Content 2

LESSON 1
THE MEANING AND SCOPE OF SCHOOL ADMINISTRATION

AND SUPERVISION
Overview:
Administration should not be confused with supervision because they are
not synonymous terms. Each has a distinct part in accomplishing educational
aims and objectives. Both administration and supervision play important roles in
the Philippine school system.
Learning Outcomes:
At the end of the lesson, the students can:
1. develop a valid concept of the meaning and scope of school administration
and supervision in physical education and health education aspect.
2. develop the ability to distinguish administration from supervision and to know
the different types of school administration and supervision; and
3. develop an understanding of the traditional and modern concepts of school
administration and supervision.
Materials Needed:
 Computer/Android phone with internet connection (Moodle, Screen
Recorder, Google Meet and Google Classroom)
 Module
Duration: 3 hours
Learning Content:
The word administration ordinarily connotes the machinery of an
organization and its functions. It refers in general to the plan of organization and
how such organization is controlled and operated. It involves direction, control,
and operation of the organizational activities to accomplish the desired aims and
objectives. School administration therefore refers to our school system as an
organization and its functions. School administration is not an end by itself but as
a means to achieve the goals of instruction. It is essentially a service activity, a
tool or agency by which the aims of education may be fully and efficiently
realized. In other words, school administration is the act of getting things done, of
seeing that processes and methods which assure action are employed, and of
A Course Module for Administration and Management of Physical Education and Health Education 1
PROGRAMS
obtaining consecrated action from different individuals. Whatever division of labor
occur there arises the need for someone to coordinate the activities of the
different people working together.
Administration is directly responsible for the attending to its performance.

Administration must always concern itself with the execution of policy.
Organization is the channel through which the work of administration is
accomplished. It is an ordering of the behavior of individuals which enables the
performance of tasks and the accomplishment of purpose. As a result of an
administrative organization, expectancy is defined, a system of communication
and influence exists, both authority and responsibility are established. The roles
of authority and responsibility are to be recognized as integral parts of school
organization.
Administration is charged with responsibility for the attainment of

organizational aims and objectives. Administration must always concern itself
with the survival and maintenance of an organization and with the direction of the
activities of people working within the organization in their reciprocal relations to
the end and that the organization's goals may be achieved. The effectiveness of
administration is reflected in the quality of job performance.
School administration as an agency provides conditions favorable to good

teaching and effective learning. It should consider the people, and its efficiency
must be measured by the extent to which it contributes to teaching and learning.
It can contribute immensely by providing efficient teachers and furnishing them
and the pupils with the proper tools and environment for work. School
administration covers (1) the school plant which includes buildings, grounds, and
equipment, (2) the teaching personnel and staff, (3) child accounting, (4) school
curriculum, (5) finance, (6) guidance and counseling, and (7) school-community
relationships or public relation.
It is a narrow concept to think of school administration in strictly operational

terms. School management is only a part, although an important aspect of school
administration. Management makes the plan works. It keeps things going. The
goal of management is effective performance of educational program. School
administration is concerned, not only with organization and procedure, but also
with the processes by which practices are adapted and instituted. School
administration is more than management. Like any human activity, it is too
complex to be chartered or diagrammed. Neither can it be analyzed with any
great precision. School administration is a three-cycle process planning,
PROGRAMS
management, and evaluation. We plan, we put plan in operation, and we
measure our progress. The school administrator is responsible for expediting a
process which brings all the persons with legitimate interests in a program into
effective collaboration in planning for it. Whatever division of labor occur there
arises the need for someone to coordinate the activities of the different people
working together.
In any organization all these three cycles must be working. A school

division or a school district must have both personnel and resources to permit
administration to function effectively in all three areas. The fact is that in too
many cases planning is now sporadic, evaluation is incidental, and management
monopolizes the time and energy of the administrator, the supervisor and even
the local and provincial school boards.
Supervision, on the other hand, ordinarily implies to the improvement of

the total teaching-learning situation and the conditions that affect them. School
supervision is a specialized function which involves leadership in studying,
improving, and evaluating teaching-learning situations and the conditions that
affect both teaching and learning. Supervision may also be defined as a process
of bringing about the improvement of instruction by working with people who are
working with pupils. It is a process of stimulating growth as a means of helping
teachers to help themselves. Adequate supervision is concerned with making
adequate provision for all the conditions which are essential to effective teaching
and learning through those activities which are primarily and directly. concerned
with studying and improving conditions which surrounds the teaching of the
teachers and the learning of the pupils.
For a modern definition of supervision, Barr, Burton, and Brueckner have this to
say: "Supervision is an expert technical service primarily concerned with studying
and improving conditions that surrounds learning and pupils' growth." This
definition implies leadership on the part of the supervisors. To. Mel-choir,2 the
words "supervisor," "supervision," and "supervisory program" relate to the
instructional phases of school plan and activities. According to Crow and Crow3
"to supervise is to criticize, to evaluate, to appraise, or to praise."
Supervision can also be defined in terms of functions or purposes for

which it is. used, purposes which lead meaning to the techniques employed.
From the major divisions of his text book, Wiles discusses supervision as: (1)
skill in leadership, (2) skill in human relation, (3) skill in group process, (4) skill in
personnel administration, and (5) skill in evaluation. From this definition, we can
PROGRAMS
definitely conclude that supervision refers to the process of coordinating group
activity in such a way as to attain desirable goals. It can also be said that the
fundamental purpose of any supervisory activity is guidance toward whatever
improvement in the attitude of the supervised may be considered desirable in
terms of group accepted standard. Thus, Supervision has become a program of
in-service education and cooperative group development.
The purpose of modern supervision, therefore, is to supply the leadership

which will help the staff members improve the instructional situation and in doing
that, to grow professionally themselves. Instead of showing or telling the
teachers how to do their jobs better, the supervisor or principal works with them
in the study and analysis of the total learning situation in order to improve it. In
other words, the purpose of supervision is to improve instruction through proper
direction, guidance, and stimulation of teachers. This view implies that instruction
may be improved and that teaching efficiency may be increased. Under this
conditions, one authority has noted that "the improvement of teachers is not so
much a supervisory function in which teachers participate as it is a teacher's
function in which supervisors cooperate."
The modern concept of supervision holds that as individual is unique,

dynamic, purposeful, and he learns and reacts as a whole to those things
identified with his own purpose. When one applies this organic point of view to
supervision, the shift in emphasis moves from subject-matter per se to the key
factors in the teaching and learning processes- the teacher and the learner.
Since improvement of instruction is the primary reason for any supervisory
program, and since any such improvement hinges on teacher performance, it
follows that the teacher is the key participant in the total program.
Modern supervision is based on the following educational concepts:
1. Instructional supervision is a dynamic, growing process that is occupying an

increasingly important role in the schools.
2. The aim of supervision is to offer leadership in the improvement of educational

experiences for children and youth.
3. Leadership is centered in a group, not in an individual. Leadership is guided by

the spirit of cooperation rather than competition.
4. The type and quality of supervision are affected by the situation, the
organization, in which the supervision exists.
PROGRAMS
5. The climate of human relationships within the group and the degree to which
the members are committed to group goals influence the degree of change in
practice.
6. The actual role of supervision and of instructional leaders is a composite of all

the expectations held for the role by the people associated with it.
7. The primary goal of supervisory leader is to foster democratic leadership in

others.
In a broad sense, supervision is a school service designed to improve the

teaching-learning situations and the conditions that affect teaching and learning.
It is sometimes thought of as an expert service which is provided on a
consultation basis. In fact, in some areas of the country, the very term
supervision is being changed to consultation. In modern supervisory programs,
school principals and supervisors serve as skilled resource persons possessing
skills which aid administrators, teachers, and parents and pupils in providing
educational program which will essentially improve the quality of living in the
communities in which they live and work.
In business and industry, it is an accepted principle that supervision aims to

improve the quality and quantity of production. In education, the purpose of
supervision is to stimulate teachers and pupils toward the utilization of better
teaching-learning procedures. The entire supervisory activity should be directed,
therefore, toward the improvement of the total teaching- learning processes and
the total setting for learning. Supervision covers (1) the formulation of the aims,
objectives and purposes to be achieved, (2) the selection and organization of
subject-matter to be taught, (3) the placement of the teachers who will teach
them, (4) the selection of methods and techniques by which the subject-matter is
taught, and (5) the evaluation of the growth of the child and the improvement of
the teacher.
Based on the modern concept, the ultimate aims of super vision may be
considered as follows:
1.To structure classroom environment for effective teaching and learning
2. To select and utilize methods and techniques and instructional materials which
will insure the steady growth of each pupil.
3. To help the teachers and the pupils to formulate instructional goals or aims to
be accomplished.
PROGRAMS
4. To provide the school system with a clearly defined supervisory program that
will insure the attainment of instructional goals or aims.
5. To formulate evaluative procedures to measure the effectiveness of the total

supervisory program.
6. To develop proper attitude in the entire teaching personnel that supervision is

a cooperative endeavor and that no teacher fulfills his professional obligation
unless he cooperates with others.
7. To provide help and guidance to pupils and teachers to meet their day-to-day
problems.
8. To develop the attitude that instructional improvement is closely related to self-

improvement of all members of the teaching personnel and staff.
9. To develop a sound working relationship in which teachers feel secure and

confident.
10. To promote good school-community relationships essential to good teaching

and productive learning.
Types of School Administration and Supervision
The two well-known types of school organization or administration are the

autocratic and the democratic, or the traditional and modern. In the autocratic
conception of administration, authority and responsibility are placed on the chief
executive or single individual. In this type of school organization, efficiency of
operation is the primary goal. Under the autocratic type of school organization
are: (1) the extrinsic-dualistic, (2) the line-and-staff, and (3) the laissez-faire. In
the extrinsic-dualistic type of organization there is no centralization of authority,
no definition of lines, no mechanism for cooperation. On the other hand, in the
line-and-staff organization, the authority is placed on the line officers or school
administrators who issue orders. The staff officers or the supervisors supply
advice, information, and technical assistance to line officers. In a line-and-staff
school organization, leadership is simply an expression of two principles, namely:
(1) the principle of authority; and (2) the principle of obedience to properly
constituted authority. In a line-and-staff organization the officer's final authority is
actually derived from the power under the law. Areas of authority and
responsibility are assigned to line officers who have a measure of executive
authority. The Philippine school system is patterned after the line-and-staff
organization. In the laissez-faire conception of school administration, individual
PROGRAMS
schools represent supreme authorities or independence and function with little
reference to any central unifying organization. The University of the Philippines
and the Philippine Norma College are good examples of laissez-faire type of
school organization. They have complete independence and function with little
relationship with the Department of Education and Culture.
In a democratic school organization, on the other hand, the administrator’s

position of leadership is derived from the position of authority but out of the group
decision and deliberation. In other words, authority is derived by persons from
the situation and is shared by all who participate in the planning. Final authority is
vested in the group. The group, as well as the individual, is held responsible for
its actions. Effective responsibility becomes possible only through an optimum
level of participation which is the requisite of freedom.
Democratic type of school administration is governed by the following

principles:
a) Principle of Intelligence-Only people with ability or intelligence should

participate in the administration of the school. Democratic administration calls for
use of intelligence rather than emotions.
b) Principle of Cooperation-The democratic type of school administration

provides opportunity for cooperation. Group pro cess is used in this type of
school administration.
c) Principle of Participation-This type of school administration provides for

individual participation and recognizes the strength or ability of each individual.
d) Principle of Individuality-Democratic administration recognizes the uniqueness

of an individual. His interests are particular interests and his abilities are special
abilities. These differences are sources of strength.
In democratic school administration the final authority is vested in the group.

Group process is utilized in formulating school policies. It is governed by the
principle of cooperation rather than competition.
Like school administration, supervision is of several types. Barr, Burton,

and Brueckner identified four excellent types of supervision, namely: laissez-faire
type, coercive, training and guidance and democratic leadership. The laissez-
faire type of supervision uses inspectorial supervisory methods unaided by any
objective control, in which the teachers are observed, but nothing is done to help
them improve the work they are doing. In other words, teachers are left free; they
PROGRAMS
are not to be imposed upon or directed. The coercive type of supervision is the
opposite of the laissez-faire type. In it the principal visits the teachers in order to
observe them. The teachers are required to follow ready-made procedures ot
standards prescribed by the principal, supervisor, or superintendent. In the
training and guidance type of supervision, emphasis is placed upon the
improvement of the teacher, as well as her technique through direction, training,
and guidance. The democratic type of supervision enlists the teacher's
cooperation in the formulation of policies, plans, and procedures. In this type of
supervision, the supervisor observes, with the aim to improve teaching-learning
situations, through cooperative process or group action. The teachers,
supervisors, and administrators are regarded as co-workers in a common task.
All these types of supervision are practised in our school system.
Ayer, gives the following types of supervision: 1) authoritative supervision,

2) creative supervision, 3) organismic supervision, 4) democratic supervision,
and 5) scientific supervision. Authoritative supervision refers to supervision that
is carried on with some degree of administrative authority. This type of
supervision is based on a standard program of instruction carried on through
direction and guidance. Creative supervision is based on the idea that
supervision is an originating enterprise which aims to provide an environment in
which teachers of high professional ideals may live a wholesome and creative
life, and may promote the potential powers of creativeness in pupils. Organismic
supervision promotes the idea that the child develops as an organic whale;
hence teaching and supervision should emphasize the unifying processes and
integrated outcomes. Democratic supervision is based on the concept that
planning, leadership, conduct and evaluation of instructional improvement should
be shared by the teaching personnel. Democratic supervision involves leadership
and participation. Scientific supervision is based on the idea that improvement of
instruction may be based upon measurable and controllable items. This type of
supervision makes use of the scientific principle that the solution of a problem
should be based on facts.
Administration and Supervision Interrelated
In the Philippine school system, administration and supervision

supplement and complement each other. They are both complementary and
supplementary functions of our school system. The Educational Act No. 74 of the
Philippine Commission failed to draw a demarcation line between school
administration and supervision. According to this Act, "every administrator is a
supervisor and every supervisor participates in administrative affairs."
PROGRAMS
From the preceding definitions of, administration and supervision, one can
conclude that the two terms are interrelated. Effective learning which is the
fundamental aim of supervision, cannot be accomplished under inefficient
administration. It is generally accepted that proper administration is one of the
great factors of learning. Administration is intended solely to facilitate instruction;
instruction must be so administered as to make it efficient and effective. The way
the school plant is operated, the manner the teachers are selected and assigned,
the methods of preparing the school budget, the attitudes of the administrators
toward the problems of children, the requirements for promotion from year to
year all these aspects of school. adminis tration become part of the ways of
learning of all human beings connected with the system. The purpose of school
administration, then, is to bring all phases of the total school enterprise into a
harmonious working relationship around some central conception of unity
inherent in the process to be desired in learning. Since administration is a means
of learning which is the goal of supervision, it must exemplify in its practices
those democratic, interactive, integrating processes basic to the successful
functioning of the total school enterprise.
Administration has a leading role in education and can serve as a

powerful, constructive influence if it is centered on the ways and means of
attaining the purposes of the educational program. Administration requires more
than mere knowledge of management or keeping the machinery operating
smoothly. It demands a continuous study of goals to see how they can be best
attained, and a constant appraisal and analysis of physical facilities, tools,
equipment, materials, and personnel to determine how all these means can be
utilized to utmost advantage. Administration requires specialized ability and a
thorough-going knowledge of the science of administration, just as the planning
and direction of the learning activities of boys and girls require specialized
abilities on the part of the teachers.
Supervision also plays a major role in creating an atmosphere in the

school system stimulating to the growth of more desirable qualities among the
personnel of the teaching staff. It is no longer regarded as a mere inspection of
the work of the teachers, but as a form of democratic leadership -- a clearing
house of the best ideas of the work in the field. It is within the scope of
supervision to stimulate and inspire the teachers to do creative work and to
encourage them to grow professionally.
Even since supervision was added to school management, there has

been a concerted attempt to draw a line of demarcation between administration
PROGRAMS
and supervision, between the job of administering and that of supervising. This
campaign for strict interpretation is still far short of its goal, especially in a highly
centralized school system like that of the Philippine school system.
All administrative and supervisory efforts have as their ultimate objective

the best possible teaching and learning conditions for both the teachers and the
pupils. Supervision as a special type of serve, is distinctive in that its immediate
purpose is the improvement of the teaching-learning situation. It touches the
teacher, the learning conditions, and the child directly. Administrative function
has the same goal, but only remotely. The planning of the school building, the
selection and employment of teachers, and the purchase of equipment and other
instructional materials all have as their final objective the most effective learning
on the part of the pupils.
Though administration and supervision are interrelated, differences in

positions between the two can be briefly described as follows:
1. Administration represents the whole of the educational system, while

supervision represents a portion of it that is related to the improvement of the
total teaching-learning situation.
2. Administration emphasizes authority, and service in case of supervision. Every

act of the administrator is based upon service. Administration, for the most part,
reflects more authority than supervision.
3. Administration provides favorable conditions essential to good teaching and

learning, and supervision carries out the better operation and improving of it.
4. Administration decides, directs, and orders the execution of the educational

program, while supervision assists, advices, guides, and leads the operation and
improving of* the program. In other words, administration directs and supervision
serves.
It can be said that in this country administration and supervision are

correlative, coordinate, and complementary functions of education. Supervision
is a function of school administration and subordinate to it. It can be concluded
that administration and supervision are two separate and distinct functions
The present writers lean strongly toward the point of view that
administration and supervision are correlative functions of education with
overlapping but with distinctive theories and techniques. However, many school
administrators in this country are beginning to realize that supervision is no
PROGRAMS
longer an adjunct of school administration. Because of the expanding school
program, crowded schools, and countless other educational problems,
administrators have little time left for supervision. It has become necessary to
compromise between administrative and supervisory duties and responsibilities.
In some schools this pressure of administrative duties has relegated supervision
to a series of sporadic classroom visits where the administrator has a separate
moment. In other schools especially in secondary schools, supervisory duties
have been delegated to the department heads. These department heads often
have full-time teaching load themselves, and frequently the qualifications of a
department head are not commensurate with the qualifications of a superior.
Probably the most satisfactory method for providing supervision has been
to hire an administrative assistant to free the chief administrator from supervisory
duties. This practice is done in some big cities in the Philippines and in the
United States. Having an administrative assistant is an effective method for an
administrator to secure supervisory time. However, an administrative assistant
must necessarily share the administrator's duties by virtue of the very nature of
the position. He can take full responsibility for the supervision of instruction. In
such an organization the administrator and his assistant should work together
and each should have specific responsibilities in discrete areas of the total
school program.
Scope of School Administration and Supervision
In order to have a clear conception of the scope of school administration

and supervision, we may present here examples of administrative and
supervisory activities. We have to determine the activities rightfully belonging to
administration and supervision as limited by their respective definitions.
Edmonson, Roemer, and Bacon, in their textbook, give the following as a
summary statement of the activities rightfully falling under administration:
1. The Selection of the Teaching Staff
2. The Organization of the Administrative and Teaching Staff
3. Departmental Organization
4. The Present Need for Improving Physical Facilities, Site, Grounds, and Size of
Building
5. Space Devoted for the Administration of Facilities
6. Space Devoted to Instruction, for Services, and Equipment
PROGRAMS
7. Increasing Office Efficiency
8. System of Records and Reports
9. Office Rotation and Personnel
10. Widening Participation in Planning the Budget
11. Accounting Procedures
12. Accounting of Supply and Equipment
13. Making Schedules
14. Importance and Functions of Discipline
15. Guidance Program
16. School Assembly
17. Student Organization and Activities Clubs, Dramatics; Publications,

