ADMINISTRATION

The act or process of administering, especially the management of a government or large institution. The group of people who manage or direct an institution, especially a school or college.

PRINCIPLES OF ADMINISTRATION
PRINCIPLE is considered as a law, a doctrine, a policy, or a deep-seated beliefs which governs the conduct of various types of human activities. It is the basic and important aspects of administration. These are the points that have to be remembered to make sure that the administration is able to work properly.

 The principles of management are all very important to successfully manage an institution or an organization. They are also guidelines that help the administrators to follow and help in simplifying the process of administration. For the administrator and supervisor, it is very important to have good principles, because these will serve as his guide in his reflective thinking and in his choice of program of activities.

The different principles of administration are:

1. Hierarchy:
This may change from place to place and organization to organization, but the basic principle of hierarchy remains the same. Usually the hierarchy is in the shape of a pyramid with the leader of the organization or the head is at the top and the support staff on the lower part of the pyramid.

2. Control:
The decision making and various controls are made usually by the various heads of the departments in an organization that has many departments. The final decisions on matters that concern the organization are finally made by the board or the management led by the Chairman. In smaller organizations, the decisions are made by the head of the organization.

3. Unity of command:
Each employee should be answerable to only one person. If there are two different people who a person needs to answer, then there will be confusion and the employee will not be able to work to the maximum of his ability.

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 do many different kind of work, then the individual will not be able to concentrate on a particular kind of job leading to inefficiency.

6. Objectives:
The organization should have objectives and the employees and the management should strive to achieve these objectives. This will help 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 is delegated at various levels. The organization should have a right balance of both of these to function in an optimal manner.

SCHOOL ADMINISTRATION

1. 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 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.

3. School Administration and Supervision to be effective, it 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.

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 schools administration and supervision. the integration of personality which possess a well-developed standard of values, giving consistency and unity to all thinking, feeling, and acting.

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. This provides opportunity for the teachers and pupils to grow through the exercise of their talents and abilities under expert and professional guidance and encouragement.

6. Administration and Supervision must be evaluated in the lights of their results.

it has been pointed out that only by knowing as accurate as possible the results of instruction can the process of education be improved. the effectiveness of administration or supervision for example may be determined either through application of criteria designed to judge the value of the activities performed or through the measurement of the immediate outcomes of the programs.

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.

Cont.
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.

Cont..
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.

USES OF PRINCIPLES IN SCHOOL ADMINISTRATION

Principles are means by which the administrator and supervisor proceed from one situation to another. It means that in the operation or in administering/supervising functions, there is an organize step-by-step schedule or program of activities to be followed. Principles are instrumental in improving teachinglearning 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.

Principles greatly aid in the discovery of new techniques. they are the hypotheses that direct the search for new techniques in school administration and supervision. 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.

Principles make for enormous economy of time and effort in choosing techniques to be used. Principle directs us on what are the appropriate techniques/strategies to be used effectively in the operation of administrative and supervisory functions. Principles eliminate much of the trial and error practices. Through it, we can avoid waste of time on what to do, but instead they give us direction or point of destination.

Principles are used to evaluate the success of administrative and supervisory programs. Administration and supervision are also directed and evaluated in terms of principles. Principles are needed to guide the choice and sequence of the techniques at hand.

Principles define the items, which must be scrutinized in evaluating the results. This implies the better understanding of the fundamental principles and functions of school administration and supervision 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.