Educational Leadership and Management

(Code-8605)
Unit No. 03 Concept of Supervision

PRESENTED BY :
SHAHID IQBAL
TABASSUM
M.Phil, M.Ed
Introduction
 Inspection is a part of the administration of education.
 Though there is a vast difference between inspection
and supervision. (It will be discriminated later). Hence
they are used interchangeably.
 Presently the concept of inspection has to be
transformed to one of a healthy supervision and
guidance.
 Supervision is to a large extent a matter of professional
relationship between supervisor and the teacher.
 So supervision is a dynamic process like education.
Objectives of this Unit
After completion of the course, the trainee teachers will
be able to:
 1. describe the concept of supervision
 2. relate kinds of supervision
 3. narrate nature and characteristics of supervision
 4. differentiate the administration and supervision
 5. explain the purposes and need of supervision
 6. describe the qualities and goals of supervision
 7. describe the roles of supervision
 Meaning of Supervision
 “Supervision” means to guide and stimulate the activities
of teachers with a view to improves them in the context of
their teaching as well as instruction and promoting their
professional growth.

 Supervision is being seen as a cooperative and

comprehensive activity, which improves the total teaching
learning process along with its aspects.
Difference between Inspection/Supervision
 Inspection, is a procedure of giving direction to and
providing critical evaluation of instruction task.
 “Supervision is a planned program for the
improvement of instruction.”
 Keeping in view this definition both may be analyzed

as:
Inspection Supervision
Bureaucratic Democratic
Direction and Order Well constructed suggestive and
expert guidance
Improvement of Teaching Improvement of learning
 So supervision can be called as a service activity that exists
to help teachers to grow professionally and to do their jobs
better.
 Kinds of Supervision

There are various varieties of educational supervision each of

them reflecting certain objectives and perspectives which
concerns teaching, learning situation, school organization and
curriculum.
Hence the adoption of a particular type of supervision
depends upon the educational pattern and philosophy
followed by the country, the type of government, and the
education and training of the education officers who are
responsible for supervisory work.
 Kinds of Supervision
 Therefore Burton and Bureckner (1955.pp 5-13) presented
the following types of supervision.

  Inspection
  Laissez-Faire
  Coercive
  Training and guidance
  Democratic
Inspection
 Supervision in its earlier form was merely confine' to
the inspection of the work of teachers and the person
who was responsible for this job and popularly known
as a school inspector.

 Inspection was used to be in authoritarian style which

was to ascertain whether or not teachers were
performing their normal duties and also to replace the
unsuitable teachers with suitable ones.

 This term is still in vague in supervisory in many

western and eastern countries.
Laissez-Faire
 The laissez-Faire type of supervision is
actually not constructive supervision at all.
 It is a policy of letting each teacher teach

without reference to efforts.

 Little effort is made to assist teachers to

improve the instructional programme, or to

develop any consensus among teachers
philosophy practice.
 ‘Let the people do what they want’.
 Coercive Supervision
 Itis an authoritarian concept, which attributes to
some authority of omniscience which is necessary
to make important decisions. Everyone has to
obey these decisions and can’t object or check the
validity and feasibility of such decisions.
 Such supervision does not respect the
personalities of teachers and is not consistent with
democracy. It violates the views of good mental
hygiene because coercion it detrimental to the
growth of originality, ingenuity and creativeness.
Training and Guidance
 It is now increasingly recognized that true
learning should be based on understanding
interests and active participation of learners, not
on rote memorization, coercion and passive
listening. Education is a process of guiding
growth.
 Supervision assumes the role of imparting in-
service education and on the job training. Thus by
this teachers are motivated to do better and
supervision becomes a process of teaching.
Democratic Supervision
 Democracy is not merely a political organization or
procedure it is a way of life I its principles apply to all
aspects of life.
 Cooperation of teachers and supervisors on the problems of
improving instruction is the inherent and basic concept of
democratic supervision.
 Democratic supervision builds upon the power of teachers to
exercise self-direction through his participation in the
determination of goals and formulation of methods and
procedures for improving instructions. So the main purpose
of democratic supervision is the improvement of the total
teaching learning situation.
Nature and Characteristics of Supervision
 The concept of inspection has to be
transformed to one of a healthy supervision
and guidance.
 Inspection days are looked upon sometimes

with a degree of anxiety, tension, fear and

apprehension.
 The academic side is not stressed.
 In our country it is done hastily, and is

criticized as careless and unsympathetic.

Characteristics of Supervision
1. Supervision should be democratic and co-operative in
sprit and organization
2. Supervision should be established on maintenance of
satisfactory interpersonal relationships.
3. The supervisor is concerned with communication
within a group as leadership
4. Supervision should be creative.
5. Supervision should be scientific
6. Supervision should be experimental and auto-critical
in nature
Difference between Administration and
Supervision
 Adams and Dickey (p.4) have rightly said that, to separate
supervision and administration on the basis of function alone
is a virtual impossibility. Some overlapping of supervisory
and administrative functions is inevitable
 Supervisory service is particularly concerned with instruction
and its improvement. It is directly concerned with teaching
and training and with the factors included in and related to
these process-the teachers, the pupil, the curriculum, the
instructional materials, etc.
 On the other hand, administration is aimed at the same goals
as supervision but not directly, Budget-making, construction
of building, personal administration, and so on are all
intended to improve the educational programs.
Difference between Administration and
Supervision
 Otto (p.28) has said, “all of this means that supervision
is an arm of administration and that the total
organization for the school system as a whole.”
 Similarly, many administrative problems cannot be

solved wisely without the care of instruction, which is

the primary concern, is supervision.
 Administration and supervision are related in so many

important ways. It is not difficult to differentiate the

process of supervision from the process of
administration
Difference between Administration and
Supervision
 Administration is responsible for providing school
buildings, books, instructional supplies, selection and
appointment of teachers, etc.