Handwork
18. The Curriculum
19. Selection of Instructional Materials
20. The School Library
21. Appraising and Reporting Progress of Students
22. The Public Relations Program
23. Secondary Schools and College Relations
24. Faculty Meeting9
Barr, Burton, and Brueckner give the following as a sum mary statement of
the activities belonging to supervision:
1. Survey of the School System
2. The Direct Improvement of Classroom Teaching
3. The General improvement of Teachers-in-Service
4. Organizing Programs of Cooperative Activity
5. The Development and Maintenance of Morale, or Esprit de Corps
6. The Selection and Organization of the Materials of Instruction
PROGRAMS
7. Experimental Study of the Problems of Teaching
8. Determining the Desirable Physical Conditions of Learning
9. Performance of Professional and Semi-Administrative Duties
Author Gist gives the techniques of supervision under the following headings:
1. Teacher Diagnosis
2. Pupil Diagnosis
3. Diagnosis of Curricular Offerings
4. Survey of Methods in Instruction
5. Budgeting of Time in Supervision
6. Classroom Visitation
7. Teacher's Meeting and Conference
8. Demonstration Teaching
9. Professional Growth
10. Teacher-Pupil Relationship
11. Evaluation of Supervision
The foregoing activities are proofs that the scope of modem supervision is
considerably broader than that of the older philosophy of supervision. Usually the
scope of the supervisor's job has been largely limited to such activities as
classroom visits, individual or group teacher conferences, rating teachers,
recommending instructional materials, and study groups, in which the supervisor
usually instructs the teachers in some aspects of the teaching job. At present,
however, the supervisor or principal and teachers have to be concerned with the
"total teaching- learning situation" which includes the teachers, the classroom,
and the pupils. It also includes both the curriculum and the administrative factors
involved, such as scheduling of school programs, policies on pupils' progress,
methods of pupil evaluation, allocation of funds for materials and equipments,
and other aspects which affect the teaching-learning situation. It is evident,
therefore, that the scope of supervision has broadened considerably, and that
the factors are properly within its province.
PROGRAMS
The Traditional and Modern Concepts of Administration and Supervision
To have a vivid picture of the modern trend in school administration and

supervision, it is necessary to discuss briefly its traditional concept. The
traditional concept of administration and supervision is based on the philosophy
that the teacher is the center of administration and supervisory activities. Since
teachers of an earlier days were largely unprepared and without professional
status, they were expected to listen to administrators and supervisors, and to
carry their directives without questions. The old concept puts more emphasis
upon imposed improvement of the teachers through teacher-training and rigid
discipline. Traditional administration and supervision place more emphasis upon
techniques and the use of subjective devices and autocratic procedures. The
traditional concept of school administration and practices leadership through
compulsion, coercion, and imposition or through pressure in the use of
readymade solutions or procedures. Traditional administrators and supervisors
consider themselves as experts and work outside of the group under their control
and supervision. They also regard classroom visitation as isolated from other
school activities and projects
Early in the history of school administration and supervision, operations

were largely on a personal and practical basis. Men were selected, not because
of their special technical training, but rather because of their success in dealing
with the public, the teachers, and the students. The conception of administration
and supervision during the period reflected the existing practices in business and
industry whereby the manager, with the approval of the board of directors,
determined the policy and directed the operation of the company and the work of
its employees. The inadequacy of the traditional concept of administration and
supervision in reference to education was gradually recognized.
The modern concept of school administration and supervision, on the

other hand, recognizes the child and his growth and development as the center
of administrative and supervisory activities. In other words, the concept of
administration and super vision has gradually moved from the improvement of
instruction to the improvement of the learning process. Modern administration
and supervision promote the growth of the child and the teacher through
stimulation, direction, and guidance. Modern administration and supervision see
education as a whole. All factors are evaluated in terms of administrative and
supervisory principles rather than techniques in improving the teaching-learning
situation. Facts and information are secured through the use of scientific and
objective devices. Subjective judgment became less emphasized and importance
PROGRAMS
was just attached to objective and scientific evidence. Group planning, group
discussion, and group evaluation are utilized to accomplish the desired aims.
Interdependence and cooperation are the essential characteristics of modern
administration and supervision. In modern administration and supervision all
school activities are integrated or correlated with community projects which affect
teaching and learning processes. Integration of school and community activities
calls for democratic leadership which functions in a group situation through
cooperative action. It involves certain relationships between the leader and the
group. The modern school leader regards himself, not as an administrator or
supervisor who works outside the group, but as a member working within. The
administrator or supervisor who tends to have satisfying relations with other
people is more likely to be successful.
The modern concept of school administration and supervision is more

than mere inspection of the work of the teachers; it is a friendly help and counsel-
a clearing house of the best ideas acquired in the field. In other words, modern
administration and supervision are cooperative. Instead of directing attention
solely to the improvement of individual teachers, it enlists the cooperative efforts
of the entire staff in the study of the educational problems of the school. Much
attention is directed also to the function and operation of group processes, and
the contributions of all members is sought and encouraged. It can also be said
that modern administration and supervision are considerably broader in their
scope and functions than were encompassed in their earlier concepts and
practices. Their functions are more diverse or varied. Under the present concept
these functions include many of the conditions and influences affecting teaching,
as well as the learning and growing of the pupils and the improvement of the
health, physical, economic, and social conditions of the community.
The most recent special concept of school administration and supervision

treats it from the point of human relations. The change from individual
improvement to group improvement through cooperative efforts has also
changed the relationships of the educational personnel. This change is the result
of an enlightened understanding of democracy and increased knowledge of
psychology as is apparent even in the titles of positions. This change in the
concept of positions has created psychological insecurities in the administrator or
supervisor himself and blocks his relationship with teachers. Both the
administrator and supervisor no longer direct or guide but rather suggest change
provide materials and resources to the teachers. Administrators and supervisors
now are more frequently called consultants or coordinators than administrator
PROGRAMS
and supervisor. But unless consultant role of the administrator and supervisor is
properly supported by the executive school officials, it is ineffective and even
threatening to the teachers. This change in personnel relationships is the result
of an enlightened understanding of democracy as a way of life. The modern
concept of school administration and supervision derives its spirit from the nature
of our concept of democracy. It can be said, therefore, that democratic school
administration and supervision must be based on human dignity and human
worth and must give priority to human factor.
The traditional and modern concepts of school administration and

supervision can be summarized as follows:
1. The traditional concept of school administration and supervision is based on

the philosophy that the teacher is the center of administrative and supervisory
activities, while the modern concept recognizes the child and its growth.
Administration and supervision have gradually moved from the improvement of
teaching to the improvement of learning.
2. The traditional concept of school administration and supervision is subjective,

while the modern concept is more objective and scientific. Modern administration
and supervision are based on facts and utilize scientific and modern devices and
procedures.
3. The traditional concept of school administration and supervision is

individualistic and regimented, while the modern concept is socialistic or
cooperative. In the traditional concept, administrators and supervisors are
considered as experts who know nothing wrong.
4. The traditional concept of school administration and supervision puts more

emphasis on techniques, while the modern concept is based on principles. While
both techniques and principles are necessary, principles are fundamental and
serve as the basis of techniques.
5. The traditional concept of school administration and supervision practices

leadership through compulsion, coercion, and imposition, while modern
administration and supervision practices democratic leadership through
stimulation, direction, and guidance.
6. The traditional concept of school administration and supervision regards

classroom visitation as an isolated activity from other projects, while under the
new concept it covers the whole teaching-learning factors which are resident in
PROGRAMS
the pupils, in the teachers, in the administrators and supervisors, and in the
school.
The Development of Concepts in School Administration and Supervision in

the Philippines
The history of school administration and supervision reveals that the role
of the administrator and supervisor changes in accordance with the needs and
available knowledge and conditions of the times. The concept of school
administration and supervision has undergone changes in the Philippines as to
the functions and philosophy controlling administration in general and
supervision in particular. In the early days, administration and supervision were
inspectorial in character, and the methods used were dictatorial and coercive.
They inspected the buildings and grounds and equipment. They even checked
the attendance and enrolment of the pupils. Later on, emphasis was placed on
the improvement of the curriculum and the improvement of instruction through
the training and guidance of the teachers. The introduction of new subjects like
music, manual arts, adult education, and home economics in the elementary and
secondary school curriculum led to the development of special supervisors.
Special supervisors expanded rapidly, particularly in the city of Manila and in
larger divisions. At present, administration and supervision are conceived as "an
expert technical service primarily concerned with studying, improving, and
evaluating teaching-learning situations, and the conditions that affect them." It
becomes synonymous with democratic leadership which stresses the dignity and
worth of the individual, promotes the general welfare, and proceeds through the
method of intelligence through cooperative action. With the placing of emphasis
on democratic and creative supervisory procedures and better understanding of
the new concept of administration and supervision as the improvement of the
total teaching-learning situation, the relationships between administrators,
supervisors, and teachers improved. Thus, the administrators and supervisors
assumed an additional role, that of consultants.
The development of the concepts of administration and supervision in this

country is presented below:
THE DEVELOPMENT OF CONCEPTS IN ADMINISTRATION AND

SUPERVISION IN THE PHILIPPINES
Concepts of Period of Parties doing Nature of

Administration Influence administration and Administrative and
and Supervision supervision supervisory
PROGRAMS
program
Inspection of 1901-1924 Administrators and Administrators

school ground special supervisors Inspection for the
and classrooms sake of control.
Emphasis upon
regulations and
standards set up
by the Bureau of
Education
Improvement of 1925-1941 Administrators, Centralized of

the curriculum, general, division, control and
instruction, and district, and special inspection of
improvement of supervisors instruction through
teachers in observation,
service demonstration
with attention
focused on
weakness of the
teachers.
Improvement of From 1949 to Responsibility of the Program control in

the total teaching- present administrators, the cooperative
learning situations supervisors and study expertise
and the conditions classroom teachers such as
that affect them with the help of curriculum
thru cooperative experts or development, in
leadership consultants service training
course, etc.,
toward
improvement of
teaching-learning
situations.
Improving School Administration and Supervision
PROGRAMS
To improve school administration and supervision, the following
suggestions are to be taken into consideration.
1. Educational administration or supervision is a dynamic profession which does

not remain fixed but constantly shifting, changing, and growing. Educational
administrative or supervisory practice is not such a nature that it can depend
upon fixed associations, specific and unchanging skills, and static knowledge.
The administrator or supervisor must be equipped to deal effectively with such
situations or be willing to accept the consequences of ineffective performance.
Growth and education are continuous throughout the life span.
2. The recent advance in science and technology has placed new societal
demands upon the schools, and, in turn upon school administrators and
supervisors. The accelerating rate of change in recent years staggers the highest
levels of the imagination of man. The way of life, customs, culture, institutions,
and mores of Filipino people are being constantly alerted. Scientific and
technological innovations have appeared rapidly that the theory and practice of
the art of science education have failed to keep pace with actual demands.
School administrators and supervisors must be constantly alert to develop fresh
mental outlooks if they are to keep abreast of change and meet the demands
placed upon them by those whom they serve
3. The school adminıstrator or supervisor, as an educational leader must exhibit

professional growth if those whom he professes to lead are to grow. The most
influential aspect of school administrator or supervisor is the example he sets.
Professional growth is continuous. The school administrator or supervisor cannot
expect his staff and his teaching personnel to grow in service unless there are
evidences of continuous professional growth on his part.
4. The school administrator or supervisor must keep abreast of the newer

educational practices in order to lessen the time lag between the discovery and
application of new knowledge. The problems related to the improvement of
education in the Philippines are too crucial to permit any great time lag between
the discovery and application of new knowledge. The school administrator or
supervisor should involve himself in the field of education. Only through such
involvement may school system be assured of enlightened administrative
supervisory leadership.
The Teachers' Need for Knowledge of Administrative and Supervisory

Responsibilities
PROGRAMS
It is of common acceptance that the most important duty of a teacher is
classroom instruction. The numerous duties which the teacher performs, such as
managing the pupils, looking after instructional materials, caring for school
facilities, keeping records, making reports. and cultivating wholesome relations
with the community, are usually regarded as entirely incidental to the major
responsibility of instruction. True enough, these numerous duties are subordinate
to instruction, but they also condition instruction, and to a considerable extent
determine its success. Consequently, public school teachers in the Philippines
are judged by their efficiency in the performance of these non-instructional
duties.
Evidence of the number of the complex character of the activities which

modern Filipino teachers are expected to perform is found in the published rules
and regulations of the Bureau of Public Schools. A teacher, to be well prepared,
should make a study of his administrative and supervisory responsibilities, which
should be comprehensive enough to cover all emergencies and supply a basic
understanding of the purpose of education. Only when such a broad study has
been made will the teacher understand what is demanded of a member of the
teaching profession. One way in which a teacher can gain this broad view is
through the examination of the administrative and supervisory activities and of
the rules and regulations of the Bureau of Public Schools, Bureau of. Vocational
Education, and the Bureau of Private Schools.
Guides in School Organization, Administration, and Supervision
The development of school administration and supervision has been

associated directly with the attention devoted to the problem of school
organization. There are certain general considerations which, should receive
attention in dealing with school organization, administration, and supervision.
Some of the more important of these are the following:
1. The primary function of school organization, administration, and supervision

should be directed to the actual education of children. The kind of buildings
provided, the way the school building is maintained, the selection and
assignment of teachers, the way the children are selected and grouped for
instruction, the selection and organization of subject-matter to be taught, the
procedures of supply management, and all like matters can be justified only by
this test. Good school administration and supervision must constantly study the
plan of school organization and the way it is operated to see that the needs for
effective teaching and learning are met.
PROGRAMS
2. School organization, administration, and supervision should be based on the
participation of the entire teaching personnel, the parents, and the pupils. A
sound and effective conduct of a school requires the participation of the entire
teaching staff, the parents, and the pupils in the development of many aspects of
the school program. It is not the role of administration to determine function and
policies, but rather to create a situation in which all associated with the school
participate appropriately in their determination. Likewise, it is not the role of the
classroom teachers to administer and supervise the school but to recognize the
desirability and necessity for special competence in this aspect of the school
program, just as there is like necessity in the realm of teaching. The
administrator and supervisor should carry forward the general activities of the
school which are incident to the materials and services required by teachers,
parents, and pupils which are necessary to make the school operate as a unit in
the total educational program.
3. The plan of school organization, administration, and supervision should

recognize the principle of democratic action which foster democratic values.
Participation of all members of the school should be recognized as essential in
the formulation of educational policies. School organization and administration
should develop procedures whereby the creative abilities of teachers, parents,
and pupils are released in the cooperative development of a program adapted to
the needs of the community and the pupils served, and consistent with guiding
principles developed and accepted by the school system as a whole. Likewise,
school organization and administration should offer every child, regardless of
ability, regular progress through a program which provides equalized educational
opportunities for all.
4. School organization, administration, and supervision should allow the

individual school to function as an independent unit in program development.
With the development of a centralized school system, considerable emphasis
has been placed on system-wide approaches to the formulation of a program. As
a result, the individual school has not been in a position to develop is program as
a whole to meet the particular needs of the community it serves and uniformity
becomes the common characteristics of the program of the various schools. The
individual school should become the actual operational unit in program-
development, as well as in administrative organization. If the individual school is
given freedom, the staff must accept the responsibility or no gain will occur. The
principal and the staff of the individual school must accept a larger degree of
responsibility in the overall program planning and development.
PROGRAMS
5. School organization, administration, and supervision should provide for the
grouping of pupils in relation to the general objectives of education to be
achieved. It cannot be denied that flexible groupings are required in a modern
educational program. The important factor to hold in mind in school organization
and administration is that grouping is not a mere administrative procedure for
dividing them among the teachers, but that it bears directly on the outcomes
which may be realized through the educational program.
6. School organization, administration, and supervision should recognize the

importance of the experiences off the children and the varied resources of the
community in which they live. Good school organization, administration, and
supervision will make it possible to meet these needs. The community is rich in
opportunities for vital, socially. valuable activities and in resources and persons
and materials that may be brought to bear on matters considered by boys and
girls in school. Good school organization, administration, and supervision will
expect these resources to be used and will make it easy to go to the community
for excursions, interviews, and community projects.
7. School organization, administration, and supervision should provide for

extended association with, and guidance of pupils. Any plan of school
organization and administration should provide opportunity for teachers to know
the pupils and to work with them intimately. This is essential to the development
of a good educational program. Good education depends on full understanding
of each child as an individual. It is important, therefore, to develop a school
organization in which individual personality and achievement are always
respected and sought, and in which the child finds that security and stimulation
needed for his optimum development.
Learning Activity:
Pair-Share
Direction: Choose your partner, discuss, prepare a video presentation of the
consolidated idea and send your output in our Facebook Page.
1. Develop a valid concept of the meaning and scope of school
administration and supervision in physical education and health education
aspect.
Learning Evaluation:
Direction: Answer each question in three sentences.
PROGRAMS
1. Explain the meaning of administration and supervision. What are their
major phrases?
2. What concept of school administration now operates in the Philippines?

What idea of supervision?
3. What is the fundamental purpose of modern supervision, Compare it with

the traditional type of supervision?
4. In what way are school administration and supervision, as practiced in this

country, interrelated?
5. Why is it difficult to draw a demarcation line between administration and

supervision in a centralized school system?
6. How would you define supervision as practiced in our public and private
school systems?
7. Explain the democratic conception of school administration. The

democratic conception of supervision.
8. What are some of the advantages of a democratic school administration

over an autocratic administration? Of a democratic over an autocratic
supervision?
9. Why do we need democratic administration and efficient supervision in

this country?
10. Why is it necessary for the classroom teacher to have a clear

understanding of the concept of school administration and supervision?
References:
Herman C. Gregorio, Ph.D, School Administration and Supervision, Copyright
1961, Reprinted 2008, Member PAPI Publishers Association of the Philippines,
Inc.
PROGRAMS
LESSON 2
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISION
Overview:
The term function as used in education may mean the purpose or activity
to be accomplished by creative educative process. The term applies to education
as a whole, to a unit of a school system, or to some activities carried on by the
school, Functions are fulfilled by providing some ends or goals. The school can
achieve the administrative and supervisory functions. The functions of the school
are oftentimes determined by its organization and classroom practices.
Learning Outcomes:
1. provide the students with an adequate understanding of the major function of

school administration and supervision;
2. develop an understanding of the administrative and supervisory functions of
the Bureau of Elementary Education and the Bureau of Secondary Education;
and
3. develop an insight of the value of leadership in school administration and
supervision;
4. make a concept map on functions of School Administration and Supervision
pertaining to Physical and Health Education.
Materials Needed:
 Module
Duration: 3 hour
Learning Content:
PROGRAMS
In a large school system, supervisory authority is usually delegated by the
superintendent to an assistant superintendent, to principals, and to supervisors
of special educational fields, such as: health education, English, home
economics, music, and the like. Within the local schools themselves there may
be further division of administrative and supervisory responsibility. The principal
of a large high school may have one or more administrative or supervisory
assistants whose function is to supervise the activities of specified groups of
teachers and pupils within the school.
In a complicated and intricate school organization the chief supervisory officer

may find most of his time and energy devoted to the care of an administrative
detail that gives him little opportunity for direct supervision. This is particularly
true of a principal of a large school. On account of the pressure of administra tive
duties, the principal may be compelled to delegate to his associates the actual
supervision of the instructional program.
The Functions of School Administration
Although school administration and supervision are interrelated, they

complement and supplement each other, and they have different and specific
aims and functions. Administration is job centered and the nature of the work to
be done makes a difference in administrative functions, are always developed in
reference to policies that have been established and jobs that have to be done
and the effectiveness of administration is reflected in the quality of job
performance.
Some of the major functions of school administration are the following:
1. Planning-- Planning is a fundamental function of school administration.

It is the process of determining the nature of the educational enterprise. Planning
is a method of approaching problems. It is examining problems to be done,
gathering information on them, determining alternate courses of action, and
making decisions about how the problems should be solved. Planning as a
function of school administration may be defined as the activity of devising and
selecting courses of action directed toward the achievement of educational goals
and objectives.
The multifarious school activities call for careful and scientific planning on
the part of the administrator. In planning school programs or activities, the
administrator must take into consideration the general aims and objectives to be
achieved, a sequence of appropriate learning experiences, the procedures to be
PROGRAMS
used in accomplishing them, and the criteria employed to determine the degree
of success achieved by the program. In other words, the plan must show the
objectives desired, the proposed instructional materials, and the procedures and
means selected to accomplish the educational objectives outlined. The general
objectives must provide the guidelines. The learning experiences should not be
chosen because they are available. They should be selected in order to
accomplish the purposes for which the school is organized and maintained.
2. Organizing The function of organizing can be thought of in several

ways. It may be thought of as structuring. As such, it primarily involves placing
job materials, and ideas in a structure. Organizing can also be thought of solely
in terms of purpose, as a means of unifying efforts to get things done. Thus, a
definition of organizing as a function of educational administration is the activity
of arranging and structuring relationships in such a way that a unified effort is
made in achieving the goals and objectives of education.
Organizing for administration, the school administrator must make a

survey and analyze all factors and conditions requiring modification. It is his
responsibility to encourage all the teaching staff to cooperate in organizing
school programs or activities. The organizing of all these complex activities
needs the cooperation of all concerned. A test of a successful administrator is his
capacity to lead all persons under him to a community of purpose and procedure.
Group participation in administration can succeed only insofar as there is unity.
3. Directing-- Directing school work is another important function of school

administration. It includes a myriad of tasks carried out daily by the school
administrator. It involves decisions as to who shall carry out plans; determination
of the subjects to be included in each course; provision for physical equipment
necessary to carry out the work and many similar acts involved in carrying out all
aspects of the educational program. It may necessitate issuing orders, holding
conferences, and supervising activities. Direction is a major aspect of execution,
and is particularly the province of school administration.
To facilitate direction of school work, policies should be formulated to

regulate the control and operation of the school system. The administrator should
work out definite policies, regulations, and rules and embody them into a
program. He should first study in a physical way the needs of his school, his
teachers, his pupils, and those of the community, and evolve for them an
administrative program to be followed. The administrator, more than anyone
else, should endeavor constantly to bring the policies and the procedures of the
PROGRAMS
school system into line with the best interests of students in their total living. The
administrator should secure the assistance of others in formulating educational
policies, rules, and regulations. The formulation of school policies must be widely
shared with the public. To make the school administration dynamic, the
educational policies and regulations should be enforced, and the school
administrator should. be held responsible for the results.
4. Coordinating-- There are several important needs coordinating as a

function of school administration. The complexity of school program indicates a
need for coordination. Coordination is needed to overcome the limitations of
planning and organizing as well as the inherent limitation of personnel. The
function of coordinating may be defined as the activity of bringing people,
materials, ideas, and techniques, and purposes productive relationships.
It is the function of the school administration to coordinate all the activities

of the school to make them contribute to the realization of the school's main aims
and objectives. Administration harmonizes all educational activities and makes
them instruments for yielding results. It is the function of administration to bring
all phases of the total conception of unity inherent in the process to be desired in
learning: Since administration and supervision are instruments of teaching and
learning, they must coordinate the processes basic to the successful functioning
of the total school and community enterprise. Likewise, since administration is a
means to learning which is the goal of supervision, it must exemplify in its
practices those democratic, interactive, integrating processes basic to the
successful functioning of the total enterprise.
5. Supervising-Supervising as a function of school administration may be

