Fundamental Principles of educational administration
1. Principle of democratic leadership:
Leadership does not arise from status or power under the law, but the situation by demonstrating the ability to deal with problems.
The administrator, as a leader, does not enforce his notions but comes to definite deductions through group intellectual and supportive policymaking. It means sharing the responsibility for achieving a positive outcome, rather than throwing the burden of authority behind bad judgment.
In this principle, it is a fact that the teacher must be involved in a full, fair and frank discussion, based on the mutual recognition of the personal worth of the other.
This discussion should lead to specific conclusions and concrete proposals, formulated in writing that teachers and supervisor can verify from time to time.
2. Principle of cooperation:
Cooperation involves:
i. Contribution in an activity to achieve a certain goal.
ii. Logic of answerability on the part of the teacher to be a coworker, not a slave. It assumes that the best solution to a problem is not known to anyone, but can be known through mutual help and discussion. Even if the supervisor knows a better method of teaching a unit or organizing a class of students, he does not pass the baton on to the teacher in a dogmatic way. He simply discusses the problem with the teacher, thinks with him about the different possible solutions, helps him to make a choice and encourages him to implement the decision that they came from each other. The teacher's morale encourages creativity and develops a sense of responsibility on his part. It also develops a climate where teachers tend to change.
3. Principle of the scientific method:
This principle focuses attention on the acquisition of facts, on the analysis of the situation as it is, and on the objective conclusion. The supervisor must use the scientific method to make decisions and determine needs, examine resources, plan procedures and evaluate results.
4. Principle of coordination:
This principle assumes that a school or group of schools is organized in such a way that all teachers work as coordinated parts rather than individually.
However, this does not mean that individuals have to lose their identity. Need to coordinate educational work and other activities in a given subject in all classes in the school and various subjects in the same classes.
Without such effort on the part of the supervisor, the main goal of education, that is, the balanced development of the personality of the child, cannot be achieved.
Another important implication of this principle is that the efforts of the school and the community to provide formal and non-formal learning experiences for children, which, should also have the same purpose and direction.
Supervision also has an important role to play in coordinating school and community efforts.
5. Principle of flexibility:
This principle implies that rules, procedures and standards must be adaptable to meet requirements as conditions change. Effective supervision also depends on careful planning for its success. Planning is a cooperative enterprise. In addition to a clear vision of the objectives and a forecast of the consequences, planning must be based on the thinking of the people concerned, their needs and their aspirations.
6. Principle of evaluation:
Evaluation is one of the fundamental functions of supervision. It's not just about testing students or evaluating teachers. It aims to improve the people and products involved. It is a judgmental process that allows better planning for improvement.
To be effective, the supervisor must be able to assess school situations and their role in the professional development of teachers.
He should have developed assessment criteria with the collaboration of teachers to assess teaching, learning and supervision.
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