Unit 2- School administration and supervision

Interrelation of administration and supervision
 Administration and supervision are interrelated in that every administrator is a supervisor and every supervisor participates in administrative affairs.
1. Administration represents the whole of the education system; supervision represents a portion of it in terms of improving the total teaching-learning situation.
2. Administration emphasizes authority; supervision, service. Every act of administration is based upon authority; supervision is based upon service.
 3. Administration provides favorable condition essential to good teaching and learning; supervision carries out the better operation and improving it.
In simple words, administration provides; supervision operates.
 4. Administration decides, directs and orders the execution of educational program; supervision assists, advises guides and leads the operation and improving the program. In other word, administration directs; supervision serves.
Basis of administrative and supervisory principle
 Principle is an accepted fundamental truth. It can be a law, a doctrine, a policy or deep seated belief which governs the conduct of various types of human endeavors. In administration and supervision, principles become part of a philosophy which serves to determine and evaluate his educational objectives, attitudes, practices and outcomes.
General principles of administration and supervision 
These general principles can be stated as a summary of the substance and implications of philosophy of administration and supervision:- School administration and supervision…
 1. must be democratic … is recognizing individual differences, respect personality and extend consideration to all;
2. must be cooperative in character … in that cooperation is synonymous to group action;
3. to be effective … must be scientific, that is, research oriented activity to discover solution to problem;
 4. must be based on accepted educational philosophy;
 5. must be creative … means initiating, devising, inventing or producing something new; 6. must be evaluated in the light of results;
 7. must be preventive and constructive … that is helping teachers to avoid committing mistakes, anticipating difficulties, building self confidence, by discovering their own weaknesses;
8. must be centered on child growth and development … in terms of growth mentally, physically, morally, emotionally and socially; and
9. must be flexible … in terms of school building, curriculum, teaching objectives and procedures, instructional material and devices, school requirements and standard norms.
2.1 Types of administration 
School administration is the school’s main governing body, and it plays a major part in making decisions related to students, faculty and the school’s overall status. There are several types of school administration, depending on the school’s nature. These administrations oversee the school’s development as well as the welfare of its students and faculty. More often, they are also the only entity that bridges the relationship between the school and the community.

Centralization and decentralization: 
An organization has to make strategic and operational decisions. Where and by whom should these decisions be made? And: how should the organization structure be adapted? Centralization and Decentralization are two opposite ways to transfer decision-making power and to change the organizational structure of organizations accordingly.
Centralization:
  The process of transferring and assigning decision-making authority to higher levels of an organizational hierarchy.  In a centralized organization, the decision-making has been moved to higher levels or tiers of the organization, such as a head office, or a corporate center.
  Knowledge, information and ideas are concentrated at the top, and decisions are cascaded down the organization.
 The span of control of top managers is relatively broad, and there are relatively many tiers in the organization.

Decentralization:
 The process of transferring and assigning decision-making authority to lower levels of an organizational hierarchy.
 In a decentralized organization, the decision-making has been moved to lower levels or tiers of the organization, such as divisions, branches, departments or subsidiaries.
 Knowledge, information and ideas are flowing from the bottom to the top of the organization.
 The span of control of top managers is relatively small, and there are relatively few tiers in the organization, because there is more autonomy in the lower ranks.

Three forms of decentralization: 

1. De-concentration. The weakest form of decentralization. Decision making authority is redistributed to lower or regional levels of the same central organization.
2. Delegation. A more extensive form of decentralization. Through delegation the responsibilities for decision-making are transferred to semi-autonomous organizations not wholly controlled by the central organization, but ultimately accountable to it.
3. Devolution. A third type of decentralization is devolution. The authority for decision-making is transferred completely to autonomous organizational units.
Strengths/characteristics of centralization:
 Philosophy/emphasis on: top-down control, leadership, vision, strategy.
  Decision making: strong, authoritarian, visionary, charismatic.
  Organizational change: shaped by top, vision of leader.
  Execution: decisive, fast, coordinated. Able to respond quickly to major issues and changes.
  Uniformity. Low risk of dissent or conflicts between parts of the organization.

Strengths/characteristics of decentralization:
 Philosophy/emphasis on: bottom-up, political, cultural and learning dynamics.
  Decision-making: democratic, participative, and detailed.
  Organizational change: emerging from interactions, organizational dynamics.
  Execution: evolutionary, emergent. Flexible to adapt to minor issues and changes.
 Participation, accountability.