defined as studying and improving teaching learning situations. In our school
system an administrator is also a supervisor. As administration is held
responsible for the effectiveness of educational program, it must determine
whether or not conditions exist which will make the attainment of educational
aims possible.
Supervising can also be defined as the activity of determining that

essential conditions are provided which will insure the achievement of
educational goals and purposes. There are two important aspects to the
supervising functions; determining what conditions are needed and then
providing them in fact, as well as improving them. In other words, the
fundamental function of vision is to provide conditions essential to good teaching
and learning and to improve them.
PROGRAMS
6. Evaluating--Educational administration in action must include
evaluation. Administration is concerned with the efficiency with which the
enterprise attempts to achieve its purposes. Evaluating, as a function of school
administration, is simply determining how well educational purposes have been
achieved.
Evaluation, as an administrative function, includes school survey and

teacher rating. School programs and conditions are evaluated through a school
survey. A school survey as an administrative function is valuable if the staff of the
school participates in making the appraisal. Survey and other evaluation are
primarily springboards to further work. They reveal the aspects of the program in
need of change, and indicate the probable direction in which the changes should
be made. A school survey is an important function of school administration.
In the Philippines, rating teachers is a legal requirement. Regular teachers

in public schools are rated annually, while the temporary are rated twice a year.
A Rating Scale is often used by the administrator to discover the strengths and
weaknesses of the teaching personnel. Administrators rote teachers for the
following reasons: 1) to eliminate incompetent teachers; 2) to improve teaching
through in-service education; and 3) to identify those who merit promotion. The
Philippine government has established salary scales which made salary
increments dependent upon the level of his rating.
7. Providing leadership-In the operation of the school system, the

administrator or the chief executive of any school should be the professional
leader of the teaching staff, working scientifically, conscientiously, and
democratically. An efficient administrator exercises the necessary authority and
definite responsibility to insure educational leadership. On him depends the
success of the school organization clothed with the necessary authority and
definite responsibility.
The improvement of the total teaching-learning situation, of classroom

facilities, and the development of an efficient educational program all these
require democratic leadership which is progressive and objective. Democratic
leadership implies an understanding of the conditions under which one leads, a
recognition of the difficulties which surround the leader, a consideration of
individual differences, and sympathy with the person who are led. In a
democratic school system, leadership is neither automatic nor aristocratic.
Democratic leadership is the greatest need of our schools today.
PROGRAMS
The important duty of an administrator is to provide leadership in the
improvement of the staff. Leadership must be substituted for authority. The
authoritarian type of administration where teachers are constantly told "what to
do and "how to do it should be abandoned and replaced by that type involved in
the joint development of a constructive program. Leadership, as here interpreted,
becomes group phenomenon rather than an authoritarian procedure designed to
repress the personality of the teachers and pupils. Leadership gathers
justification for its existence when it serves to emancipate teachers and pupils;
when it enriches their personalities; when it gives them a feeling of security and
belonging.
Democratic leaders are willing to learn from their co-workers. They are not
jealous of power. They delegate responsibility and authority to those who can or
will try to do the job at hand. They rely on the give and take of democratic
discussion because they believe that the best solutions to problems come from
this method. This personal demonstration of their belief in the effectiveness of
democratic process has a far reaching influence among the staff and the
community. The peculiar abilities of co-workers are freely recognized, and every
opportunity possible is utilized for each to have his place in the sun. They give
others an impression of personal integrity and professional competence.
8. Recording and Reporting-Recording and reporting are administrative

functions to insure results with a maximum delegation of authority. School
records should be kept for comparison and evaluation purposes. No content
should go into records for which no real use is likely to arise. Registering the I. Q.
of the pupils, for example, is wasteful unless some use is made of the results. A
well-devised set of records requires the setting up of administrative objectives
and provides for the gathering of information which enables the administrator to
determine the extent to which these objectives are being achieved.
The school administrator should be in a position to generalize from facts

placed at his hands. As a student of education, he should find out existing
conditions, such as retardation, elimination, of instructions, proportion of failures,
and many other things that indicate the kind of products his system is producing.
It is especially for such uses that well-organized records are invaluable.
Reporting results to the public is an administrative function. Annual reports

and school publicity help the public to understand what the schools can do and
are doing, and are in themselves a democratic way of operating the school
system. However, merely informing the public of what the schools are doing is
PROGRAMS
not enough. The people must be given an opportunity to participate in the
discussion of possible changes in policy.
9. Promoting Close School-Community Relationship-- Promoting closer

relationship between the school and the community is an important function of
school administration and supervision. Education to be effective, must be
administered and supervised in an atmosphere of sympathy and understanding
between the school personnel and the public. School adminıstrators and
supervisors are gradually awakening to the fact thot the school program itself is
the biggest factor in building good school-community relations. If the people are
satisfied that children are getting an excellent education, their enthusiasm will be
great. It cannot be denied that the best school publicity stems from a strong
school program.
A school where children are happy, and are learning those things which
help them to live better does not have a difficult time in enlisting the sympathy
and support of its community. One of the most effective means of achieving
close school-community relationship is to operate an obviously good learning
program, to administer and supervise the school well, and to maintain an
atmosphere of warmth and friendliness.
Desirable school-community relations are a natural outgrowth of a life-

cente-red educational program. Such relationship cannot be developed by simply
talking about them, by selling the school to the public, by publicity alone. The key
to such relationship is the cooperative working together of school and community
on common problems and projects. Good school-community relations result
naturally from the school's daily functioning in and with the community. School
administrators and supervisors should group process or group discussion in
solving school-community problems. If care is taken to observe democratic
principles-- consideration and respect for opinions, rights, abilities, and feeling of
others, it is more likely that fine relationship between the school and community
will result.
The Major Functions of Supervision
The present social-cultural conditions and the expanding body of

professional knowledge have made significant changes in school supervision.
The aim of supervision is to provide the necessary leadership in studying,
planning, improving, coordinating and evaluating of the school programs and in
handling of the problems areas that materialize in the schools. Jointly,
administration and supervision are responsible for furnishing the leadership
PROGRAMS
required in improving the teaching-learning situations, and implementing
changes in the curriculum; developing in-service programs for teaching
personnel; and developing and revising instructional materials to keep abreast of
current developments.
It can be said that the task of school supervision is both challenging and
frustrating because of the number and variety of problems and the suddenness
with which they emerge and became critical. However, the developing theory of
supervision has furnished guidelines for action, which contribute to the
supervisor’s feeling of security as they work in complex situations.
Supervision, like administration, has multifarious functions.
The five major functions of supervision are the following:
1. Inspection- The term refers to the study of existing school conditions.

The first task of a supervisor is to survey the school system in order to
discover problems or defects of the pupils, teachers, equipment,
school curriculum, objectives and methods of instruction, together with
the conditions that surround them. Problems or defects may be
discovered through actual observations, educational tests,
conferences, questionnaires, and check list. Once discovered they
should be classified into major and minor problems. The major defects
should be formulated into supervisory objectives to be attained for the
semester or for the year of course or years. Inspection as a function
must be based on actual facts.
Research – Pure research has its place in supervision as well as in science. The
fundamental aim of this function is to formulate a plan to remedy the weakness
or to solve the problem discovered. The supervisor should conduct research to
discover means, methods, and procedures fundamental to the success of
supervision. The solutions discovered through research should be passed on to
the teachers and other personnel connected with the school system. Teachers in
the field should also be encouraged to conduct their own research for self-
improvement. Research, as a function should be practical and applicable to
existing procedures and conditions.
Spain outlines the steps in supervisory research as follows:
a) To discover existing defects in instruction.
b) To seek improved methods of correcting defects.
PROGRAMS
c) To formulate tentative plans to improve instruction.
d) To plan controlled experimental conditions.
e) To measure results of experiments.
f) To formulate tentative objectives and standards.
g) To formulate a plan for the general use of method.
h) To present a plan to district principals for criticism, suggestion, and

approval.
3. Training-Acquainting the teachers with the solutions discovered or formulated

through research is within the training function of supervision. Training may take
the form of demonstration teaching, workshop, seminars, directed observation,
individual or group conference, intervisitation, professional classes, or the use of
bulletins and circulars. Writing suggestions in B.P.S. Form 178 is another device
used in the field to train teachers in service. Training function must be based on
the democratic principle of supervision-- respect for rights and opinions of others.
Supervision must endeavor to keep up with the best prevailing standard of
improving the total teaching- learning situation.
4. Guidance--The concept of guidance has found expression in the field of school

supervision. Guidance involves personal help given by someone. It is the
function of supervision to stimulate, direct, guide, and encourage the teachers to
apply instructional procedures, techniques, principles, and devices. Assisting the
teacher to accomplish his purpose and to solve the problems that arise in his
teaching are within the scope and guidance function. Guidance, like training,
should be given in the spirit of democratic leadership.
Guidance in supervision stimulates teachers to be creative.
Under this concept, the supervisor uses methods which best develop the
inner self-expression urges of teachers, and later on uses a variety of projects
which stimuate creative and reflective thinking. The methods used may be either
old or new to the supervisor; the primary objective is teacher creativity. Creative
thinking is the type of teaching in which the teacher exhibits creative ability on
her part. It is measured by the extent to which the teacher's display of energy
results in initiative, originality, individuality, self-directed thinking, inventiveness,
growth of personality purposeful creativity, and variation from conventional
practice.
PROGRAMS
An abbreviated statement of Cox's principles of supervision for creative
teaching are given by Ayers as follows:
a) Supervision for creative teaching helps teachers in setting up and

achieving their own teaching objectives.
b) Supervision for creative teaching stimulates, guides, and rewards

worthwhile activities.
c)The integration of the teacher's personality is fundamental.
d) Minor innovations and successes deserve first consideration.
e) Self-supervision is an inherent quality of the creative artist.
f) Understanding and skill in creative teaching are achieved gradually and

progressively.
g) The support and encouragement of creative teaching are potentially

present among community groups and school officials.
h) The creative teacher receives personal satisfaction and should be given

wide recognition for creative teaching
5. Evaluation-This can be considered the ultimate major function of supervision.

The purpose of evaluation is to appraise the outcomes and the factors
conditioning the outcomes of instruction, and to improve the products and
processes of instruction. This function calls for the use of educational tests and
measurement. It is the duty of the supervisor to help develop an adequate
instrument with which to measure the teaching learning process and set up
standards of attainment as are necessary for the appraisal of the teacher's
progress in teaching, and the pupil in his learning. School work should be
evaluated in the light of desirable educational objectives and social standards.
The supervisor should not prescribe specific means and methods of appraisal to
be used in instruction but should assist the teacher to devise such, as new needs
arise. Evaluation must be based on educational aims and objectives.
Evaluation as a function of supervision serve6 many significant purposes

such as the following:
1. Evaluation discovers the needs of the individuals being evaluated and

familiarizes the teachers with the pupil's needs and possibilities.
PROGRAMS
2. Evaluation relates measurement to the goals of the instructional
program.
3. Evaluation serves as a guide for the selection of supervisory

techniques.
4. Evaluation appraises the educational growth of pupils which is the end-

product of supervision.
5. Evaluation appraises the quality of supervisory processes and the

supervisor's competence.
6. Evaluation appraises the quality of the teaching processes and the

teacher's efficiency.
7. Evaluation aids pupil-teacher planning.
8. Evaluation serves as a means of improving school-community relations.
9. Evaluation improves the selection and the use of guiding principles in

supervision.
10. Evaluation appraises the success of the instructional program in

particular and of the supervisory program in general.
Other Functions of Supervision
Barr, Burton, and Brueckner give the following as the three major
functions of supervision with the supervisory activities under each:
1. Studying the Teaching-Learning Situation:
a) Analyzing the objectives of education and supervision.
b) Studying the products of teaching and learning.
c) Studying the satisfactory and unsatisfactory growth and achievement.
d) Studying the interests, abilities, and work habits of the pupils.
e) Studying the teacher at work and aiding her to study herself.
f) Studying the curriculum in operation.
g) Studying the materials of instruction and the socio-physical

environment of learning.
2. Improving the Teaching-Learning Situation:
PROGRAMS
a) Improving the educational objectives and the curriculum.
b) Improving the teacher and her methods.
c)Improving the interest, application, and work habits of the pupils.
d) Improving the materials of instruction and the socio- physical

environment.
3. Evaluating the Means, Methods, and Outcomes of Supervision:
a) Discovering and applying the techniques of evaluation.
b) Evaluating the general work of supervision.
c)Evaluating the results of supervising plans.
d) Evaluating the factors limiting the instructional outcome.
e) Evaluating and improving the personnel of supervision.
Crow and Crow give the following as important functions of supervision

which pertain to teaching and learning:
1. The interpretation of educational objectives.
2. The study and improvement of the curriculum and materials of instruction,
3. The measurement of the individual pupil's ability to learn.
4. The guidance of pupils toward improved study and in their work habits.
5. The improvement of teaching techniques.
6. The evaluation of educational outcomes.
7. The critical study and improvement of supervising techniques.
8. The stimulation of whatever creative ability may be inherent among the

supervised.
FUNCTIONS
Like other functions, Crow and Crow also recognize inspection, training,
guidance, and evaluation as major functions of supervision.
Administrative Functions of the Bureaus of Elementary Education,

Secondary Education, and Higher Education
PROGRAMS
The Bureau of Elementary Education is charged with formulation and
development of educational policies and programs with respect to pre-
elementary and elementary education in this country. The Bureau shall conduct
studies and formulate standards for this level. It shall assess and evaluate aims
and objectives and provide technical assistance to the Secretary of Education
and Culture on matters pertaining to the elementary education. In its
development work, it shall undertake curricular design, including materials
preparation, prepare program to upgrade the quality of staff and formulate
guideline to improve school physical plants and equipment. The Bureau of
Elementary Education shall also coordinate closely with the Planning Service of
the Department and the elementary level specialists in the regional and province
or city office.
The Bureau of Secondary Education will formulate and develop policies,

plans, programs, and standards for secondary school level, including adult
education. It shall provide working guidelines to the schools to assure that the
objectives of this level pertaining to pre-university preparation and to skills
training for employment are adequately met. The Bureau of Secondary
Education shall be responsible for evaluating policies, plans, programs, and
standards of curricular development, staff development, and physical facilities for
secondary school level of education. It shall also coordinate closely with the
Planning Service of the Department of Education and Culture and the secondary
level specialist in the regional and provincial or city office.
The Bureau of Higher Education shall develop, formulate, and evaluate

program on higher education and scholarships as well as develop and establish
standards for all colleges, universities, and other post-secondary institutions of
learning. It shall provide technical assistance to encourage institutional
development programs and projects. The Bureau of Higher Education shall also
coordinate closely with the Planning Service of the Department of Education and
Culture and higher education specialists in the regional and provincial or city
office.
Based on the administrative functions mentioned above, we can conclude

that the primary functions of the three Bureaus the following:
1. Planning--- Planning school programs and activities for each level of

instruction is the primary function of each Bureau. Planning is an important
function of school administration. Planning is a method of approaching problems.
Planning is an activity of devising and selecting courses of action directed toward
PROGRAMS
the achievement of educational goals and objectives. The multifarious school
activities call for careful and scientific planning on the part of the school
administrator.
2. Organizing---Organizing is another function in administration mentioned

above. Organizing may be thought of as structuring. As such, it envolves placing
job-materials and ideas in a structure. Thus, a definition of organizing as a
function of school administration is the activity of arranging and structuring
relationship in such a way that a unified effort is made in achieving the goals and
aims of education.
3. Coordinating---The complexity of school programs and other activities

indicate a need for coordination. Coordination is needed to overcome the
limitation of planning and organizing as well as the inherent limitations of
personnel. It is the function of school administration to coordinate all the activities
of the school to make them contribute to the realization of educational aims and
objectives.
4. Evaluating--- Evaluation is an integral part of school administration.

Evaluation, as an administrative function, is simply determining how effective
educational programs and aims have been achieved. Evaluation as used in
school administration includes school survey and teacher rating. School
programs and other school projects are evaluated through school survey.
5. Leadership-Leadership is essential in all organizations The success of

any school organization depends upon the leadership of the administrators or
supervisors. An efficient school administrator exercises the necessary authority
and definite responsibility to insure educational leadership. The importance the
total teaching-learning situations, of classroom facilities, the development of
efficient educational programs and policies --- all these require democratic
leadership.
FUNCTIONS
Supervisory Functions of the Bureaus of Elementary Education, Secondary

Education, and Higher Education
The supervisory functions of the three Bureaus can be summarized as

follows:
1. To survey the work of the schools (elementary, secondary, collegiate)

and to isolate general teaching needs.
PROGRAMS
2. To formulate plan to remove the weakness discovered.
3. To make constructive criticisms and suggestions of the recitations

observed.
4. To direct and guide the reading habits of the teachers.
5. To create a desire on the part of the teacher for professional

improvement.
6. To evaluate the results of supervisory programs in terms of pupils'

growth and accomplishments.
7. They focus attention on teachers and pupils in order to promote closer

relationships between them.
Summarizing the different activities mentioned or given above, we may

conclude that inspection, research, training, guidance, and evaluation are the
primary supervisory functions of each Bureau. Each Bureau engages also in
numerous activities that seek to promote educational improvement in their level
of instruction. These activities include the holding of conferences, the publication
of articles in professional magazines, work with organizations interested in
education, and many other types of activities that may help develop a better or
functional educational program.
The role that each bureau plays in the development of education in this
country is thus largely dependent on the ability and leadership of the Director of
each Bureau and the members of his administrative and supervisory staff to
exercise professional leadership and to stimulate activities toward the
improvement of the educators who actually manage the affairs of the schools. It
can be safely said that the quality of leadership has improved greatly during the
history of our educational system.
Leadership as an Administrative and Supervisory Function
According to Ayer, "leadership is the most patent influence and, at the

same time, the most dramatic activity in the field of school administration and
supervision." It can be said. therefore, that democratic leadership and
harmonious human relationship are essential or basic to successful
administration and super vision. Leadership as used in this Chapter, is a
function, rather than a position of hıgh level.
PROGRAMS
Leadership, as we have known in education, requires furthermore, a
complete self-identification with the group that is engaged or involved in the
tasks. The modern concept of leadership school administration and supervision
calls for a new interpretation of responsibility---responsibility to the larger group
rather than on one member of the group. It emerges as members’ express ideas
and utilize skills in forming and securing group process. Democratic school
administration and supervision keep open the channels of cooperative
interactions so that the best minds among the staff will emerge. Therefore, the
school administrator and supervisor can provide leadership by providing constant
expansion of professional knowledge and skills so that they inspire and lead the
teachers to more effective teaching and productive learning. They must
stimulate, direct, guide, arouse thinking, encourage questioning minds to deep
study, but they must be alert in guarding against false doctrines and ephemeral
fads in education. The administrator or supervisor must see that the teachers
teach and the pupils learn--- that the teaching-learning situations accomplish the
desired aims of education. Likewise, they must see that there is participation and
interaction of independent-thinking individuals. As group mature, there is
specialization of functions, distribution of labors, and coordination of actions.
There is strength in cooperation, and combined efforts of all.
The following are the definitional characteristics of democratic leadership

in the field of educational administration and supervision:
1.it is the kind of leadership that is consistent with the principles of

democratic school administration and supervision. The democratic school
administration and supervision calls for way of living within the school that is
indicated by the concept of democracy.
2. In democratic leadership, people are respected. No one is pushed

around. Individuals try to help one another rather than get ahead through
ruthless competition. Workers accept one another without suspicion or distrust.
3. it insures the making of cooperative or shared decision which are

generally lasting and more likely to be right than the decisions of any one person.
This gives common understanding to common purpose.
4. There is a higher regard for people and for facts. People are more
important than regulations; responsibilities take precedence over rights; security
displaces fear.
PROGRAMS
5. it draws efficiency from purposely activity, wiser planning, greater
flexibility, and group discipline. Likewise, it generates enthusiasm for a project
and inspires work towards its solutions.
Since the Philippines is considered as the show-window of democracy in

the Far East, our educational leadership has to practice and at the same time,
propagate the ways of democracy. In school administration and supervision,
there are of course problems inherent in those to be led --- the teachers.
Democratic leadership is hampered when the teachers are incapable of
responding and reacting intelligently because of sheer lack of understanding and
ability to participate in group processes and in group dynamics. The extent of the
development of democratic leadership goes far only as is permitted by the
intelligence and enlightenment of those to be led. To the extent that the teachers
are capable of benefitting from the impact of democratic leadership be desirable
and applicable. Leadership must continue to stimulate thru ---
a. More rigid selection of teachers;
b. Effective in-service education of those already in the service;
c. Exchange of assignments and responsibilities;
d. Readiness of our teachers to be led and their desires to react and

respond to changes properly.
Democratic leadership is basic to modern school administration and

supervision. Our public and private schools call for a high degree of
administrative and supervisory leadership. If the school system is to be a
democratic cornerstone of the democratic order, it is essential that may be
administered and supervised in a democratic basis. Good administration, like
good supervision, is not a luxury but a necessity, especially in this country. No
matter how earnest an individual teacher may be, she is often helpless in a
particular situation if she is left completely unguided or unsupervised. The'
growing interest of teachers, pupils, and parents in school administration and
supervision is shown by their recognition of the fact that the success and failure
of any individual institution rests squarely upon the shoulders of the
administrators and supervisors who are responsible for the activities of the group
under their direction and guidance.
Learning Activity:
PROGRAMS
Direction: Make a concept map on functions of School Administration and
Supervision pertaining to Physical and Health Education.
Direction: Answer the following questions in three sentences each.
1. Explain the meaning of functions as used in education. As used in school
administration and school supervision.
2. Why is planning of the school program an important function of school

