRATION


22/26

Principles are means by which the administrator andsupervisor proceed from one situation to another. Itmeans that in the operation or inadministering/supervising functions, there is an organizestep-by-step schedule or program of activities to befollowed.Principles are instrumental in improving teaching-learning process. Since every administrator or supervisoras well as teachers want the best learning outcomes on

the part of the learner, these principles will be of greathelp for the improvement of instruction and all otherlearning activities.


23/26

Principles greatly aid in the discovery of newtechniques. they are the hypotheses thatdirect the search for new techniques in schooladministration and supervision.Principles aid in the evaluation of techniques,

for they furnish a broader basis by which to judge the techniques used in the schooladministration and supervision. It is not onlyuse to determine on what appropriatetechniques to be used, but it can also serve asmeasurement / basis as to how effective is thetechnique or procedures.


24/26

Principles make for enormous economy of time and effort in choosing techniques to beused. Principle directs us on what are theappropriate techniques/strategies to be usedeffectively in the operation of administrativeand supervisory functions.Principles eliminate much of the trial anderror practices. Through it, we can avoid waste

of time on what to do, but instead they give usdirection or point of destination.


25/26

Principles are used to evaluate the

success of administrative and supervisoryprograms. Administration andsupervision are also directed and

evaluated in terms of principles.Principles are needed to guide thechoice and sequence of the techniques athand.


26/26

Principles define the items, which must bescrutinized in evaluating the results. This

implies the better understanding of thefundamental principles and functions of school administration and supervision

Principles lead the administrators andsupervisors to further activities for they aredynamic and not static. Being a teacher, weare also an administrator and supervisors inthe real classroom situation; we must see to itthat our principles and techniques used areopen for any changes and improvement.

administration presentation

Documents