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SUPERVISORY SKILLS

EDUCATIONAL SUPERVISION
INTRODUCTION:

Education administration and supervision are


now regarded as a total process inclusive of all
responsibilities and functions necessary for
running the schools. Supervision is concerned
with school problems improvement as well as
that of the whole teaching-learning situation. In
modern educational thought supervision is a
phase of administration with particular emphasis
on the products of teaching and learning
activities.
MEANING OF EDUCATIONAL SUPERVISION:

The features of the modern educational


supervision presented here are accepted widely
in the different countries of the world. These are:
SERVICE ACTIVITY:
The main purpose of educational supervision is
to help teachers do better job. In olden days,
educational supervision was looked at as an
inspection to check whether the teachers were
doing their job satisfactorily or not. But now its
basic function is to improve the teaching-learning
situation with the focus on achieving the goals of
education.
PROCESS:
Modern supervision is based on social,
psychological and educational process. Teaching-
learning process cant be improved until the
teachers quality improves. For developing
teachers interaction between the supervisor and
the teachers necessary. The supervisor is
required to stimulate, nurture and appraise the
professional growth of teachers. Thus the modern
supervision is essentially a social process.
FUNCTIONS:
Modern supervision can be described and
explained in terms of functions also as it was
done in terms of processes involved in it. A few
functions of modern supervision are coordinating
instructional services over schools of several
towns, districts and the state, upgrading
evaluation, study of problems, getting new
schemes and decisions successfully implemented
etc..
EDUCATIONAL LEADERSHIP:
Modern educational supervision is seen as a kind
of leadership in education. In the past, it was
seen only as an authority or a status position.
Today the status or the authority of the
supervisor is considered meaningless as in a
democratic society people are more conscious of
their rights and freedom and they can not be
subdued with power and authority.
DEFINITION OF EDUCATIONAL
SUPERVISION:

Supervision is an expert technical service


primarily concerned with studying and improving
the conditions that surround learning and pupil
growth A.S.Barr.
Supervision has gradually moved from the
improvement of instruction to the improvement of
learning-Harold Spears.
DEFINITION OF EDUCATIONAL
SUPERVISION:

Supervision is now conceived as process which


has for its purpose the general improvement of
the total teaching-learning situation-William
A.Yeager.
TYPES OF SUPERVISION:

Supervision is classified in to five types. They are


follows:
1) Corrective type

2) Preventive type

3) Creative type

4) Autocratic type

5) Democratic type.
1) CORRECTIVE TYPE:

In this type of supervision, the supervisor tries to


find faults with teachers, headmaster and school
work. The supervisor only looks at the negative
type of things and criticizes. He keeps record of
teachers mistakes or faults and reports the same
to educational authorities. This type of
supervision cannot improve educational system of
the school.
MERITS:

When the teachers pupils and the headmaster


know that the supervisor will point our faults,
they become very particular about their work and
try to remove their weak points.
Fear of a strict supervisor compels them to come
prepared to the school and work efficiently.
The teachers are always cautious.
DEMERITS:

Corrective supervisor discourages the teachers.


This type of supervision is not healthy.

The negative attitude of the supervisor develops


negative attitudes in teachers towards students.
2) PREVENTIVE TYPE:

Preventive supervision anticipates the possible


difficulties or problems in the school programme
and forewarns(inform) the headmaster and
teachers against possible pitfalls. The supervisor
gives suggestions to avoid the difficulties
problems. This type of supervision is very useful
to the headmaster and teachers.
MERITS:

It saves the teachers and the headmaster from


tension.
It develops good personality traits(quality) in
children.
It contributes much to the effectiveness of the
teaching-learning process.
DEMERIT:

It is over-burdens the teachers. They have always


to think of the future problems along with their
teaching work.
3) CREATIVE TYPE:

Creative supervision is one of the best type. It


comes to school with the idea that he is to help
the school teachers and the headmaster in
solving their problems. He sympathizes with
them, listens to their problems, discusses
solutions of problems and inspires them to work
more.
MERITS:

Creative supervision develops creative qualities


in teachers.
This develops in teachers and pupils, original
thinking.
This frees teachers from unnecessary bonds
(documentation). Consequently they work
independently and effectively.
4) AUTOCRATIC TYPE:

In this type, there are definite tasks laid down for


the teachers. They have to work according to his
directions with no choice of their own. This type
of supervision does not give importance to the
teachers. All guidance or directions are given by
the supervisor. This type of supervision does not
help in the progress of the school.
5) DEMOCRATIC TYPE:

This type of supervision is along democratic


lines. It attends to ability and position of an
individual. Instead of imposing orders, the
concerned individuals are consulted. The
teachers are given freedom or work, develop and
progress. This type of supervision makes use of
proper human and material resources.
PRINCIPLES OF
EDUCATIONAL
SUPERVISION:
1. FUNCTIONALLY RELATED TO
ADMINISTRATION:
Even though supervision is assigned quite
specific tasks within the area of administration it
is considered an integral part of it. Supervision
must be primarily a non-managerial service
within the total responsibilities of
administration. It is clear that two are closely
and functionally related. Good administration
and good supervision both have the some
function.
2. BASED ON PHILOSOPHY:
This means that the policies, plans, purposes,
values and meaning of supervision should be
determined by the philosophy or the way of life of
the society whose education is to be undertaken.
3. SCIENTIFIC:
All activities, plans, procedures and techniques
should be based on the scientific attitude and
method. Supervision should emphasis
experimentation, observation and inference,
objectivity and reliability. It should utilize the
finding of research, standardized tests and
statistical analysis.
4. CREATIVE:
supervision should promote free expression
among all persons participating in the group
discussion for problem-solving. Creativity means
offering new suggestions, devising new
procedures inventing and producing new things;
and all these are necessary for development and
progress.
5. PROGRESSIVE:
this means that supervision should aim at the
promotion of pupils and teachers growth and
through them the improvement of society.
Supervision should coordinate, and integrate all
available resources, materials and efforts. It
should develop those conditions of satisfaction
and security which release the spirit of creativity
and joy of achievement.
ROLE OF EDUCATIONAL
SUPERVISOR
The functions of Educational supervision may be
enumerated as following:
1) Providing leadership
2) Formulating policies
3) Studying the teaching-learning situation
4) Improving the teaching-learning situation
5) Improving the personnel
6) Improving human relations
7) Improving the group interaction
8) Improving the product of education
9) Improving the morale of teacher
THANKYOU

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