administration?
3. Why is leadership necessary in school administration and a supervision?
4. Is it wise for the administrator to secure the assistance of others in the

formulation of educational policies, rules, and regulations? Explain your
answer.
5. What is meant by this statement: "administration harmonizes all

educational activities and makes them instruments for yielding results?
6. Why is an annual report of a school administrator necessary in a country

like the Philippines?
7. Differentiate between training function and guidance function. What

should be the function of each?
8. What supervisory activities fall under training function? Under guidance

function?
9. Why should evaluation in supervision be based on educational objectives?
10. Enumerate some services of the Bureau of Elementary Education that are
of great value to the local school system.
References:
Inc.
PROGRAMS
LESSON 3
FUNDAMENTAL PRINCIPLES OF ADMINISTRATION AND
SUPERVISION
Overview:
In the field of administration and supervision, principles is accepted as a
fundamental truth. Principle may be considered a law, a doctrine, a policy, or a
deep-seated belief which governs the conduct of various types of human
endeavor. For the administrator or supervisor, a principle, when it is understood
and accepted, serves in important ways to guide his reflective thinking and his
choice of activities. In administration and supervision, an accepted principle
becomes part of one's general philosophy which serves to determine and
evaluate his educational objectives, attitudes, practices, and outcomes.
Learning Outcomes:
PROGRAMS
1. develop an understanding of the meaning and principles of school
administration and supervision;
2. provide the students with an adequate understanding of the fundamental
principles of school administration and supervision; and
3. make a slogan on fundamental principles of administration and supervision
considering Physical and Health Education.
Materials Needed:
 Module
Duration: 3 hours
Learning Content:
Basis of Administrative and Supervisory Principles
A sound principle is formulated from carefully observed facts or objectively
measured results which are common to a series of similar experiences. The
guiding value of principle depends not only upon the soundness of its origin, but
also upon the individuals’ acceptance, understanding, and ability to apply the
principles.
Diversity of educational practices in the field calls for a sound

administrative and supervisory philosophy to coordinate all activities of the
school in order to realize its fundamental objectives. Sound administrative and
supervisory principles can harmonize all school activities into an instrumentality
for yielding results. A sound administrative and supervisory philosophy
contemplates the socializing of the individual through self-controlled participation
in the democratic organization of the school. In this philosophy we must find the
principles of educational administration and supervision, for those principles are
but the interpretation of that philosophy in terms of school administration and
supervision. With a unity of educational philosophy, it is likely that diversity in
school practices will largely work towards the accomplishment of a common
purpose.
The central thought of our philosophy is in brief, socialization through

democracy. In a true democracy every person is a participating unit-participating
in so far, and in such a way, as his personal qualifications and status permit.
Differences in participation are based upon differences of capacity rather than of
PROGRAMS
rights, for rights vary with capacity. Virtually it means that the principles which the
writer proposes must be applicable alike to every member of the institution,
whether he be a principal, a supervisor, or a department head, and in each case
the principles must be applied in terms of respective and particular function of the
individual in the institution.
Uses of Principles in School Administration and Supervision
School administration or supervision, to be effective, must be based upon

modern principles of education. The application of the principles of school
administration and supervision may be stated as follows:
1. Principles are means by which the administrator and supervisor proceed from
one situation to another. They are important in the exercise of administrative and
supervisory active ties.
2. Principles are instrumental in improving teaching and learning. Improvement of

instruction and promotion of better learning are the fundamental aims of school
3. Principles make for enormous economy of time and effort in choosing

techniques to be used. Principles govern the operation of administrative and
supervisory techniques.
4. Principles eliminate much of the blundering trial-and" error effort in a practical

piece of work. They give direction or point of destination.
5. Principles greatly aid in the discovery of new techniques. They are hypotheses
that direct the search for new technique in school administration and supervision.
6. Principles are needed to guide the choice and sequence of the appropriate
techniques at hand but in no way do they supplant the fundamental rule of
techniques in carrying on then processes and activities which make up the work
of administration and supervision.
7. Principles aid in the evaluation of techniques, for they furnish a broader basis
by which to judge the techniques used in the school administration and
supervision.
8. Principles define the items which must be scrutinized in evaluating results.

This implies an understanding of the fundamental principles and functions of
school administration and supervision.
PROGRAMS
9. Principles are used to evaluate the success of administrative and supervisory
programs. Administration and supervision are directed and evaluated in terms of
principles.
10. Principles lead the administrators and supervisors to further activities for they
are dynamic and not static.
Principles change with the discovery of new facts, with changes in social and
moral values, and with changes in teaching-learning situations.
General Principles of Administration and Supervision
The following general principles summarize the implications of our philosophy

for administration and supervision. They do not represent new ideas or concepts,
but rather present-day thoughts and practices as guided by this philosophy.
1. School administration and supervision must be democratic. If school

administration and supervision are to be democratic, some reconstruction in
thinking and practice must be made. Democracy in education does not imply the
administrators and supervisors abdicate their positions to permit teachers,
parents, and pupils to run the school system. It does not imply that administrators
and supervisors must furnish a democratic type of leadership which is measured
in terms of the amount and quality of leadership which they in turn foster in
others.
Democratic school administration and supervision recognize individual

differences, respect personality, and extend consideration to all. It is the aim of
democracy to give the fullest measure of freedom to the individual to develop his
maximum capacities so long as the development does not interfere with the
welfare rights of others. Democratic administration and supervision make it
possible for each individual to make distinctive contribution to the work of the
school. Democratic socialization, as the controlling objective of education
challenges the administrator supervisor for a total reconstruction of education.
Many school officials still think of administration and vision in terms of

authoritarian efficiency in the operation of the school system. They think that
efficiency cannot be obtained under democratic administration and supervision.
Efficiency democratic administration and supervision means keeping open the
channels of co-operative interaction so that the best minds among human beings
will emerge. The democratic administrator. or supervisor who brings continuous
optimal unity of diversity of ideas which the interactive process reveals is
PROGRAMS
efficient. In other words, administration or supervision is best which directs,
encourages, promotes, and protects the highest interactive process.
Some of the characteristics or practices of on autocratic and a democratic

administrator or supervisor are hereby presented by Koopman, Mial, and Minser
1 for comparison:
Autocratic Democratic
(1) Thinks he can sit by himself and (1) Realizes the potential power in
see all angles of a problem. thirty or fifty brains.
(2) Does not know how to use the (2) Knows how to utilize that power
experience of others.
(3) Cannot bear to let any of the (3) Knows how to delegate.
strings of management slip from his
fingers.
(4) Is so tied to routine details that he (4) Frees himself from routine details
seldom tackles his larger job. in order to turn his energy to creative
leadership.
(5) Is jealous of ideas; reacts in one of (5) Is quick to recognize and praise an
several ways when someone else idea that comes from someone else.
makes a proposal.
(6) Makes decisions that should have (6) Refers to the group all matters that
been made by the group. concern the group.
(7) Adopt a paternalistic attitude (7) Maintains the position of “ I

towards the group knows best. friendly, helpful, adviser both on
personal and professional matters.
(8) Expects hero-worship, giggles with (8) Wishes to be respected as a fair

delight at his attempts at humor, and and just individual as he respects
so forth. others.
(9) Does not admit even himself that (9) Consciously practices democratic
he is autocratic. techniques.
(10) Sacrifices everything –teachers, (10) Is more concerned with the

students, progress to the end of a growth of individuals involved than
smooth-running system. with freedom from annoyances.
PROGRAMS
(11) Is greedy for publicity. (11) Pushes others into the
foreground so that they taste success.
(12) Gives to others as few (12) Believes that as many individuals

opportunities for leadership as as possible should have opportunities
possible. Makes committee to take responsibility and exercises
assignments, then outlines all duties leadership.
and performs many of them himself.
Democratic school administration and supervision observe the following

basic principles:
a. Democratic school administration and supervision respect the authority of truth

and happiness rather than that of autocratic leaders. These respect the authority
derived from below rather than the one imposed from above.
b. Democratic school administration and supervision call for the way of living
within the school that is indicated by the concept of democracy. To improve
man's ability to live and work with his fellowmen is still the most challenging goal
in administration and supervision.
c. Democratic school administration and supervision demand that participation

should not be limited to line-and-staff officers but should also be extended to the
classroom teachers and the student body. Theoretically, the broader the
participation, the better the administration and supervision.
d. Democratic school administration and supervision involve leadership and

considerateness as well as general participation. This calls for dynamic
leadership where both administrator and supervisor must be expert in social
engineering. Their function is to point the way to the improvement of the schools
in terms of changes necessary to meet demonstrated and felt needs.
e. Democratic school administration and supervision call for continuous

evaluation, re-thinking, and redirection of effort. This principle emphasizes the
fact that conditions are constantly changing, that thinking changes with changing
conditions, and that consequently, any organization set up today may need to be
turned down tomorrow to make place for a new organization suited to new
conditions.
f. Democratic school administration and supervision demand that the execution

of the major or minor policies should he in the hands of the administrator with
PROGRAMS
such assistance from the staff personnel as is necessary. This is based on the
principle that after the policies have been determined by pooling the best thinking
of all concerned, their execution must be trusted to the administrative officer.
g. Democratic school administration and supervision demand that the

administrator or supervisor must have to forfeit the power and authority that are
his by his right of training and experiences and by endowment from the people.
The power and authority must come from below.
2. School administration and supervision must be co-operative.

Cooperation is practically synonymous with group action. This principle is closely
related to the democratic principle of administration and supervision A
democratic principle cannot function in an undemocratic set-up. Education must
be an essentially cooperative process growing out of the needs and aspirations
of each member of the group, must not apply only to the teachers but also to the
pupils as well. Administration or supervision is a co-operative undertaking in
which everyone participates to the best of his ability through the interactive
process on the belief that those who must abide by administrative and
supervisory policies should participate in making them. As the democratic
function of education is to improve learning for every individual administration
and supervision must be directed towards that end. The administrator or the
supervisor is supposed to lead his personnel toward a certain definite goal.
Results are accomplished when unity in action co-ordination in movement, and
harmony thinking prevail. The administrator's or supervisor's concern should be
to eliminate misunderstanding which is not conducive to co-operation. There is
strength in co-operation, and progress results from the combined efforts of al.
The success of administration and supervision depends upon the co-operation
among administrators, supervisors, teachers, parents and pupils.
The best interest of education will be served when these many persons
work together harmoniously and in a democratic way for the common good. We
may conclude, therefore, that the success of the school administrator or
supervisor depends upon the cooperation given by those who are involved in the
operation and control of the school and in the improvement of the total teaching-
learning situation. Co-operative effort that receives administrative and
supervisory approval is certain to encourage greater co-operation and efficiency.
That administration and supervision must be co-operative, is based on the
principle of democratic process. The fundamental aim of the group process is
group productivity that is, getting something done which could not be done by a
single individual.
PROGRAMS
Barr and Burton 2 suggested that cooperative understanding between
teachers, principals, and supervisors can be accomplished by using the following
basic principles:
a. Through the recognition of the distinctive contribution of each to the

improvement of instruction.
b. Through a clear definition of responsibilities.
c. Through the realization that not only teachers but principals and supervisors
as well are listeners in the study observation of classroom problems.
d. Through the general encouragement and conservation of contributions from

teachers as well as from the heads of departments, principals, and supervisors.
e. Through the organization, evaluation, and coordination of the efforts of those

concerned with the improvement of instruction.
Cooperative school administration and supervision observe the following

practices:
(1) Cooperative administration and supervision are highly socialized functions

and imply willingness to work together. Much can be accomplished by
cooperation than by a single-handed worker. The experiences of all is richer than
the experience of any. The administrator or supervisor regards his co-workers
whose opinions are considered and sought on all matters of vital importance to
the group. Cooperation means bringing together diverse talents to work for
common ends.
(2) Cooperative administration and supervision stimulate initiative, self-reliance,

and individual responsibility on the part of all persons in the discharge of their
duties. This principle is based on the concept that educational workers are
capable of growth.
(3) Cooperative administration and supervision substitute leadership for

authority. Democratic ministration and supervision recognize that leadership is a
function of every individual and that authorities to be derived from group
planning, group execution, and group evaluation.
(4) Cooperative administration and supervision provide opportunity for growth

and development. Teachers are encouraged to experiment and to discover for
themselves the teaching techniques and devices that may prove most effective in
their particular teaching-learning situations.
PROGRAMS
(5) Cooperative administration and supervision promote understanding between
administrators, supervisors, and classroom teachers. When administrators or
supervisors understand teachers, and teachers understand administrators or
supervisors, and both groups work together, both make greater and more
effective efforts in the interest of the students.
(6) Cooperative administration and supervision observe a code of professional

ethics that is real, practical, and vital operation can be easily established on
ethical basis. It can be said that the whole trend in modern industry and business
is toward more and more thinking, planning, and organization carried on by
cooperating groups of self-directed workers and less through administrative
dictum or fiat.
3. School administration and supervision, to be effective, must be

scientific. Scientific administration and supervision stem from the idea that the
improvement of instruction may be based upon measurable and controllable
data. Both administration and supervision make use of the scientific principle that
the solution of problem should be based on facts. Valid principles of
administration and supervision are based upon scientific investigations directed
toward the improvement of teaching and the promotion of better learning.
Efficient administration and supervision are characterized by scientific
knowledge, ability, skill and attitude. Every administrator or supervisor should
recognize the important role that research plays in administration particularly in
supervision. Research, as used here, refers to the scientific method of attacking
problems in which critical, analytical, discriminating, and objective thinking is a
predominant act. The ultimate purpose of all administrative and supervisory
research is the discovery of procedures, rules, and principles relating to various
aspects of school administration and supervision. In scientific administration and
supervision, basic rules and principles. are not only discovered but also
organized and applied to the teaching learning situation.
Administration, like supervision, derives guidance from philosophic and

scientific methods. When administration or supervision bases itself on the
principles, it uses the philosophic method which is appropriate in education as a
social science; and when these principles govern the techniques to be used in
effective administration and supervision, the scientific method is used, for the
principles are brought down to the level of objectivity, thus making possible the
physical measurement of results.
PROGRAMS
One of the best treatments of scientific method as it applies to supervision
was submitted by the N.E.A. Committee in 1934.
The common elements found in scientific method are: (1) basis upon
facts, (2) quantitative description of facts, (3) suspended judgment, (4) concern
with all relevant facts, (5) sensitiveness to problems, (6) effort to discover rather
than to prove, (7) continuous appraisal, (8) quest for ever more inclusive
generalizations.
Scientific administration and supervision observe the following practices:
a. Scientific administration and supervision are based upon observable facts.

The best way to determine whether e thing is present or not is to look and see.
The principle of "look and see has been far-reaching in its consequence both in
school administration and supervision. As a rule, we see only those things we
look for. Both administrator and supervisor must be fact-conscious.
b. Scientific administration and supervision employ the method of analysis in the

comprehension of complex administrative and supervisory problems by breaking
them into comprehensive units. The details of complex problems are brought into
focus of attention and made understandable.
c. Scientific administration and supervision employ hypothesis in guiding the

thinking process. Administration and supervision have employed this natural
tendency of the mind to generalize from the experiences at hand as a means for
the systematic study of relationship of all factors effecting teaching and learning.
d. Scientific administration and supervision are free from emotional bias. The
minds of the administrator and supervisor are free from ordinary entanglements
and flexible enough to entertain new ideas. Likes and dislikes which color facts
are not allowed but facts contrary to a temporarily entertained point of view are
entertained.
e. Scientific administration and supervision employ objective measurement and

quantitative methods in the treatment of data. Normative survey method,
cooperative casual method, and case method are scientific procedures of great
value to the school administrator and supervisor.
4. School administration and supervision must be based on accepted

educational philosophy. A philosophy is a background of theory, knowledge and
beliefs which explains and justifies selected way of life. Educational philosophy
affects the thinking and resultant actions of the leaders who control public school
PROGRAMS
administration and supervision. The evolution of administrative and supervisory
activities should be influenced by one's educational philosophy. How the school
should be administered and supervised depends upon the educational
philosophy of the administrator and the supervisor Philosophy furnished direction
and orientation to all educational efforts and criteria for sound educational
practices. Dewey's educational theory that education is life, growth, a social
process, and a reconstruction of experiences is the guiding philosophy of
education in the pines. One outstanding note in the current philosophy of
education is the integration of personality--the building of personality which has
the maximum growth and which possesses a well-developed standard of values
giving consistency and unity to all thinking, feeling, and acting. Administration or
supervision are sensitive to ultimate aims, values and policies with special
reference to their adequacy.
Instructional leadership calls also for the consistent application of a

philosophy of education which holds two fundamental functions: the
perpetuation, recreation, and improvement of functions society, and the
enrichment of individual human lives. The organization of leadership in any
school system should be consistent with the educational philosophy achieved by
that school system. In drawing up any program for improving instruction,
administrators, supervisors, and teachers must constantly keep in mind the
demands which democracy makes of education, which must be satisfied if the
school is to achieve true functions. The guiding philosophy of our educational
system 1s well outlined in our- Constitution in terms of objectives, namely:
development. of moral, personal discipline, civic conscience, vocational
efficiency, and citizenship training.
5. School administration and supervision must be creative. The term

creative means initiating, suggesting, devising, inventing, experimenting, or
producing something new. Creative administration or supervision denotes and
encourages growth. It brings new and original ways of doing things into the
program of supervising, teaching, and learning. Nevertheless, there can be no
growth without democratic thinking on the part of the individual. When teachers
are given freedom to use the method they think best or to modify these methods
to suit their particular class, democratic thinking is present then. Only the free
can create. For creative activity is the assertion of the human spirit against any
and all odds, that is to say, the very voice of freedom; and creative activity is an
essential component of democracy. A sense of personal freedom is itself, the
chief end of democracy. A teacher's freedom does not lie, however, in changing
PROGRAMS
things to suit his own convenience but in evolving new and better ways tto do
his-work. Creativeness works towards improvement of growth.
Democratic procedure makes it clear that democratic life in any field will
develop creativeness. Democratic administration and supervision which provide
ample opportunity for group discussion and formulation of policies and plans
inevitably stimulate creative expression from the group. Leadership in
administration or supervision must be persistent resourceful in providing
opportunities and in utilizing suggestions as they appear, and hence become
creative. And this creativeness will be reflected directly in teaching and learning.
Creative leadership is vitally necessary to the success of democratic
It is generally accepted that every normal individual is capable creative

expression in some degree. The administrator or supervisor should, therefore,
provide opportunities for creative contribution and endeavor to manipulate the
environment to provide settings for creative expression on the basis that includes
all teachers and students. Creative administration and supervision should also
encourage the discovery of all kinds of better ways of teaching-learning, and
community improvement. Thus, the provision of an environment that will
encourage creative action on the part of the administrators, supervisors,
teachers, and students must be considered the major aim of creative
It can be concluded that creative administration and supervision observe

the following practices:
a. Creative administration and supervision provide opportunity for the teachers

and the pupils to grow through the exercise of their talents and abilities under
expert professional guidance and encouragement. To accomplish this, the
superintendent must organize a cooperative professional program which will
intelligently utilize the result of scientific research and the kind of experiences
that will enable them to appreciate relationship.
b. Creative administration and supervision are from the control and tradition and
actuated by the spirit of inquiry. To be creative, administrative and supervisory
problems must be attacked democratically and scientifically. Creative
administration and supervision exercise democratic and scientific procedures
and practices in observing teacher and pupils at work.
PROGRAMS
c. Creative administration and supervision need scientific mindedness, social-
mindedness, and a recognition of the importance of human element. Teachers
and pupils are individuals with varying abilities, interest, and needs.
d. Creative administration and supervision provide opportunity for a conference

or a meeting between the administrator and the supervisor, and the teacher.
Exchange of ideas between the teachers and supervisor, or between the
administrator and the supervisor, will promote an attitude of cooperation and
friendliness.
e. Creative administration and supervision recognize that every teacher and pupil
have the capacity for some degree of creative achievement in one field or
another. It is the duty of the administrator and supervisor to provide such learning
opportunities that this power of creation may be given a chance to express itself.
6. Administration and supervision must be evaluated in the light of their

results. Just as teachers and pupils have profited directly and indirectly from the
introduction of more accurate methods of evaluating educational growth, there is
every reason to believe that administrators and supervisors too would profit by
the introduction of similar means of evaluating their own work as school leaders.
Every person with leadership responsibility should be expected to furnish
tangible evidence of the effectiveness of the program for improvement that he
proposes to put into operation. It has been pointed out that only by knowing as
accurately as possible the results of instruction can the processes of education
be improved. Administrators, supervisors and teachers naturally all want to use
the most effective means and materials available. Administrative or supervisory
leadership is decidedly hampered in many respects by the use of outmoded
traditional practices instead of more effective means and methods of evaluation.
The term evaluation implies a purpose to ascertain the values of an

enterprise. To evaluate something9, then, is to determine the adequacy of some
parts or elements of the constituency with reference to some other parts of the
inclusive whole. Evaluation is ordinarily a many-sided affair; one may consider
the adequacy of a pupil's control for a specified purpose under consideration, or
one may consider the adequacy of a pupil's control in relation to his maturity, his
past training and experience, his interest, or his capacity. The evaluation may be
made, too, whether in terms of results or in terms of criteria relating to the
important antecedents. The effectiveness of administration or supervision, for
example, may, be determined either through application of criteria designed to
judge the value of the activities performed by administrators or supervisors, or
PROGRAMS
through the measurement of the immediate and more remote outcomes of the
administrative or supervisory program.
The purposes for which effectiveness of administrative or supervisory

leadership may be evaluated are the following:
a. The ultimate purpose of school administration or supervision is to promote

pupil-growth; hence eventually the improvement of society.
b. The second general purpose of administration or supervision is to formulate

and carry out cooperatively educational policies and plans designed to achieve
he ultimate goal.
c. The third general purpose of administration or supervision is to supply

leadership in securing continuity and constant readaptation of the educational
program over a period of years from level to level within the system, and from
one area of learning experiences and content to another.
d. The immediate purpose of administration or supervision is to develop co-

operatively favorable settings for teaching and learning.
The results by which effectiveness of administration or supervision may be

evaluated are the following:
a. Results must be measured in terms of the child's total growth in knowledge,

habits, skills, abilities, and attitudes or in terms of the desired educational
objectives.
b. Results must be measured in terms of the teacher's growth or improvement in

the selection of subject-matter, formulation and evaluation of aims, selection of
methods and techniques, and appraisal of educational products.
c. Results must be measured in terms of the administrator's or supervisor's

growth in educational leadership. Educational leadership calls for the enrichment
of individual lives.
d. Results must be measured in terms of the physical improvement of the school

buildings and grounds favorable to teaching and learning.
e. Results may be measured in terms of community improvement and its relation

to the school. The integration of the school and community efforts is also
fundamental in evaluating results.
PROGRAMS
7. Responsibility and control in matters of school administration and
supervision must run parallel throughout the system. This principle of parallelism
of duties is the particular sphere to which the school administrator or supervisor
is assigned and for which he is responsible. This principle is the foundation stone
for any form of democratic practice. Democracy in its full meaning involves
sharing of responsibility whenever authority is shared. If person is given authority
to act, or a teacher is given authority to act for a principal there should be some
way for him to share in the responsibility for success or failure. Many
administrators and supervisors since rely wish to be democratic, but are unwilling
to share authority and at the same time bear the burden of all the responsibility.
Holding an administrator or supervisor responsible for results without giving him
the control necessary for their attainment is equally as bad as giving him power's
and nor demanding products. Demanding certain results from the teacher is
practicable only when that teacher is permitted the necessary control of
procedure for the attainment of those results.
In the distribution of functions between school principal and division

superintendent, this principle governs. The principal is in charge of his school in
all phases of activities as a school. He is responsible for what the school does as
an institution, and must be in control thereof. This would include such matters as
class program, student organization, promotion, and supervision of instruction,
since these are matters wherein his school functions as a distinct unit. On the
other hand, in such matters as teacher's appointment, opening classes, or any
other function which embraces related action with others in the system outside
the school, the control lies in the division superintendent, and the principal's
sphere is that of an immediate subordinate with the maximum degree of initiation
and recommendation.
Misunderstanding owing to the overlooking of this principle are frequent.