 On the whole, supervisory services essentially and

basically are aimed at promoting and, facilitating
improvement of instruction, which is the goal of school
program.
 Purpose and Need of Supervision
 Different educationalists have put forward different views
regarding the purpose of supervision. These may be
broadly summarized as following:
1. To set up suitable goals for the educational institutions.
2 To provide professional leadership to the institutions in
order to improve their working.
3. To enlarge the teacher's concept of the meaning of
education.
4. To induce the newly appointed teachers into the school
and into the profession.
5. To develop an understanding of the place of education in
our civilization and of the special functions of education.
 Purpose and Need of Supervision
6. To bring about a realization of local needs and
conditions.
7. To help teachers to analyze critically their own activities.
8. To ascertain the work in which each teacher is most
successful and in which he is capable for growth.
9. To unify teachers into a team, all working intelligently
and willing to appreciate cooperation achieve the same
general goals.
10. To ascertain and bring about needed changes in the
organization and administration that will facilitate an
effective teaching.
Purpose and Need of Supervision
11. To assist teachers in diagnosing pupils needs and to help in
planning for growth and power and satisfy them.
12. To popularize the school program, especially its success
so that the public will be more understanding and
sympathetically helpful.
13. To direct teachers towards unfamiliar sources of immediate
aid and materials for continuing growth.
14. To share the public problems of the school so as to get
suggestions for their rectification.
15. To protect teachers from unnecessary and unreasonable
demands by the public on their time and energies, and to protect
them from uncalled for criticisms.
16. To develop a professional awareness and concern for the
profession
Qualities of an Effective Supervisor
 Various attempts have been made by researchers to
prepare the lists of professional qualities of a
supervisors and administrators. It is expected by the
supervisor to possess all conceivable attributes. It is
hard to find or produce a supervisor possessing all the
qualities and virtues and yet be a human being.

 According to swearingen essential personal qualities of

a supervisor, "which can be nurtured intentionally." Are
under:
Qualities of an Effective Supervisor
 Approachability
As supervisor who is accessible to teachers is a friendly
person. But he must be able to move naturally and freely
from informal talk to
 Perceptiveness

A high level of awareness enables q supervisor to notice

significant elements in a situation, in materials and in the
behavior of others, and even in his own action a deeper
level of conservation.
 Qualities of an Effective Supervisor
 Aspiration and Faith
“Aspiration, vision and faith should characterize instructional
leaders.” The supervisor should be articulate about his aspiration and
faith.
Becomingness
The Concept of continued growth is germane to supervision.
Teachers, supervisor, Headmasters and educational administrators are
all in the process of growing, or, what Gordon All port calls,
“becoming,” constantly striving to become better.
“Becomingness” also implies adaptability and flexibility in problem-
solving situations, trusting new experiences, undertaking new
experiments and relishing opportunities for possible growth for self
and others.
Qualities of an Effective Supervisor
 Imagination and Resourcefulness
 It is important that the supervisor be imaginative and

resourceful. Efforts to improve instructions and human

relations often fail for want of imagination and
resourcefulness.
 The possession of these qualities, though essential, is

not itself enough. The supervisor must, in addition,

acquire skills and knowledge appropriate to his task.
Different Techniques of Supervision
 Chandrasekaran (1994 pp. 139-140) augmented about
these techniques:

  Preventive

 Corrective

  Constructive

  Creative
Techniques of Supervision
Preventive
 A supervisor, should be the preventive supervisor like

the headmaster or an external supervisor like the

inspector, who can be sure that certain difficulties will
oppose every new teacher in school he/she can
anticipate the teacher’s difficulties as far as possible
and prevent them.

 This type helps the teacher to correct his fault in

himself and encourages his professional ambition
 Techniques of Supervision
Corrective
 The supervisor who goes into the classroom with the intention

of finding what is wrong will invariable be successful in doing

that.
 While some require immediate attention otherwise they may

permanently invalidate teacher's effectiveness.

Constructive
 Supervision should be constructive and at times, concerned

with the correction of poor practice, minor or major, but it

should not stop there.
 The wise supervisor will always attempt to share teacher with

his vision of what good teaching really should be and in this

way he will stimulate, encourage, and direct them to grow in
Techniques of Supervision
 Creative
Creative supervision implies that the supervision should
encourage variety, originality and independent
experimentation.

Creative supervision differs from constructive super on

the attempt to free teachers for the largest possible
contribution that they can make by their ingenuity.
Role of a Supervisor
 The supervisor’s function is to ‘release and co-operate’
rather to contro1 the creative abilities of teachers.

 Therefore role of supervisor may be divided into two

categories.

 1. Administrative Roles

 2. Academic Roles
Administrative Roles
Following administrative roles are to be followed by
supervisor:
 i. Selection and appointment of class four or supporting

staff
 ii. Sanction (authorization) and payment of school grants
 iii. Providing facilities to school
 iv. Supervising the developmental tasks of school
 v. Recognition and gradation of school
 vi. Holding the scholarship examination and awarding

scholarships
 vii. Approval of the resolution of management committee
Administrative Roles
 viii. Checking the accounts and records of the
school
 ix. Checking the safety and security of the school

plant
 x. Maintaining proper service conditions for

teachers
 xi. Checking proper distribution of work load
 xii. Reporting to higher authority about the teacher

promotion on the basis of their performance

 xiii. Welfare of the teachers
Academic Roles
 i. Supervision of teaching learning activities
 ii. Exchanging and maintaining the

educational standard
 iii. Evaluating and improving the teaching

learning process
 iv. Orientation of teachers through in-service

teaching courses
Thanks