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Educational Management

Notes running away from facing responsibility and so on. Such teachers develop negative feelings in
the students. They are ineffective in the classroom and students fail to learn from them.
Since the educational supervisor is responsible for improving teaching-learning situations, it
becomes his duty to do everything that keeps the morale of teachers high. To achieve this, the
supervision has to understand what affects teacher’s morale adversely and how such factors
and conditions can be controlled. This will be dealt with in detail in a separate chapter. Here,
the purpose is only to impress on the readers that improvement of morale of teachers and other
workers associated with teaching-learning situation is an important function of the educational
supervisors.
(10) Generating Favourable Learning Climate : Climate refers to the psycho-social characteristic of
the environment. These characteristics greatly influence learning of students and teaching by
teachers. These characteristics have been variously named as socio-emotional climate, social
interaction, inter-personal relations, environmental ethos or thrust. These are, sometimes,
described as the sum total of all the psychosocial characteristics of the environment in which
learning takes place. This includes factors such as social relationships accompanied by various
kinds of feelings and emotions which are generated in the teachers and pupils in educational
institutions. It is, in a way, institutional atmosphere characterized by teacher’s and learner’s
interactions, their attitudes, emotions and feelings, actions and reactions, their philosophies
and perceptions which may or may not be conducive to teaching-learning. Boocock uses the
term ‘social context’ for climate and says that “The characteristics and attitudes of the individuals
whose roles comprise the school combine to form its social context.”
Researches on climate conducted in India as well as abroad have shown that there is a high
positive correlation between teaching-learning and the quality of classroom climate. A good
socio-emotional climate of the classroom is a potent facilitator of school learning. It has been
found to be positively correlated with pupils’ achievement. Development of desirable behaviours
in the pupils is found linked with the classroom climate. Research has also revealed that the
climate of the school and the classroom influence the development of attitudes, values and
other personality aspects of the students. Teacher morale and institutional climate have also
found to be positively related.
It is, therefore, emphasized that the educational supervisor should study, analyse and improve
the teaching-learning climate. By providing needed facilities, by enlisting teacher’s participation
and involvement in decision-making, by talking to teachers, by supporting them and rewarding

Them properly, by minimizing chances of conflict among teachers, by providing effective
councelling to both teachers and students

Self Assessment
1. Fill in the blanks :
(i) ______ is a creative and dynamic expert technical service.
(ii) ______ of supervision utilizes inspectorial supervisory methods unaided by any objective
control, in which the teachers are observed.
(iii) ______ consists of the teacher’s Cooperation in the formulation of policies, plans and
procedures.
(iv) Teachers acquired ready made-procedure or standard prescribed by the supervisors in ______
type supervision.

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