More often, division and district supervisors come into conflict with the school
principal regarding the boundary line between their respective functions.
Responsibility and control is an essential problem in the improvement of
democratic practice in school administration and supervision.
8. School administration must be distinguished from supervision.

Administration and supervision have different meanings and functions. They are
not synonymous terms. Misconception regarding this difference undoubtedly
causes more misunderstandings and possibly more neglect of duty than can be
attributed to any other cause. When the duty is not clearly defined, it is easy to
overlook it, or to realize only part of it, or even to deem it unimportant because it
PROGRAMS
is not given clear and complete interpretation. Unquestioned responsibility
induces adequate action; in its absence, what is everybody's business is
nobody's business.
Overlapping functions cannot be definite. If two persons are jointly

responsible for the same work, they cannot be held. responsible for the same
work, they cannot be held responsible individually, nor can harmony be
expected. Good teamwork divides each activity into distinct assignments,
however small each may be.
9. School administration and supervision must be preventive and

constructive. Any help that an administrator and supervisor can give to teachers
so that they may avoid mistakes is commendable. The administrator or
supervisor who is able to anticipate problem of this kind is definitely giving help
when it is most needed. This kind of assistance is especially valuable to the
beginners in a new school or who are newcomers to the teaching position. The
skilled administrator or supervisor who anticipates the possible difficulties that
may be experienced by his new teachers. and who starts early to direct and to
guide their teaching activities is practicing preventive school administration and
supervision.
It cannot be denied that little, can be gained from administration and

supervision if the ret result is fault-finding and calling attention to mistakes and
weaknesses, unless at the time, assistance is given for their improvement. As a
well-trained and experienced administrator works with his teachers, old or new,
he builds self-confidence in them by recognizing and commending their
capabilities and by helping them to discover their own weakness, for the
improvement of which he suggests desirable changes of attitude or in procedure.
The attitude of this kind of supervisor or administrator is always positive and
forward-looking, and a stimulation to teachers toward self-improvement.
10. School administration and supervision must be centered on child

growth and development. The main purpose of administration and supervision is
to provide conditions favorable to the growth and development of children.
Administration and supervision must, therefore, be so organized and conducted
that the growth of the whole personality of the child is possible. The teachers,
supervisors, and administrators must always keep in mind the child and his
needs, abilities, and interest in terms of his development. They must study
children to determine their difficulties and potentialities, and the most suitable
PROGRAMS
type of education which will make it possible for them to grow mentally,
physically, morally, emotionally, and socially
Administration and supervision have also for their purpose the prevention
of school failure. Total failure during childhood must be remedied as much as
possible. School failures may affect the child's character most unfavorably. It
may be necessary for some pupils to repeat a year's work, yet the administrator
or supervisor should know and feel that there is something worth-while which he
can do and do well. School failures can be avoided or minimized effectively by
intelligent administration and effective supervision.
11. School administration and supervision must be flexible. Administrative

and supervisory program must be flexible enough to adapt itself to the type of
school organization and to the needs of each particular supervisory teaching-
learning situation. Flexibility may be characterized by its being adapted and
readily adjustable to meet the requirement of changing conditions. Flexibility as
used in the school administration and supervision may cover the following:
a. Flexibility of school building the adaptability of the school subjects as to the

needs and interest of the pupils and to the rapid changing conditions of the
community and the country in general.
c. Flexibility of objectives and teaching procedures- the adaptability of aims and

methods to meet the conditions of different schools, teaching personnel, student
population and communities.
d. Flexibility of instructional materials and devices-the adaptability differences of

the pupils and the varied training and experiences of the teaching personnel.
e. Flexibility of school requirements and standard norm the adaptability of

procedures to fit the individualities of the pupils, teachers, supervisors, and
administrators
The principle of flexibility in school administration and supervision observes the

following practices:
(1) Flexible school administration and supervision adapt activities to meet

individual differences of teachers in training, experiences, and abilities. Because
of these differences the administrator and supervisor should avoid over-
emphasis of standard norms, goals, and prescriptive measures.
(2) Flexible school administration and supervision adjust the types and length of
classroom visit to the particular purposes and needs of the teaching-learning
PROGRAMS
situations. The administrator and supervisor should give special attention to the
new and experienced teachers.
(3) Flexible school administration and supervision encourage and assist teachers
to use flexible assignments and method. Assignments and methods must be
modified to meet individual differences of the pupils and to meet the
individualities teachers.
(4) Flexible school administration and supervision adapt itself to the needs of
each particular teaching-learning situation. School situations vary and
personalities are unique. The administrator or supervisor need to understand that
a supervisory arrangement in one situation will not fit another situation exactly.
(5) Flexible school administration and supervision encourage pupils to suggest

ways they would like to work and to give them opportunity to plan, work, and
evaluate their own activity. They should be encouraged to set up standards and
to make records of their own program.
(6) Flexible administration and supervision meet the needs and desires of
teachers. A knowledge of individual needs and desires of teachers is basic to
almost any type of school administration and supervision. Individual needs of
teachers can be determined by the use of self-appraisal check list, rating scales,
information test, changes of pupils, evaluation of pupil progress, and analysis of
teachers training and experiences. The school administrator and supervisor
should be prepared to assist teachers to meet their needs and desires.
Other Principles of Administration and Supervision
There are other definite principles of school administration that should be

known to school administrators. Among the basic principles of good school
administration suggested by Crow and Crow are the following:
1. Teacher-participation should be stimulated in the kind of education that

will provide good citizenship training
2. There should be developed and put into practice the of curriculum that
guarantees continuous pupil-growth.
3. The educational program of the school should embody the cooperative

efforts of faculty and students alike.
4. The building and equipment should be used to maximum capacity.
PROGRAMS
5. All school facilities should be utilized that every child is given an
opportunity to participate in the educational offerings or the school.
6. The various members of the school personnel should be assigned in such

a way that everyone can utilize his energies toward the achievement of
maximum efficiency.
7. The formulation of school policies should follow democratic principles of

faculty and pupils' participation and cooperation
8. The authority that is delegated by the principal to the members of his staff
should be used wisely. Authority granted to pupils should be supervised
carefully lest, as a result of pupil immaturity and lack of experience, it be
abused.
9. Well-trained teachers and other personnel should be secured and then

should be given the freedom of activity that is commensurate with their
ability to use it effectively.
10. All educational responsibilities should be defined carefully and specifically,

and they should be understood by all concerned. There should be no
doubt in the mind of any school official concerning the limits of individual
authority.
11. The best interest of 1he entire school should be basic to any decision that
is made relative to the welfare of the pupils, the teachers, or the school in
general.
12. The leadership of the principal should be such as to inspire all- pupils and
teachers alike -toward better and more complete accomplishment.
13. An attitude of constructive rather than destructive criticism should be

characteristic of all members of the staff and of the student body.
There are likewise other definite principles which should be known to the
supervisor. Peckham selected ten major principles to cover the field of
supervision as follows: () cooperation, (2) leadership, (3) planning, (4)
integration, (5) creativity, (6) flexibility, (7) considerateness, (8) community
orientation, (9) objectivity, and (10) evaluation.
The Need for a Democratic Administration and Efficient Supervision
If public education is to be cornerstone of the democratic order, it is

essential that the public system be administered supervised on a democratic
PROGRAMS
basis. The success of any school system depends upon democratic
administration and efficient supervision. The complexity of school organization
arising from changing social conditions, increase in school population and
teaching personnel (who are mostly non-professionally trained), changes in
theories and methods of techniques brought about by recent scientific
investigations and researches and changes in curricula because of the needs
and demands of the time, call for a democratic administration and supervision
which can be only valid and perhaps, most efficient method of securing
educational ends in democracy. The school can become a powerful force in
maintaining and improving democracy only when the administrative and
supervisory personnel become deeply concerned with developing technique of
administration and supervision that is thoroughly democratic and consequently
efficient; hence, administration and supervision must be established on a
democratic basis.
The acceptance of democratic theories of administration and supervision

is widespread. It is difficult to find any treatment of administration or supervision
in a textbook that does not point to democratic practices or procedures. In
professional courses for administrators and supervisors, the discussion is almost
altogether within the framework of democratic administration and supervision.
The most frequent criticism of administration and supervision voiced by the
teachers is the charge of being undemocratic. The democratic theories of school
administration and supervision are generally accepted in the field of education.
The problem is one of translating words into deeds.
As democratic theories of school administration and supervision are being

implemented, it is important that we do not insist on democratic procedures just
because we think we should democratic. Participation arising only from a sense
of compulsion is participant from which individuals may be continuously expected
to seek a rational escape. The attention of democratic procedures must be one
of involvement in something in participant has a personal stake. It must result
from stimulate result of widening support for a key idea and plan, out of many
pertinent considerations suggested from variety of sources. Those seeking to
extend participation must be willing to start on areas of concern to the teachers
and pupils.
A democratic type of administration and supervision is consistent with the

democratic philosophy of life which the Philippines has adopted. If democracy is
to function to the fullest, it must be practiced at every opportunity, especially in
the school system. The school should provide a type of organization and
PROGRAMS
supervision wherein officials, employees, pupils, and the public in general may
cooperate in determining purposes and establishing procedures for
accomplishing said purposes. No institution has a greater opportunity than the
school to make democracy conscious of itself. When the democratic spirit is
present, democracy is likely to be practiced. This principle is workable in
Democracy in school administration and supervision can be achieved only

as the personnel understand and practice democratic methods. Democracy is of
the spirit as the organization. Without the will to do their best, there is no merit in
organization per se. Greater emphasis upon purpose and less upon specific
personnel interest is essential in this result. This idea is well expressed by Dr.
Putong in the following words:
"One may wonder whether our highly centralized school system in this
country is compatible with the concept of democracy as applied to school
administration. . . But wish to say that it is not necessarily the structure of the
organization that makes it democratic; rather it is the spirit that pervades that
organization. venture to say that even under a decentralized school system the
administration of the school can be autocratic unless the school executives are
imbued with the ideas and ideals of democracy and are willing to put these ideas
and ideals of democracy into practice in their dealing with their teachers."
Democratic school administration and supervision emphasize the primacy

of human values which are derived from human relationships. In o democracy,
the rights and worth of the individual and respect for his potentiality are of major
importance.
The importance of human worth is well expressed by Dr. Jose Rizal when
he said that "man is a masterpiece of God's creation, perfect with his conditions,
who cannot be deprived of his components, moral as well as physical without
and making him miserable.
It can be said, therefore, that democratic administration and supervision

must be based on human dignity and human and must give priority to human
factor. It we really believe the fundamental aim of education is concerned with
humanity and individual betterment, it is important that the chain human dignity
and individual initiative and responsibility should not be broken between pupils,
teachers, supervisors, and administrators. Good human relations, therefore,
should be the goal in all phases and all levels of school administration and
supervision as a way of life and a philosophy of action.
PROGRAMS
Learning Activity:
Direction: Make a slogan on fundamental principles of administration and
supervision considering Physical and Health Education.
1. Why are principles more important than techniques in school administration
and supervision?
2. Enumerate the uses of principles in school administration and supervision as

given in Lesson 3.
3. What is meant by making school administration more democratic? School

supervision?
4. List some of the democratic and undemocratic parties of school administrators

in our public school.
5. What is your understanding of scientific school administration and

supervision? Explain your answer.
6. How should educational philosophy affect school administration and

supervision?
7. Explain the meaning of creative leadership in school administration and

supervision.
8. How would you determine is a school is run democratically?
9. Why should school administration and supervision be centered on the growth

of the child?
10. What are the advantages of democratic administration and supervision.
References:
Inc.
LESSON 4
PROGRAMS
LEGAL BASES OF SCHOOL ADMINISTRATION AND
SUPERVISION
Overview:
The administration and supervision of the Philippine government in the
early part of American regime was entrusted to the Philippine Commission
appointed by the President of the United States. The Second Commission,
headed by William H. Taft, was created in 1901, to cooperate with military
authorities in the islands and to open the way for the establishment of the civil
government. All legislative functions of the military government were transferred
to the Second Philippine Commission. The following is the portion of the
instruction 1 of the President of the United States to this Second Philippine
Commission:
"It will be the duty of the commission to promote and extend and,
as they find occasion, to improve the system of education already
inaugurated by the military authorities. In doing this they should regard as
of first importance the extension of a system of primary education which
shall be free to all, and which shall tend to fit the people for the duties of
citizenship and for ordinary avocations of a civilized community. This
instruction should be given to the first instance in every part of the Islands
in the language of the people. In view of the great number of languages
spoken by different tribes, it is especially important to the prosperity of the
islands that a common medium of communication be established, and it is
obviously desirable that this medium be the English language. Especial
attention should be at once given to affording full opportunity to all the
people of the Islands to acquire the use of the English language."
Learning Outcomes:
1. develop an understanding of the legal bases of school administration and
supervision;
2. show appreciation the educational provision of the Constitution; and
3. show appreciation of the legal bases with respect to school administration
and supervision; and
4. create a talk show on legal bases of school administration and supervision in
physical and health education.
PROGRAMS
Materials Needed:
 Module
Duration: 3 hours
Learning Content:
Historical Sketch
To accomplish the intent of the preceding instruction an Act was passed to
establish the Department of Public. Instruction. In the early stage of the
organization the government was confronted with the problem of securing native
leadership capable of helping to carry out the new school program. From the
beginning there has been a conscious attempt on the part of the government to
improve the educational system by developing a strong Filipino Participation. The
practice is worthy of emulation and is a sound principle of administration and
supervision
Education as a State Function

The most significant single factor in our education is the assignment of
ultimate responsibility to the State. In our Constitution, education is considered a
state function. It states that "all educational institution in the Philippines shall be
under the supervision of and subject to regulation by the State" Since education
in this country is a function of the State, the Philippine Congress has large
powers in the organization, support, and control of our public and private
schools. It can determine the types of schools to be established, regulate the
school organization, prescribe the curriculum, designate standard for buildings,
determine the ages of children eligible to attend school, fix the qualifications of
teachers, establish salary schedules, provide tenure, and set the age of
retirement for service. All these powers and many more can be exercised by the
legislature, subject only to the restriction imposed by the constitution. The State
is, therefore, the agency which regulates the administration, supervision, and
instruction in public and private schools. The school administrators and
supervisors should be fully informed of the school laws of the Philippines, since
many of their duties and responsibilities are set forth and define in these laws.
The Philippine Congress enacts from time to time certain laws embodying the
educational policies of the State and implementing or supplementing the
fundamental educational ideas embodied in the Constitution. In this chapter, only
PROGRAMS
laws which have bearing on school adminıstration and supervision are
discussed. Likewise, circulars promulgated by the Director of the Bureau of
Public Schools are also given in this chapter. Regulation concerning
administration and supervision formulated by individual schools, however, are
not within the scope of this study.
Laws Related to School Administration and Supervision

