Page 232 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes • Activities of Supervision : The activities logically that are falling under supervision can be
enumerated as :
(i) survey of the school system;
(ii) improvement of classroom teaching:
(iii) in-service education of teachers;
• Laissez-faire type : This type of supervision utilizes inspectorial supervisory methods unaided
by any objective control, in which the teachers are observed, but noting is done to help them
improve the work they are doing.
• Coercive type : This type of supervision is the opposite of the laissez-faire. The supervisor visits
the teachers in order to observe them.
• Training and Guidance type : This type of supervision emphasizes the improvements of teachers
as well as her technique through direction, training and guidance.
• Democratic leadership type : It consists of the teacher’s cooperation in the formulation of policies,
plans and procedures. Supervisor observes teacher inside the classroom setting with the aim of
improving the teaching-learning situation via cooperation process or group action.
• The scope of educational supervision can be further understood by defining its primary functions.
These may be enumerated as follows :
(i) Providing Leadership : The educational enterprise calls for the share and contribution of
people of diverse temperaments, abilities and capacities. Their efforts are to be coordinated
so that they can work in cooperation with a common mind and purpose.
(ii) Formulating Policies : Education is a purposeful activity aiming at the development and
growth of the individual’s powers and capacities and meeting the needs and demands of
society So as to develop a better self and an improved and richer democratic social order.
The principles of democracy and the necessity for practical planning demand that in policy
making there should be an ever wider participation by the public. It is only reasonable that
participate in its making.

(iii) Studying the Teaching-Learning Situation : As states earlier modern supervision is concerned
with the total teaching-learning situation, its ultimate purpose being to bring about all round
improvement in the learning programme and activities.

(iv) Improving the Teaching-Learning Situation : Having studied the situation and having
observed it in operation supervision proceeds to take positive steps for its improvement.
These steps should be planned and undertaken with the cooperation of all the workers.
Teachers possess knowledge and necessary professional training but these are not enough.
There is constant need of their on-the-job improvement by keeping them abreast of the
current researches and developments in educational theory and practice.
(v) Improving Human Relations : The attitudes and values of a person depend upon the type of
experiences he has had with other people. If others treat him well, give him understanding,
respect and love, he develops a healthy personality with a sense of security and self-
confidence.
(vi) Improving Group Interaction : Education is a cooperative group enterprise. It is the function
of supervision to secure and maintain cooperation so that each worker is enabled to make
his best contribution to group effort toward the desired goals.
(vii) Improving Supervision : It may sound strange to some readers when we say that another
important function of supervision is to improve itself. The significance of this statement will
be clear if we remember that supervision sets forth its own purposes and procedures and so
it essential constantly to evaluate whether and how far it is fulfilling its appointee tasks.

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