School laws give authority, purpose, and direction to school
administrators, supervisors, and classroom teachers. How our public and private
schools are administered and supervised is outlined in our school laws. The legal
enactments in this country which has bearing on the status of school
administration and supervision are the following:
A. Laws Related to School Organization and Control
1. The Philippine Constitution-- The most important legal basis of school
administration and supervision is found in certain provisions of the Philippine
Constitution. Section 8 of Article XV states that "all educational institutions shall
be under the supervision of and subject to regulation by the State." To comply
with this Constitutional mandate, the task of regulating and supervising all
educational institution in the Philippines is delegated to the Department of
Education, and through it the two bureaus under its jurisdiction; namely, the
Bureau of Public Schools and the Bureau of Private Schools. The former bureau
administers and supervises the public elementary, secondary, normal and
technical schools of secondary and collegiate level. The latter Bureau regulates
and supervises the private schools, colleges, and universities. The other
government agency which exercises influence over both public and private
schools is the National Commission on Educational, Scientific, and Cultural
Matters which was later abolished by the Reorganization Act of 1951
2. Act No. 74 of the Philippine Commission-The administration of
Philippine Government during the early part of the American occupation was in
the hands of the Philippine Commission whose members were appointed by the
President of the United State. This Commission, on January 21, 1901, passed
Act No. 74, Section 1 of which established Department of Public Instruction,
which have executive control and general supervision of all schools already
established by the Military authorities. Act No 477, passed on October 8, 1902,
which amended Section of AC No. 74, created the Bureau of Education which
assumed the general control and supervision of public schools. This Bureau
changed to the Bureau of Public Schools by Executive Order No.94 as
authorized by the Reorganization Act of 1947. Under Act No. 74, the General
PROGRAMS
Superintendent of Public Instruction and Assistant Superintendent were made
chiefs of the Department of Public Instruction. The designations of Director and
Assistant Director were made on October 26, 1906.3 Act No. 1407 also
authorized the appointment of First Assistant Director of Education and Second
Assistant Director of Education. However, the Reorganization Act of 1917, Act
2668, Section 1, abolished the position of the Second Assistant Director of
Education leaving Director and Assistant Director of Education as heads of
Bureau of Education which is now known as the Bureau of Public Schools.
To facilitate school administration and supervision, Section 3 of Act No. 74
divided the entire archipelago into school divisions, the city of Manila considered
as one division. Act No. 1539 which was passed on October 5, 1905, gave
blanket authority to the Director of Education to increase or decrease the number
of school divisions subject to the approval of the Secretary of Public of
Instruction. Section 6 of Act No. 74 made the Division Superintendent the
executive officer of the public schools in the division. Again Section 13 of the
same Act authorized the sub-division into school districts. Every municipality
shall constitute a school district and it shall be the duty of the municipal council
thereof to make as much as possible ample provision, by local taxation for the
support of all schools established within its jurisdiction. (Passed on January 21,
1901).
3. Commonwealth Act No. 180-This Act is the present basic law governing
private education in this country. It amended Act No. 2706 which provided for the
government regulation and supervision of private schools, colleges and
universities. Common wealth Act No. 180 provides that all private educational
institution, with the exception of those that do not grant diplomas or certificates
and confer titles or degrees, come under the supervision and regulation of the
Department of Public Instruction with no other purpose than to maintain a
desirable standard of instruction.
Section 1 of this Act requires the Secretary of Public Instruction to maintain a
general standard of efficiency in all private schools and colleges in the
Philippines so that the same shall furnish instruction to the public, in accordance
with the class and grade of instruction maintained by them. It also authorizes the
Secretary of Public Instruction or his authorized representative to supervise,
inspect and regulate said schools and colleges in order to determine the
efficiency of instruction given in the same.
This Act also abolished the Division of Private Schools and Colleges and created
the Office of Private Education which was subsequently changed into the Bureau
PROGRAMS
of Private Schools by executive Order No. 94 under the Reorganization Act of
1947 (Approved November 13, 1936).
4. Commonwealth Act No. 586-This Act is known as the Educational Act
of 1940 which provides the legal basis of the present six-year elementary course,
the double-single session, the school entrance ages, and national support of
elementary education. According to the provision of this law all children who
enroll in the primary grades must remain in school until they shall have
completed the primary grades. Failure to do so would mean a minimum fine of
P20.00 and a maximum of P50.00. The reorganization of the elementary school
course and the introduction of the double-single session plans affects the
administration and supervision of elementary education. (Approved, August 7,
1940).
5. Republic Act No. 896-This Act is known as the Elementary School Act
of 1953. This new law restores Grade VII which was abolished by the Education
Act of 1940, and authorizes the holding of primary classes morning and
afternoon, or another class in the morning under one teacher, and another class
in the afternoon under another teacher. The intermediate classes are to have
what is generally called 3-2 plan or 5-3 plan. This Act provides for compulsory
education of seven years and made it mandatory on the part of the parents to
enroll their children in public schools upon attaining seven years of age.
This Act also authorizes the Secretary of Education to organize classes with
more than two grades where there is an insufficient number of children to meet
the minimum requirement for organizing one grade or two grades in combined
classes. Likewise, the law permits the organization of ungraded classes in small
communities irrespective of the number of children available to constitute a class.
With this provision, no barrio need be without a school provided there is a
teacher to teach in it. It cannot be denied the Educational Act of 1953 is an
improvement of the Educational Act of 1940. (Approved, June 20, 1953).
6. Executive Order No. 94- (based on upon the Reorganization Act of
1947) This law gives the Secretary of Education executive supervision over the
Bureau of Public Schools and the Bureau of Private Schools, the Bureau of
Public Libraries, the Institute of National Language, and the Philippine Historical
Committee. Executive Order No. 94 specially charges the Secretary of Education
with the administration of the public schools system and the supervision and
regulation of private schools, colleges and universities in the country. The
Bureau of Public Schools directly administers and supervises the public school
system while the Bureau of Private Schools regulates and supervises all private
schools in the country. (Issued on October 4, 1947).
PROGRAMS
7. Republic Act No. 1124. This Act created the Board of Education.
According to this law, the Board of the National Education is a policy-making
body. The Board is charged with the duty "to formulate, implement, and enforce
general educational objectives and policies, coordinate the offerings, activities
and functions of all educational institutions in the country with a view to
accomplishing an integrated, nationalistic and democracy- inspired educational
system in the Philippines." The law further states that the Board shall be the
exclusive agency of the government for the implementation of educational
policies, and the direction of educational. interests of the Nation, subject only to
the constitutional authority of the President of the Republic over executive
departments, bureaus, and offices.
The Board is made up of 15 members representing various interests. Of the
membership, seven are ex-officio and eight are appointed by the President of the
Republic. The Chairman of the Board of National Education is the Secretary of
Education. (Approved, June 16, 1954).
8. Republic Act No. 4272-This Act reduced the number of members of the
Board under Republic Act No. 1124 from 15 members to 8 members. The old
Board of National Education of 15 members has been inoperative for several
years. It was only in July 1967 that the new Board of eight members under the
new law (R.A. 4372) was reconstituted. The private Schools have three (3)
representatives to the new Board. The Presidential Decree No. 1 changed the
name to the National Board of Education. (Approved on June 19, 1965).
9. Republic Act No. 5447-This law is otherwise known as Special
Educational Fund Act. This law provides an additional tax of one percent of the
assessed value of real tax. This law created the offices of the Provincial School
Board, the City School Board, and the Municipal School Board which shall
determine with approval of the Secretary of Education the budget needs of the
activities to be financed from the school fun such as: (a) extension classes, (b)
printing, purchase of textbooks, (c) construction and repair of school buildings,
(6) adjustment o salaries, and (e) teaching materials.
10. Presidential Decree No 1-This Decree made a thorough going revamp
of the executive branch of the government. The Department of Education is now
known as the Department of Education and Culture. The internal organization of
the Department was revised by reducing the number of divisions and adding the
National Institute of Arts and Letters. There was to be only one Undersecretary of
Education and Culture. Those Decree also abolished the Bureau of Public
Schools, the Bureau of Private School, and the Bureau of Vocational Education,
and created the Bureau of Elementary Education, the Bureau of Secondary
PROGRAMS
Education, and the Bureau of Higher Education. Each bureau is headed by a
Director. The internal organization of each Bureau was restrucred by reduction of
divisions, To facilitate school administration and supervision of our school
system, the whole Philippines was divided into eleven (11) regional offices. Each
region is headed by a Regional Director and Assistant Director. All the regional
offices are under the direct control and supervision of the Secretary of Education
and Culture.
11. Presidential Decree No. 176-The control and administration of all
educational institutions already established or hereafter to be established in the
Philippines shall be vested in the citizens of the Philippines. Membership in the
governing bodies or boards of such educational institutions. shall be limited to
citizens of the Philippines. Appointments and designations to and employment in,
positions involving the exercise of administrative discretion in the management of
such educational institution shall be likewise be limited to citizens of the
Philippines the Secretary of Education and Culture is hereby authorize a
reasonable period within which any educational institution may comply with the
requirement embodied in this section. Provided however, that full compliance
therewith shall be affected not later than the beginning of school year 1976-1977.
(Section 2).
Section 3, of the Presidential Decree No. 176, states that the enrolment
client in any school shall not exceed one-third of the total enrolment therein. Full
compliance with this requirement in any school shall be effected not later than
the beginning of the school year 1976-1977.
B. Laws Related to Teaching Personnel
1. Commonwealth Act No. 117-This Act places the public school teachers
under Civil Service Rules and Regulations as to their examination, appointment,
transfer, separation, suspension, and reinstatement. This Act also protects the
teachers’ tenure of office. (Approved, No. 13, 1936).
2. Commonwealth Act No. 578-This law recognizes supervisors, teachers,
and professors of public and recognized private schools as persons in authority.
Any person guilty of assault made directly or indirectly upon a supervisor,
teacher, or professor will be subject to penalty or imprisonment ranging from six
months and a fine from 500.00 to PI,000.00. Approved, June 8, 1940).
3 Republic Act No. 660-This Act amended Section 12 of the
Commonwealth Act 186. This Act provides for automatic retirement at the age of
sixty-five years, if the teacher has completed fifteen years of service, and if he is
not, he shall be allowed to continue service until he has completed fifteen years
unless he is otherwise eligible for disability retirement. Upon specific approval of
PROGRAMS
the President of the Republic of the Philippines, an employee may be allowed to
continue to serve after the age of sixty-five years if he possesses special
qualifications and his services are needed. It shall be the duty of the employer
concerned to notify each employee under, his direction of the date of the
automatic separation from the service at least sixty days in advance. (Approved,
June 16, 1951).
4. Republic Act No. 842-Amended Republic Act No. 312) - This Salary Act
of 1953 (Republic Act No. 842) provides for a revised salary scale and automatic
salary increases for public school officials, teachers, and other school personnel
of the government. This law allocates the grades and salary scale for the various
kinds of positions. This Act provides further that a teacher with educational
qualifications or civil service eligibility higher than the standard required for the
position to which he is appointed, shall be given a higher entrance salary than a
teacher who merely meets the standards. It also provides that salaries of all the
school personnel shall be first adjusted in accordance with the entrance salary
rates prescribed in this Act. After the adjustment in salary has herein provided,
increase for regular personnel shall be automatically effected until the maximum
rates have been attained. (Approved, May 1, 1953).
5. Republic Act No. 1079This law provides that civil service eligibility shall
be permanent and shall have no limit. This Act modifies the present civil service
regulations which makes one's eligibility lapse after two years of unemployment,
from the date of passing the examination or extension of two years for every one
year of service in the government. (Approved, June 15, 1954).
6. Republic Act No. 1080-This Act states that the bar examination and the
board examinations which require the candidates to have four years of college
training and two years of experience are considered equivalent to the first grade
regular examinations; and those requiring less than four years of preparation are
equivalent to the second grade regular examination. (Approved, June 15, 1954).
7. Republic Act 1147-This Act requires that regular and promotional
teacher civil service examinations be given at least once every two years. The
purpose of this law was reduced to the members of non-eligible in the service to
improve themselves professionally while in service. Approved on June 17, 1954).
8. Republic Act No. 4461This Act is known as the Teachers' Meeting Law.
This law provides that the teachers' meeting shall not be called on Saturdays.
This concept is based on the contention of teachers that Saturdays is not a
working day as observed by the government employees. Approved in 1965).
9. Republic Act 4477-This Act is known as the Provincial Salary Act. This
law raised the salaries of field school superintendents above the levels of the
PROGRAMS
salaries of Division Chiefs in the Central Office who had served in the field as
superintendent of schools and who are supposed to have higher category than
the field Superintendents. This law was enacted in 1965.
10. Republic Act No. 1880This Act amended Sections 562 and 564 of the
Revised Administrative Code. It prescribes the legal hours of labor to 8 hours a
day, 5 days a week or 40 hours a week. It also states that government
employees may be allowed five (5 hrs.) of service from April to June 15 inclusive
upon the discretion of the President of the Republic. However, because of the
nature of the services, teachers of vocational schools such as the Agricultural
schools are not embraced by the provision of this Act. Since the teachers in this
school render service throughout the year, they are placed on the vacation-sick
leave basis. Memo. of the Bureau of Vocational Education No. 9, s. 1968 was
issued to this effect. Approved on June 22, 1967).
11. Republic Act No. 4670-This Act is known as the "Magna Carta for
Public School Teachers" and shall apply to all public school teachers except
those on professional staff of state colleges and universities. This law was
passed to promote and improve the social and economic status of the public
school teachers, their living and working conditions, their employment and career
prospects in order that they may compare favorably with existing opportunities in
other walks of life, attract and retain in the teaching profession more people with
proper qualifications and ability of the teaching staff and that education is an
essential factor in the economic growth of the nation as a productive instrument
of vital importance. Pursuant to the provisions of Section 30 of this same Act, the
Secretary of Education issued "Rules and Regulations for the Magna Carta for
Public School Teachers" under Department Order No. 25, s. 1966 (Approved on
June 18, 1966.)
12. Republic Act No. 4968-This law increase the retirement benefit.
Among the important provisions of this Act are: (a) increase in the basic monthly
annuity from P20 to P30.00; (b) use of the average monthly salary for the last
three years instead of the last five years as basic for computing the annuity; (c)
granting the lump sum of five-year annuity payment to retirees at the age of 63
and a three year lump sum payment at the age 60 (d) authorized computation of
accumulated vacation and sick leave based on the highest salary received in
retirement under either the annuity system or gratuity system; and (e)
liberalization of the basis in the computation of gratuity, on the optional
retirement which was only one month's salary as authorized in Republic Act No.
1616 according to the following:
a) One-month salary for every year for the first 20 years of service.
PROGRAMS
b) Plus one and a half month's salary for every year of service about 20 years up
to 30 years.
c)Two months' salary for every year of service over 30 years.
The highest salary received by the employee is used in the application of the
above provisions.
13. Republic Act No. 5168This is known as the Public School Teachers
Salary Standardization Act. This law provided upgrading of WAPCO salary
ranges and fixed progressive rates of salary from existing salary rotes to the
maximum under the adjusted range. (Approved in 1967).
14. Republic Act No. 6040This Act amended Section 24 of Civil Service
Act of 1959. This Act states that no person shall be appointed to nor to hold two
or more full-time positions in the government including the government owned or
controlled corporations or offices whether in temporary or permanent capacity or
with or without salary, emoluments and or allowances: Provided, that this
prohibition shall not apply to a person who holds a position or positions in an ex-
officio capacity or in consequence if an express provision of the law.
15. Republic Act No. 6110-This Act is called the Omnibus Tax Law. Those
required to pay the annual privilege tax of P75 includes lawyers, physicians,
engineers, nurses, sanitary engineers, custom brokers, marine engineers,
actuaries, and registered master plumbers. Those required to pay P50 in
privilege tax are statisticians, dieticians, commercial steward, stewardess, flight
attendance, and insurance adjusters. Also subject to pay occupation tax are
officials and employees of the government and those rendering services in
religious, educational charitable institutions, hospitals and sanitariums. That the
members of the judiciary who teach in law schools are also required to pay the
professional tax. (Took effect since Sept. 1, 1969).
16. Republic Act No. 6111-This Act is otherwise known as Philippine
Medical Care Act of 1969, was approved on August 4, 1969, primarily to extend
"medical care to all residents in an evolutionary way within our economic means
and capability as a nation" and to provide the people of the country a practical
means of helping themselves pay for adequate Medicare. Under this Act, the
Philippine Medical Care plan has been established to consist of two basic
programs namely: (a) Program I-- for members of the GSIS and SSS and (b)
Program II for those who are not qualified for benefits under Program.
In so far as the SSS is concerned, membership shall be compulsory and
automatic upon all persons’ subject to the compulsory membership by the SSS.
The SSS will administer the Medical Care funds of its members. This Act took
effect on January, 1972.
PROGRAMS
18. Republic Act No. 6362-This Act amended R. A. 5168 otherwise known as
"The Public School Teachers Salary Standardization Act and Appropriating Fund
Therefore." The basis for adjustment under R. A. No. 6362, is range 38 which
carries a minimum salary of P3,792 per annum or P316 a month. The base
range, therefore, is the WAPCO range of the position in 1966 and using
Schedule A of R.A. No. 5168.
C. Laws Related to School Curriculum

1. Department Order No. 5, s. 1955 Department Order No. 5, s. 1955 of
the Secretary of Education provides that religious instruction may be scheduled
during the school session in such a way as to, enable the teacher in religion to
teach in the public school building for more than one thirty-minute period a day,
three times a week, to different groups of pupils in the same school, provided no
pupil is given instruction under this arrangement for more than the maximum
length of time allowed by law. The same order, likewise, provides in paragraph 6
that religious instructors should be requested to submit religious instruction
marks to the principal, which marks may be taken into consideration in
appraising the child's conduct.
The Service Manual provides that the law authorizes the division superintendent
to fix the time for such religious instruction upon the request from the authorized
persons and after the stipulated formalities of the law have been complied with.
2. Republic Act No. 343-This Act provides for the inclusion of Spanish as
a course or subject in all high schools, private or public, of the Philippines. The
Secretary of Education is empowered to comply with this provision as soon as
possible. Act tokes effect upon its approval. (Approved, February 26, 1949).
3. Republic Act No. 709-This Act made the teaching of Spanish obligatory
in all courses of public and private colleges and universities in the Philippines. It
states further that no collegiate courses in any public or private college or
university is allowed to be maintained unless, Spanish is included in the program
of teaching. (Approved, June 5, 1952).
4. Republic Act No. 1425- (otherwise known as Rizal Law) --This Act
requires that courses on the life, works, and writings of Jose Rizal, particularly
his novels NOLI ME TANGERE and EL FILIBUSTERISMO shall be included in
the curricula of all private and public schools, colleges and universities. These
courses shall be given as a part of the school studies and/or language arts in the
elementary school; the social studies or language in the high school; and the
social sciences in the colleges and universities.
PROGRAMS
The elementary course should include the main points of the biography of Rizal
and such materials from his writıngs as are suitable to the elementary level. The
high school should offer courses which include, not only a more advanced study
of his life, but also materials from Rizal's writings as are suitable to secondary
level. The collegiate course should include, among others, a more intensive
study of Rizal's life, works, and writings. (Approved, June 12, 1956).
5. Republic Act No. 1881-This Act states that all students enrolled in the
courses in Law, Commerce, Liberal Arts, Foreign Service and Education are
required to complete at least 24 (twenty-four) units of Spanish. In other words, no
student can graduate in the above-mentioned courses without twenty-four units
of Spanish. Approved, June 22, 1957).
6. Republic Act No. 5181-- This Act has replaced Republic Act No. 707, as
amended by R.A. No. l881. Under the new law, college and university students
are required to complete at least 12 units of Spanish. It is, however, provided that
the Board of National Education is authorized, in consideration of the particular
relevance and importance of Spanish, the require additional units for such
courses as it may determine, on the exercise of its discretion. (Took effect during
the school year 1968-1969).
7. Department Order No. 19, S. 1970 -- This Department Order increased
time allotment for language arts (English) from 30 to 40 minutes in Grades and 1,
from 40 to 60 minutes’ inn Grades IIl and IV, and from 60 to 80 minutes in the
intermediate grades.
This Order also approved the changing of the terminology of Arithmetic" into "
Elementary Mathematics", with the aim of enabling he Filipino child to achieve a
deeper understanding of the science of numbers and mathematical concepts.
The revised subjects of elementary mathematics and science also called for the
increase by 10 minutes for the two subjects in all grade levels.
This is a step in the right direction as mathematics and science are supposed to
be given more emphasis in this age of science and technology.
8. Republic Act No. 5946This law amended the Medical Act of 1959. The
Act states that "students seeking admission to medical school must have d
Bachelor's degree in science or in arts. This Act led to the abolition of
preparatory medical courses in private schools, colleges and universities.
9. Presidential Decree No. 6-A-This Decree is known as the Educational
Development Decree off 1972. Under this decree, education will aim to attain the
national development goal, particularly the acceleration of economic
development and social progress, to assure the maximum participation of all the
people in the attainment and enjoyment of the benefits of such growth, and to
PROGRAMS
strengthen national consciousness and promote desirable cultural values of the
people. To accomplish those aims, educational efforts are to be directed toward
broad general education, training of manpower in the middle-level skills,
development of high level professions that will provide leadership for the nation
and extension of knowledge through research, and systematic planning to meet
changing needs and conditions.
To advance the attainment of those objectives, a ten-year national
education development program was formulated and certain specific projects to
be under taken were listed. In the national education development program, the
quality of education is to be improved, the training of teachers and the
improvement of the quality of instruction. Likewise, academic standards are to
the raised and to make higher education more responsive to national goals.
D. Laws Related to Students or Pupils

1. Commonwealth Act No. 80-This Act provided for the organization of the
Office of Adult Education under the Director Adult Education who was appointed
by the President with the consent of the Commission on Appointment. This Office
was charged to eliminate illiteracy, to provide for vocational guidance and to give
citizenship training. Executive Order No. 94 abolished the Office of Adult
Education under the Department of Education and transferred its functions over
to the Bureau of Public Schools where it is a division. (Based on the
Reorganization Act of 1947).
2. Republic Act No. 124-This law requires private schools, colleges and
universities having an enrolment of 300 or more to employ a part- or full-time
physician who will conduct an annual physical examination of their students.
(Approved, June 14, 1947).
3. Republic Act No. 896-This Act provides for compulsory education of
seven years and made it mandatory on the part of the parents to enroll their
children in public schools upon attaining seven years of age. Approved, June 20,
1953).
4. Republic Act No. 4206-This law prohibits the collection of contributions
for the Red Cross, Anti-Tuberculosis, PTA's, school athletic meets, medical and
dental services or any other project or purpose, whether voluntary or otherwise,
from school children of public primary and intermediate schools.
Under this law, persons found violating this provisions would be punished, either
with fine or imprisonment in the discretion of the court.
5. Republic Act Na. 4090-An Act providing for State scholarship in
Science, Arts, and Letters for Poor and Deserving Students, creating a State
PROGRAMS
Scholarship Council to Integrate, Systematize, Adminıster, and implement all
Program of Scholarship; and Appropriate Funds Thereof.
Section of those Act states that there shall be selected annually from the
graduating classes of all public and private high schools throughout the
Philippines, poor but deserving students to be known as "State Scholars who
shall be granted stat scholarship in science, arts, and letters and whose
expenses like tuition fees, matriculation fees and other school fees, prescribed
textbooks, and equipment, board and lodging, traveling expenses, and
miscellaneous allowance, shall be defrayed from funds appropriated by law or
contributed from other sources for scholarship purposes.
6. Republic Act No. 4725-This Act amended Republic Act No. 4206 the
collection of contributions for anti-tuberculosis, parent teacher associations,
school athletic meets, medical and dental services, from school children and
teachers of public primary, intermediate and high schools is hereby prohibited;
provided however, that this prohibition shall not cover membership fees of school
children in the Red Cross, the Girl Scouts of the Philippines, and the Boy Scouts
of the Philippines.
7. Republic Act No. 6139-This Act is known as the Tuition Fees Law". This
Act regulates the increases of tuition fees in private schools, colleges, and
universities. The law requires 180 days before effectively. The amount of tuition
fees should not be beyond 15 percent of the basic tuition fees.
8. Presidential Decree No. 146.-This Decree is known as the National
College Entrance Examination was promulgated with no other purpose but to
regulate the admission of students to all four year or. Five-year degree programs
in the country so as to improve the quality of higher education and to distribute
students among different courses, thus meeting the manpower needs of the
country. The College Entrance Test will, no doubt, improve the quality of higher
education and meet the manpower needs of the country. Based on the
Presidential Decree No. 146, only students who passed the entrance college test
should be admitted in the professional course requiring at least four or five years
of study. To implement the Presidential Decree No. 146, a College Entrance
Examination Board was organized in the Department of Education and Culture,
making the Undersecretary as Chairman of the said body. The first entrance test
took effect this school year 1974-1975.
E. Laws Related to Finance and Support
1. Commonwealth Act No. 586-Section 7 of this Act nationalizes the
support of elementary schools except in chartered cities. According to this Act,
Chartered Cities shall continue to support all intermediate classes within their
PROGRAMS
jurisdiction. However, the national government may grant aid to such chartered
cities may not be financially able to provide fully for support of their intermediate
classes. (Approved, August 7, 1940).
2. Republic Act No. 364-This Act authorizes all vocational schools to
collect tuition fees, to receive contributions from private persons and to contract
loans from the government and private banks and other financial institutions and
to create special trust fund for each school. (Approved, June 9, 1949).
3. Republic Act No. 1284-This law exempt from amusement tax all athletic
meets, school programs and exhibitions, and other educational activities
conducted by public schools, by amending the National Internal Revenue Code.
This law states all athletic meets, school programs and exhibitions, and other
educational activities conducted by public schools, by amending the National
Internal Revenue Code. This law states all athletic meets school programs and
exhibitions, and other educational activities conducted by any public schools to
which admission fees are charged should be exempted from amusement tax.
Provided, that the net proceeds therefore shall accrue to the athletic fund of the
school in the discretion of the school authorities. This Act shall take effect upon
its approval. (Approved, June 14, 1955).
4. Republic Act No. 5447-This Act is otherwise known as Special
Educational Fund Act. This law provides an annual additional tax of one percent
of the assessed value of real property assessable to any one person does not
exceed three thousand pesos, the additional tax shall not be built thereon, and
provided further, that the total real property imposed in any city or municipality
will not exceed a maximum of three percent, and portion of the taxes on Virginia-
type cigarettes and duties on imported leaf tobacco.
This Act also created the Local School Board which determine, with the
approval of the Secretary of Education, the annual budget needs of the activities
to be financed from the school funds such as:
a. Extension classes
b. Construction and repair of school buildings
c. Adjustment of salaries.
d. Printing, purchases of textbooks and
e. Teaching Materials.
LEGAL BASES
F. Other Laws Affecting School Administration and Supervision
1. Executive Order No. 56-This Act authorizes the Director of the Bureau
of Private Schools to call upon the members of the government examination
boards for technical advice.
PROGRAMS
2. Republic Act No. 139—(Amending Act No. 3185 and ct No. 3402)--This
Act is the present basis for the selection adoption of textbooks to be used in
public and private schools. It provides for the creation of a Board on Textbooks
composed five members to serve tor six years to be appointed by the President
of the Philippines with the consent of the Commission Appointments. Under this
law the public schools cannot use textbooks other than those chosen by the
Board; whereas, the private schools may choose any textbook to which the
Board has no objection.
3. Republic Act No. 1147-This Act provides for the holding of regular and
promotional teacher civil service examinations at least once every two years.
This Act was passed on June 17, 1954. The implementation of this Act will no
doubt reduce the number of non-eligible in the teaching service which constitute
about 30 percent of the total teaching force in the public schools. (Approved,
June 17, 1954).
4. Republic Act No. 1265This Act makes flag ceremony compulsory in all
educational institutions." According to this law, all educational institutions shall
henceforth observe daily flag ceremony, which shall be simple and dignified and
shall include the playing or singing of the "Philippine National Anthem." This law
also provides that the rules and regulations governing the peoples conduct of the
required flag ceremony should be made known to all teachers and school
officials, public and private. Likewise, the patriotic objective or significance of the
Act should be explained to all pupils and students in the schools and to all
communities through the purok organization and community assemblies. The
Department Order No. 8, s. 1955, gives the rules and regulations for conducting
the flag ceremony in all educational institutions. See Appendix G. (Approved,
June 11, 1955).
5. Republic Act No. 1880.- An Act amending Section 562 and 564 of the
Revised Administrative Code which prescribes the legal hours of labor--"eight (8)
hours a day , day, five (5) days a week or forty (40) hours a week". Under
Section 2 of this law government employees are entitled to five hours of service
the hot season from April to June 15, inclusive. This law does not, however apply
to teachers employed in national vocational tional schools (like agricultural
schools) wherein their services are needed throughout the year. Because of the
requirement of the service they are designated for continuous duty and therefore
placed on the vacation-sick-leave basis like an ordinary government employee.
(Approved, June 22, 1957).
6. Republic Act No. 416-The law converted the present Philippine Norma
School into Philippine Normal College conferring the Degrees of Bachelor of
PROGRAMS
Science in Elementary Education and Master of Arts in Education. This law also
provides for a Board of Trustees, defines the Boards responsibilities and duties,
and provides professional and technical instructions. Approved, June 18, 1949).
7. Department Order No. 1, s. 1957-(Revised Philippine Educational
Program)-This program is otherwise known as the 2-2 plan. This plan divides the
present four years’ secondary education into two parts, and aims to develop
greater vocational competence and to insure more adequate academic
preparation for our students. Article I1, Section 2, states that in order to
implement the objectives of secondary education there should be common
curricula. In the first and second years and differentiated curricula in the third and
fourth years leading to either a college or a technical course. It states further that
every secondary school should provide an effective guidance program to help
students in their studies and in the choice of their vocation.
8. Department Order No. 27, s. 1972-This Order gives the Heads of the
institutions authority to expel, dismiss, or suspend indefinitely, or cause the
expulsion, dismissal, or suspension of any faculty, members, employees, and
students, who after investigation, were found to have been engaged or were
engaged in subversion or similar illegal activities or were known to be active
member of subversive organizations and activities. Failure to implement with
these requirement and standards required in the Department Order would mean
the closure of the institution and disciplinary action taken the Head of the school,
college or university.
9. Department Order No. 30, s. 1972-This order prescribed the use of
Identification Cards by all bonafide students, faculty and staff members in each
institution. Likewise, positive steps are to be taken against faculty members,
employees and students who were leaders or members of subversive
organizations. The operation of student government and the holding of strikes,
rallies, and demonstrations were strictly prohibited.
10. Department Order No 33, s. 1972-The standard operating procedure
for screening university personnel were spelled out in this Order.
11. Department Order No. 32, s. 1972-This Order granted academic
freedom to Faculty members under certain conditions. However, while faculty
members continue to enjoy academic freedom inherent in their position, certain
limitations are imposed. Discussion of political issues and talks which may
influence or confuse the students are prohibited.
12. Department Order No. 42, s. 1972-The major point of this order is to
stimulate students and faculty members of colleges and universities to help build
PROGRAMS
a New Society within the context of the Decree issued in pursuance of
Proclamation 1081.
G. Circulars Which Affect School Administration and Supervision
Some of the General Circulars and Memoranda issued by the Bureau of
Public Schools and Bureau of Private Schools that have bearing on school
administration and supervision are:
1. B. P. S. Circular No. 1, s. 1946 (Admission of U. S. Veterans into Public
Schools) --Discharged Filipino veterans who had been active in service with the
United States naval and military forces and who meet certain requirements
prescribed by law are eligible for education or training under Public Law 16 or
Public Law 346 (78th Congress) in any approved schools, colleges, universities,
or other institutions of learning.
2. B. P. S. Circular No. 32, s. 1952 (Permission to Teach in Private
Schools, Colleges, and Universities)-This circular states that a public school
teacher must have rendered at least two years of satisfactory service before he
can teach in private schools. The maximum time of service that may be devoted
to teaching in private schools is hours a week for those teaching in schools
operated on the quarterly plan and twelve hours in schools operated on the
semestral plan.
3. B. P. S. Circular No. 9, s. 1956 (Requiring Mathematics Subjects and
Physics in the Secondary Course)-This made the teaching of Elementary
Algebra in the First Year, Geometry in the Second Year, Advanced Algebra in
the Third Year, an Physics in the Fourth Year, compulsory in secondary schools
effective beginning with the school year 1957-195
4. Memorandum No. 38, s. 1957 (Implementation of Section 85 of the
National Defense Act)- In order to further improve the citizenship training of
school children through the medium of the Preparatory Military Training (P.M.T.)
among high school students, it is respectfully suggested that the steps be taken
for full implementation of Section 85 of our National Defense Act which provides
that instructors for the cadets must be taken from the qualified male instructors
who are members of the reserve force.
5. Memorandum No. 87, s. 1958 (Permission of Government Officials to
Teach in Private Schools During Summer Sessions) - In order that the welfare of
summer students may not be jeopardized, private school heads desiring to
employ government officials during summer sessions are urged to secure permit
to teach from the proper Department Head long before the start of the Summer
session. No private school may employ any government official, who has no
such permit granted by the Department Head.
PROGRAMS
6. B. P. S. Circular No. 1, s. 1958 (Requirements for the Admission to the
Law Course)- Effective at the beginning of the School Year 1960-1961, no
student should be enrolled in the regular law course unless he has completed the
Bachelor of Arts course with a concentration or major in political science, logic,
English, Spanish, History or economics. In order to avoid enrolling student who
are not qualified, entrance certificates should be required of them before
enrollment.
7. B. P. S. Circular No. 5, s. 1960 (Making Boy Scouting as a Curricular
Requirement) Boy Scouting is made as a curricular activity in both public and
private schools beginning with the school year 1960-1961. One (1) of the days
per week allocated for Physical Education will be devoted to Boy Scouting
activities under a trained Boy Scouter, Cub-Master or Senior Scout Leader.
8. B. P. S. Circular No. 7, s. 1960 (The New Four-Year Curriculum
Leading to the Degree of Bachelor of Arts A..) or Bachelor of Science (B.S.)
Required for Admission to the College of Medicine)-Beginning with the academic
year 1964-1965, only applicants who have complied with the foregoing require of
the four-year Pre-Medical curriculum or its equivalent be eligible for admission
into the College of Medicine.
9. Memorandum No. 37, s. 1960 Admission Requirement to Nursing and
Pharmacy Courses)-Students intending to take up the Nursing and Pharmacy
courses are required to complete Elementary Algebra or Geometry, Advanced
Algebra and Applied Arithmetic and Physics in the Secondary Course. The
records of such students, therefore, should be carefully examined.
10. Memorandum No.. 46, s. 1960 (Prescribing Preparatory Military
Training and Health and Physical Education as Separate Subjects)-Effective at
the beginning of the school year 1960-1961, Preparatory Military Training and
Health and Physical Education shall each have a separate grade for each
growing period in conformity with the system of grading use in school and shall
count toward promotion or graduation.
11. B. P. S. Circular No. 22, s. 1960-Merit and Seniority Ranking System.
To insure fairness and justice in the selection of personnel for high positions, the
candidate ranked first should be considered over and above the other candidate.
When the position, however, requires special qualifications, preference should be
given to the candidate who possesses such training as is appropriate for, or
indispensable to, the position or who otherwise shows the most competence for
it.
The Seniority Rule covers the following areas: (1) Educational qualifications, (2)
Civil Service eligibility, (3) efficiency, (4) experience, and (5) educational
PROGRAMS
leadership and executive ability.
12. Memorandum No. 57, s. 1963- Greater Stress on Correct Moral,
Professional, and Ethical Conduct. Adopted to insure the highest standards of
professional as well as ethical conduct among public school officials and
teachers. Teachers and school officials are once again enjoined to conduct
themselves always in such a manner as to be morally, professionally, and
ethically above reproach. Attention, in this connection, is invited to pertinent
portions of the Service Manual, particularly Chapter IX. Part I; Circular No. 7, s.
1950, "Code of Ethics for Public School Teachers and Officials, Memorandum
No. 121, s. 1959. Teachers are to set the examples of Correct Appearance,
Behavior, and Speech at all times, and Memorandum No. 123, s. 1962 School
Officials and Teachers Should Be Model in their Communities.
13. B. P. S. Circular No. 21, s. 1964 Pupils Welfare
The Paramount Interest of Schools. The welfare of the pupil is the most
important consideration in all school activities. In fact, it is the main reason for the
establishment of the school. The primary objective of the school is the
educational growth and development of the pupil. It does not look with favor on
the assignment of teachers to extra-curricular activities which may result in the
neglect of their classes, or in their participation in conventions, conferences,
seminars, workshops, or other activities which necessitates their absence from
the school. Likewise, it does not approve of detail of teachers to some other work
which will interfere with their classroom duties.
The principal function of the teacher is to teach. All this other functions or
activities are secondary. He may therefore be assigned to various extra-
curricular activities, only if such assignment will not interfere with his regular
teaching duties.
Supervisors and principals may wish to attend conferences, conventions,
seminars, workshops, and the like that are scheduled during the year, because
their absence from school would not necessarily interrupt classroom instruction.
14. B. P. S. Circular No. 30, s. 1964-Reshuffle of School Officials in the
Field. Effective immediately, the unnumbered Department Memorandum dated
July, 1962, having reference to the reshuffle every five years of school officials in
the field is hereby amended so as to include only superintendents, district
supervisors, area supervisors of private schools, and elementary school
principals. A regular report on the reshuffle effected from time to time shall be
submitted not later than one week after its implementation for the information of
the Office of the Director of the Bureau of Public Schools.
PROGRAMS
15. Memorandum No. 116, s. 1965-Courtesy in the Public Service. All
school officials, teachers, and employees under the Bureau of Public Schools are
enjoined to observe courtesy on their official actuations at all times and to seek
to maintain the best relations with the public they serve through prompt,
courteous, and efficient service. Courtesy is the hallmark of a man of culture.
16. B. P. S. Circular No. 36, s. 1965-Lobbying Prohibited the Hall of
congress and Offices. Enjoying school officials, teachers, and other school
personnel are to refrain from lobbying in Legislative Halls and Offices for
Personal Interest.
Learning Activity:
Direction: Create a talk show on legal bases of school administration and
supervision in physical and health education.
Direction: In three sentence, answer each question.
1. Explain the meaning of this statement: "Education in this country is a state
function."
2. Enumerate in full details, the administrative and supervisory organization of
Act No. 74 of the Philippine Commission.
3. Give the supervisory provision of Commonwealth Act No. 180.
4. State some changes brought by the Educational Act of 1940.
5. What changes were brought about by Executive Order 94 based on the
Reorganization Act of 1947?
6. Are you in favor of making Spanish a required subject in all secondary
schools? Give your reasons.
7. Will Rizal Law develop the spirit of nationalism among our youth? Give your
reasons.
8. Are you in favor of inquiring B.S.E. or B.S.E. E. students 24 units of Spanish
regardless of the major subject? Explain your stand.
9. Acts at 1s your stand regarding the provisions of the Retirement Act? Support
your answer,
10. Are you in favor of making civil service eligibility permanent and limitless.
Why?
References:
PROGRAMS
Inc.
LESSON 5
PERSONAL, COMMUNITY, ENVIRONMENTAL HEALTH &
SAFETY EDUCATION AND FIRST AID
Overview:
Personal Health Application is an electronic tool of storing, managing and
sharing health information in illness and wellness by an individual in a secure
and confidential environment.
Learning Outcomes:
1. define several terms needed for safety education;

2. identify list of health practices;
3. discuss concerns and environmental health hazards; and
4. create a dance-drama on personal, community, environmental health and
safety education.
Materials Needed:
 Module
Duration: 3 hours
PROGRAMS
Learning Content:
The PHR is a tool that you can use to collect, track and share past and
current information about your health or the health of someone in your care.
Sometimes this information can save you the money and inconvenience of
repeating routine medical tests. Even when routine procedures do need to be
repeated, your PHR can give medical care providers more insight into your
personal health story.
Personal Health & Wellness

Health Education Services believes that optimal overall wellness in all
aspects of life- emotional, intellectual, social, spiritual, and physical- is key to
success in college and beyond.
Emotional
Emotional wellness is a dimension that involves being fully in touch with
feelings and emotions regarding yourself and others. Developing self-confidence,
love, and trust for others are key aspects that help to define emotional wellness.
Having and maintaining a strong, healthy emotional aspect of personal wellness
can help cope with emotional challenges in life that often go hand-in-hand with
college years.
Intellectual
This aspect of wellness refers to the development of the mind as an
instrument for decision making as well as learning and interpreting experiences.
It involves critical thinking, curiosity, and creativity. The ability to be open to new
experiences and ideas that contribute to growth are characteristics associated
with a healthy intellectual dimension.
Social
Social wellness refers to the idea of being able to develop meaningful
interpersonal relationships. It also involves being able to maneuver through
various social situations while appreciating the similarities and differences
between people.
Spiritual
Spiritual wellness revolves around the development of your own personal
belief system and adherence to that belief system. Seeking purpose and
meaning in life, whatever your beliefs, while appreciating the various religious
perspectives of other people is a key aspect of spiritual wellness.
Physical
PROGRAMS
This is perhaps the most well-known category and it includes a personal
attention to and maintenance of overall health through nutrition, physical activity,
sleep, and positive healthy habits to maintain a healthy quality of life. Physical
wellness is the ability to take charge of your health by making conscious
decisions to be healthy.
Personal Health Practices and Coping Skills

Personal Health Practices and Coping Skills refer to those actions by
which individuals can prevent diseases and promote self-care, cope with
challenges, and develop self-reliance, solve problems and make choices that
enhance health.
Definitions of lifestyle include not only individual choices, but also the
influence of social, economic, and environmental factors on the decisions people
make about their health. There is a growing recognition that personal life
"choices" are greatly influenced by the socioeconomic environments in which
people live, learn, work and play.
LIST OF HEALTH PRACTICES
1. Eating
2. Activity
3. Sleep
4. Medical
5. Interpersonal Negotiation
6. Safety
7. Eating
8. Activity
9. Sleep
10. Medical
11. Interpersonal Negotiation
12. Safety
Community Health
Community health, a field of public health, is a discipline which concerns
itself with the study and improvement of the health characteristics of biological
communities.
Community health tends to focus on geographical areas rather than
people with shared characteristics. The health characteristics of a community are
often examined using geographic information system (GIS) software and public
health datasets.
PROGRAMS
Community Health May Be Studied Within Three Broad Categories:
Primary healthcare which refers to interventions that focus on the
individual or family such as hand-washing, immunization, circumcision.
Secondary healthcare refers to those activities which focus on the
environment such as draining puddles of water near the house, clearing
bushes and spraying insecticides to control vectors like mosquitoes.
Tertiary healthcare on the other hand refers to those interventions that
take place in a hospital setting such as intravenous rehydration or surgery.
Environmental Health
Environmental health is the branch of public health that is concerned with all
aspects of the natural and built environment that may affect human health.
Environmental health and environmental protection are very much related.
Environmental health is focused on the natural and built environments for the
benefit of human health, whereas environmental protection is concerned with
protecting the natural environment for the benefit of human health and the
ecosystems.
"Environmental health addresses all the physical, chemical, and biological
factors external to a person, and all the related factors impacting behaviors. It
encompasses the assessment and control of those environmental factors that
can potentially affect health. It is targeted towards preventing disease and
creating health-supportive environments.
Disciplines
Environmental epidemiology studies the relationship between environmental
exposures (including exposure to chemicals, radiation, microbiological agents,
etc.) and human health.
Toxicology studies how environmental exposures lead to specific health
outcomes, generally in animals, as a means to understand possible health
outcomes in humans. Toxicology has the advantage of being able to conduct
randomized controlled trials and other experimental studies because they can
use animal subjects. However, there are many differences in animal and human
biology, and there can be a lot of uncertainty when interpreting the results of
animal studies for their implications for human health.
Exposure science studies human exposure to environmental contaminants by
both identifying and quantifying exposures. Exposure science can be used to
support environmental epidemiology by better describing environmental
PROGRAMS
exposures that may lead to a particular health outcome, identify common
exposures whose health outcomes may be better understood through a
toxicology study, or can be used in a risk assessment to determine whether
current levels of exposure might exceed recommended levels.
Concerns
Disaster preparedness and response.
Food safety, including in agriculture, transportation, food processing, wholesale
and retail distribution and sale.
Hazardous materials management, including hazardous waste management,
contaminated site remediation, the prevention of leaks from underground storage
tanks and the prevention of hazardous materials releases to the environment and
responses to emergency situations resulting from such releases.
Housing, including substandard housing abatement and the inspection of jails
and prisons.
Childhood lead poisoning prevention.
Land use planning, including smart growth.
Liquid waste disposal, including city waste water treatment plants and on-site
waste water disposal systems, such as septic tank systems and chemical toilets.
Medical waste management and disposal.
Noise pollution control
Occupational health and industrial hygiene.
Radiological health, including exposure to ionizing radiation from X-rays or
radioactive isotopes.
Recreational water illness prevention, including from swimming pools, spas
and ocean and freshwater bathing places.
Safe drinking water.
Solid waste management, including landfills, recycling facilities, composting
and solid waste transfer stations.
Toxic chemical exposure whether in consumer products, housing, workplaces,
air, water or soil.
Vector control, including the control of mosquitoes, rodents, flies, cockroaches
and other animals that may transmit pathogens.
Environmental Health Hazards

Antimony is a brittle silver-white metal that occurs in soil and rocks in
certain parts of the world. It is not found very often or in large amounts, however
it can enter the environment during the mining or processing of its ore and in the
PROGRAMS
production of antimony metal, alloys and combinations of this metal with other
substances. It is present in small amounts in air, food and water and is present in
cigarettes.
Arsenic and mine tailings
Mine tailings that contain arsenic are spread over large areas of land, including
land now used for housing.
Asbestos is the name given to a group of naturally occurring rock
minerals. The fibers are strong, heat resistant and have natural insulating
properties.
CCA-treated timber
Copper Chrome Arsenate (CCA) is a chemical preservative used to treat timber
to protect it from pest infestation and rotting. CCA treated timber was widely used
in the home and the community such as, playgrounds, decks, landscaping,
fencing to posts and power poles.
Contaminated land
Contaminated land is often a legacy of our industrial past when the community’s
awareness about the need to protect the environment was much lower than it is
today.
Disease clusters
Sometimes a greater than expected number of cases of a particular disease are
found in a community, raising concerns about a possible disease "cluster".
Gas heaters (unflued)
Unflued gas heaters can provide useful, extra heat for your home in Victoria's
cold climate. However, they may be a risk to health when they are not used
properly or not serviced regularly.
Lead
Lead is a metal that was used for many years in paints and other products in and
around our homes and can be toxic if ingested or inhaled. When undertaking
household tasks like renovating or painting it is important to be mindful about
preventing exposure to lead.
Mercury
When liquid mercury is spilled it forms beads or droplets that can accumulate in
cracks and small spaces or soak into fabrics. These droplets then vaporise at
room temperature. Mercury vapours are invisible and odourless.
Mold
Mold is a type of fungi that lives on plant and animal matter. Mold grows best in
damp and poorly ventilated areas, and reproduces by making spores.
PROGRAMS
Wood heaters
Smoke from wood heaters and open fireplaces can be a significant source of air
pollution in Victoria during the autumn and winter months. This pollution can
affect air quality and health.
Learning Activity:
Direction: Create a dance-drama on personal, community, environmental health
and safety education.
1. Define the following terms:
a. Personal Health and Wellness
b. Community Health
c. Environmental Health
d. Disciplines
2. What are the health practices?
3. How will you discuss concerns and environmental health hazards?
References:
https://www.google.com/search?q=PERSONAL%2C+COMMUNITY
%2C+ENVIRONMENTAL+HEALTH+
%26+SAFETY+EDUCATION+AND+FIRST+AID&oq=PERSONAL
%2C+COMMUNITY%2C+ENVIRONMENTAL+HEALTH+
%26+SAFETY+EDUCATION+AND+FIRST+AID&aqs=chrome..69i57.1732j0j15&
sourceid=chrome&ie=UTF-8
PROGRAMS
LESSON 6
PRINCIPLES OF PERSONAL HEALTH EDUCATION, SAFETY
EDUCATION AND FIRST AID
Overview:
Does your workplace have a dedicated first aider? Whenever an accident
occurs where someone is injured, it’s crucial that they receive immediate
assistance or treatment. This is in order to prevent further complications and
keeps the victim stable before a qualified medical professional arrives, if
necessary. A quick response is needed whether it is a minor casualty or a more
major one, as the first moments after someone is injured can dictate how the rest
of the situation unfolds. If you’re in the workplace, you will need to have
designated first aiders on site who can respond promptly to any accidents and
take charge of a situation. We’ve put together a more detailed outline of the
benefits of first aid as well as how first aid can be practically applied in an
emergency.
Learning Outcomes:
1. Discuss the first aid principles, practices and legislation;
2. simulate a situation where first aid is being practiced; and
PROGRAMS
3. compose a journal on principles of personal health education, safety
education and first aid.
Materials Needed:
 Module
Duration: 3 hours
Learning Content:
PRINCIPLES OF FIRST AID
Preserve Life
The first aim of first aid is to preserve life, which involves the key
emergency practices to ensure that the casualty isn’t in any mortal danger.
Remember though, this includes preserving your own life as you shouldn’t put
yourself in danger in order to apply first aid. It’s at this stage where you should do
a quick risk assessment to check for dangers to the injured person, yourself or
bystanders which could cause the situation to escalate. If in doubt, do not
attempt to apply first aid and immediately call for a medical professional.
Prevent Deterioration
Once you’ve followed all the steps associated with the first principle, your
next priority is to prevent deterioration of the injured person’s condition. Keeping
a casualty still to avoid aggravating their injury, or from complicating any unseen
issues, is crucial. This helps prevent to further injuries, and clearing the area of
any immediate dangers will help you to do so.
Promote Recovery
Finally, there are steps you should follow which will help lessen the
amount of time taken for a casualty to recover from an accident and aid in
minimizing lasting damage and scarring. The prime example of this is applying
cold water to a burn as soon as possible to lower the chance of long-term
scarring and helps speed up the healing process.
First Aid Practices
Taking immediate action
This is the key to the ‘Preserving Life’ principle – a quick response to an
accident can save lives and minimise the risk that things get worse. If someone
needs help, either from an injury or sickness, you shouldn’t hesitate to help if
possible.
PROGRAMS
Calming down the situation
First aiders should be able to remain calm under pressure and help reduce the
overall stress levels of the injured person as well as other people who may be
concerned. Reassurance can provide more support that you might expect in an
emergency situation and help people make the right decisions.
Calling for medical assistance
Make sure to get a hold of the emergency services by calling 999 as soon as
possible, either by calling directly yourself or asking a bystander to do so if you’re
preoccupied handing the injury. This will ensure that a medical professional
arrives quickly to handle the situation in a more comprehensive manner and
provide more specialist treatment.
Apply the relevant treatment

Before a medical professional does arrive, you will need to apply first aid
treatments in order to stabilise the condition of the injured person. This comes
under the ‘preserve life’ banner, and follows this flow of procedures:
Check for consciousness
Open the airway
Check for breathing Follow airway, breathing, of resuscitation, administer CPR if
needed
Check for circulation
Check for bleeding, controlling any major bleeding
There are number treatments which correspond to the different problems that
might arise as you work through this list, e.g. CPR, applying a tourniquet, running
a burn under cold water, etc.
First Aid Legislation

Under the Health and Safety at Work etc Act 1974 (HSWA), employers
are responsible for making sure that their workplace has a health and safety
policy. This should include arrangements for first aid.
Employers should also be aware of the Health and Safety (First Aid)
Regulations 1981. This places a responsibility on all employers (no matter the
size of their business) to provide adequate resources to those who are injured at
work. This includes ensuring there is equipment, facilities and first aiders who
have had appropriate training.
If you’re interested in finding out more about first aid and the different
treatments which can be needed in an emergency situation, take a look at our
PROGRAMS
online first aid course which covers everything you need to know about first aid
including what you’ll need in a first aid kit.
Learning Activities:
Direction: Simulate a situation where first aid is being practiced.
Direction: Compose a journal on principles of personal health education, safety
education and first aid.
References:
https://www.virtual-college.co.uk/resources/the-principles-and-practices-of-first-
aid
PROGRAMS
LESSON 7
FIRST AID GUIDE
Overview:
First aid refers to the emergency or immediate care you should provide when a
person is injured or ill until full medical treatment is available. For minor conditions, first
aid care may be enough. For serious problems, first aid care should be continued until
more advanced care becomes available.
Learning Outcomes:
1. define first aid;
2. classify varied conditions of ailment; and
3. perform the basic first aid treatment.
Materials Needed:
 Computer/Android phone with internet connection (Moodle, Screen Recorder,
Google Meet and Google Classroom)
 Module
Duration: 3 hours
Learning Content:
BLEEDING
Before providing care, put on protective gloves or use a barrier between you and the
victim, to reduce the chance of disease transmission while assisting the injured person.
Cleanse your hands thoroughly with soap and water when finished. Basic first aid
treatment:
CALL 911 for medical assistance.

Keep victim lying down.
PROGRAMS
Apply direct pressure using a clean cloth or sterile dressing directly on the wound.
DO NOT take out any object that is lodged in a wound; see a doctor for help in
removal. If there are no signs of a fracture in the injured area, carefully
elevate the wound above the victim's heart.
Once bleeding is controlled, keep victim warm by covering with a blanket, continuing
to monitor for shock.
CLEANING AND BANDAGING WOUNDS

Wash your hands and cleanse the injured area with clean soap and water,
then blot dry. Apply antibiotic ointment to minor wound and cover with a
sterile gauze dressing or bandage that is slightly larger than the actual wound.
EYE INJURIES
If an object is impaled in the eye, CALL 911 and DO NOT remove the object.
Cover both eyes with sterile dressings or eye cups to immobilize.
Covering both eyes will minimize the movement of the injured eye.
DO NOT rub or apply pressure, ice, or raw meat to the injured eye.
If the injury is a black eye, you may apply ice to cheek and area around eye, but not
directly on the eyeball itself.
How to flush the eyes: If chemical is in only one eye, flush by positioning the victim's
head with the contaminated eye down. to prevent flushing the chemical from one eye to
another. Flush with cool or room temperature water for 15 minutes or more. Remove
contact lenses after flushing.
BURNS
First Degree Burn: Skin will appear red and may be swollen or painful. Generally,
does not require medical attention.
Second Degree Burn: Skin will appear red, blistered and swollen. May require medical
attention. Third Degree Burn: Skin will be visibly charred and may be white. Usually
very painful. REQUIRES MEDICAL ATTENTION.
Basic first aid treatment for 1st degree & some 2nd degree burns:
PROGRAMS
Submerge burn area immediately in cool water until pain stops. If affected area is large,
cover with cool wet cloths. Do not break blisters if they are present. If pain persists but
no medical assistance is needed, apply medicated first aid cream or gel and cover with
sterile dressing. If medical attention is needed, do not apply any cream. Just cover with
a dry, sterile dressing and seek medical help immediately. Basic first aid treatment for
3rd degree & some 2nd degree burns: CALL 911!! Third degree burns MUST RECEIVE
MEDICAL ATTENTION IMMEDIATELY! DO NOT try to remove any clothing stuck to
the burned area. Cover with sterile dressing or clean sheet. DO NOT apply any creams
or gels.
CHEMICAL BURNS
Flush the affected area with cool running water for at least 15 minutes.
Remove all clothing and jewelry that has been contaminated.
Monitor victim for shock and seek medical assistance.
If chemical burn is in the eyes, flush continuously with water and seek medical
attention immediately.
SUNBURN
Avoid any further exposure to direct sunlight.
Drink plenty of water to prevent dehydration.
Do not apply cold water or ice to a severe burn.
Use over-the-counter remedies to remove discomfort.
If burn is severe and blisters develop, seek medical attention.
UNCONSCIOUSNESS
Do not leave an unconscious victim alone except to call 911 for medical help.
Assess victim’s state of awareness by asking if they are OK.
Check the victim’s Airway, Breathing, and Circulation (ABC’s).
If the victim’s ABC’s are not present, perform CPR. IMPORTANT: only a
trained & qualified person should administer CPR.
PROGRAMS
If ABC’s are present and spinal injury is not suspected, place victim on their side
with their chin toward the ground to allow for secretion drainage.
Cover the victim with blanket to keep warm and prevent shock. If victim
communicates feeling warm, remove blanket.
CHOCKING
Ask the victim, "Are you OK?"
Do not interfere or give first aid if the victim can speak, breathe, or cough.
If the victim cannot speak, breathe, or cough, ask for someone to call 911 and then
perform the Heimlich maneuver (abdominal thrust).
How to perform the Heimlich maneuver: Position yourself behind the victim with
your arms around victim’s stomach. Place the thumb-side of your fist above the
victim’s navel and below the lower end of the breastbone. Take hold of your fist with
your free hand and pull fist upward and in, quickly and firmly. Continue with thrusts
until the object is dislodged or airway is clear.
POISON
Call your local Poison Control Center or 911 for immediate medical attention.
Antidotes on labels may be wrong!! Do not follow them unless instructed by
a physician. Never give anything by mouth (milk, water, Ipecac, etc.) until
you have consulted with a medical professional.
Keep a one-ounce bottle of Ipecac on hand at all times in case of an
emergency, and give only when instructed by a physician.
If the poison is on the skin, flush skin with water for 15 minutes, then wash and
rinse with soap and water.
If poison is in the eye, flush with lukewarm water for 15 minutes. Adults can
stand under the shower with eyes open. Always consult medical professionals after
any eye injury has occurred.
ANIMAL BITES
PROGRAMS
 Control any bleeding by applying direct pressure or with elevation. To avoid
risk of infection, do not close wound.
 Rinse the bite thoroughly, holding it under running water. Cleanse with soap
and water and hold under water again for five minutes.
 Do not put ointments or medicines on wound. Cover with dry sterile bandage
or gauze.
Seek medical assistance immediately.
Note: report animal and human bites to local police and/or health authorities.
BEE STING
If possible, remove stinger by scraping it off with a blunt edge (e.g. credit
card).
Clean wound and apply cold compress to reduce swelling.
Remove tight clothing and jewelry from areas near the bite in case swelling occurs.
Watch for signs of shock or allergic reaction. Signs include swelling or itching at the
wound site, dizziness, nausea or difficulty breathing. Seek medical attention
immediately if any of these signs occur.
Continue monitoring victim for shock until medical help arrives.
Check victim’s Airway, Breathing, and Circulation (ABC’s). If ABC’s are
impaired then call 911 and begin CPR. IMPORTANT: only a trained & qualified
person should administer CPR.
Adapted from: www.firstaidproduct.com
Learning Activity:
Direction: Choose three (3) ailment and perform its basic first aid treatment.
Direction:
1. What is first aid?
2. Choose at least five (5) ailments and discuss on how to treat it.
PROGRAMS
References:
https://safeagritourism.org/wp-content/uploads/FIRST_AID_GUIDE.pdf
PROGRAMS
LESSON 8
NARCOTICS: THEIR MEDICAL USE
Overview:
There are many kinds of drugs. Narcotics are among them. People with severe
pain or who must undergo surgery find relief from narcotics. Narcotics have valuable
medical uses, particularly for people affected with life-threatening illnesses.
However, illegal and excessive use of narcotics can lead to abuse or

dependence. It can endanger people's lives because of its damaging effects on the
mind and body. The effects of narcotics abuse is felt not only by the individual but by the
family, community, and society as well.
There must be a concerted effort to fight drug abuse or dependence. Individuals

must stay away from drugs. The family and society must provide a nurturing
environment. Lastly, the government must prevent and fight drug abuse.
Learning Outcomes:
1. define narcotics;
2. discuss the different kinds of narcotics and their characteristics;
3. explain the medical uses of narcotics; and
4. compose a jingle about narcotics and their medical uses.
Materials Needed:
 Module
Duration: 3 hours
PROGRAMS
Learning Content:
Narcotic drugs are valuable in the field of medicine-they are effective pain relievers,
used in medicine preparations, and can cough me induce sleep.
Aside from their medical use, narcotics produce a general sense of well-being by
reducing tension, anxiety, and aggression. These effects are helpful in a therapeutic
setting, but when improperly used, narcotics have adverse effects that may lead to
abuse.
Narcotics
The term narcotic was derived from a Greek word which means "to make numb."
Narcotics are drugs that relieve pain and induce sleep by depressing the central
nervous system. Medically, they are used as potent pain killers, cough depressants, and
as active components of antidiarrheal preparations. Narcotics, primarily analgesics,
produce several effects that relieve pain and induces narcosis that causes sleep.
Narcotics, if administered prior to an operation, can enhance sedation and reduce
apprehension and anxiety. They are also administered for relief of postoperative pains.
The effects of narcotic drugs are drowsiness, changes in mood, apathy, restlessness,
lethargy, and unconsciousness. They can also cause nausea, vomiting, and slowed
breathing. These drugs have a very high potential for abuse.
Narcotics include opium and its derivatives, such as morphine, heroin, codeine,
and other synthetic chemicals with morphine-like actions. Narcotics, such as morphine
and codeine, are medically useful drugs Morphine is the most important pain killer used
in medicine. It has the ability to relieve severe pain without loss of consciousness.
Codeine is an effective narcotic depressant by working as the "cough controller" of the
body. Although medically useful, narcotics can be dangerous if illegally used. An
overdose of these drugs can cause death.
PROGRAMS
Kinds of Narcotic Drugs and their Medical Uses
Characteristics Medical Uses
1. Opium  extracted from the  relieves severe pain
seedpod of the poppy  induces sleep, relieves
 produces a gummy anxiety and depression
resin that creates a
narcotic effect
2. Morphine  extracted from  pain killer
opium in 1805 and
later synthesized in
its pure form
 sold as a white
powder in the drug
market
 also called Dreamer
or Miss Emma
3.Codeine  produced from gum  used as ingredient
of opium in cough medicine
 can be prepared  relieves cough and
from morphine mild pain
 has much milder
effects
 common street
name is School Boy
4. Heroine  synthesized from  used to help people
morphine overcome their
 more powerful than addiction to
morphine morphine
 sold as a white
PROGRAMS
powder
 commonly called H,
Horse, Junk,
Smack, and Scag
Learning Activity:
Direction: Create five groups in your class. Each group should compose a jingle about
narcotics and their medical uses. Present the jingles through video and send it our
Facebook Page.
Direction: Answer what is being asked.
1. Copy the diagram in your notebook and supply the information needed.
Medical Uses: Definition:
Narcotics
Different Types:
2. What will you say to a relative who keeps on taking cough syrup even if his or her
cough is already gone? Why?
References:
PROGRAMS
Darilag, Agripino G.et. al., Enjoy Life with P.E and Health Textbook, SD, Publications,
Inc.
LESSON 9
NARCOTICS: THEIR NEGATIVE EFFECTS
Overview:
Narcotics can only be obtained legally through a doctor's prescription. Doctors
prescribe the narcotic morphine, an opiate, to control extreme pain; codeine, to stop a
severe cough or to relieve pain; and paregoric, to stop diarrhea and relieve pain
associated with teething. These three drugs are strongly addictive that their sale and
use are controlled by law. Recently, the U.S. Food and Drugs Administration (FDA)
banned the use of paregoric in anti-diarrheal preparations since there is no proof of its
efficacy.
Because of their many medical uses, people often use narcotics, and thus are more
inclined to become addicted to them. If ill-advised, young people may have access to
these drugs. They may experiment using these drugs until they become dependent
upon them and can no longer stop using them.
Learning Outcomes:
1. define narcotics abuse;
2. analyze the ill effects of narcotics abuse on oneself, one's family, and the
community; and
3. explain the meaning of tolerance in the use of narcotics; and withdrawal syndrome.
Materials Needed:
 Module
PROGRAMS
Duration: 3 hours
Learning Content:
Narcotics Abuse
Narcotics abuse is the nonmedical use of narcotics. Narcotics abuse is

widespread among the young people and the adults, as well as the poor and wealthy. It
is indeed, harmful and even life-threatening. It can ruin one's family. It can break down a
person's character, thus leading to the commission of criminal acts and even suicide.
Tolerance and Withdrawal
One of the possible effects of continued use of narcotics is addiction or physical

dependence on a narcotic drug. Physical dependence may be induced by tolerance and
withdrawal that result in continued use of narcotics.
Tolerance is a condition where the standard doses of narcotics produce less

effect or a person develops a state of resistance to the effects of the drug. Because of
tolerance, the effect of narcotics diminishes with their chronic use. Thus, to maintain the
same level of narcotic effect, a person must take more of it. A pattern of addiction or
narcotics dependence sets in.
Withdrawal is the reaction of the body when the regular use of narcotics is
stopped. The narcotics dependent person experiences a withdrawal syndrome. In
general, the symptoms of withdrawal include runny nose, dilation of the pupils, tremors,
restlessness, abdominal cramps, defecation, vomiting, and an increase in systolic blood
pressure. A person who is excessively dependent may experience convulsions,
respiratory failure, and death.
Causes of Abuse
PROGRAMS
Young people resort to narcotics and other drugs for various reasons. According
to the National Statistics Office (2005), about 56.35% of the cases of drug abuse had
friends or peers as the primary source of drugs.
The causes of drug abuse are:
1. pressure from peers;
2. form of escape from problems and woes;
3. relief from chronic pain caused by cancer and other diseases;
4. psychological disorders, such as depression or emotional distress;
5. used as a way out from stress of family life, work, and other concerns; and
6. thrill and enjoyment in a seemingly routine life.
Effects of Narcotics Abuse
The effects of the different types of narcotics are essentially similar but they differ
in the degree of intensity, rate of onset, and the development of dependence. The usual
effects range from euphoria (feeling of well-being), drowsiness, and in the worst cases,
severe malnutrition.
Narcotics abuse affects not only the individual who is dependent upon it, but also
his or her family and community. Below are the possible effects.
A. Effects on the Person
1. drowsiness
2. loss of appetite, leading to loss of weight and malnutrition
3. inability to sleep well
4. may develop diseases, such as hepatitis, tetanus, and AIDS from using contaminated
syringe needles
PROGRAMS
5. skin abscesses
6. inflammation of the veins
7. congestion of the lungs
8. loss of enthusiasm for work or study
9. loss of personal care and hygiene
10. psychological and physical dependence upon the drug
B. Effects on the Family
1. neglected responsibilities
2. difficulty in keeping a job
3. financial difficulty due to addiction, and later, the cost of rehabilitation
4. shame and embarrassment of other family members
5. disorganized and unhappy family
C. Effects on the Community
1. increased incidence of crime
2. occurrence of different kinds of accidents, especially if the narcotics dependent is

driving a vehicle
3. rampant stealing
4. economic destabilization due to less manpower
Drug Abuse and Crime
Drug abuse is a major factor in our nation's crime rate. A large percentage of the
crimes committed in our country is drug-related. According to a 2004 Philippine
Information Agency report, about 65% to 75% of heinous crimes were committed by
PROGRAMS
individuals high on drugs. Rape, murder, incest, and robbery were among the list of
drug-related crimes.
Learning Activities:
Direction: Make a poster showing the bad effects of narcotics on the community.
Present your work through video presentation and send it in our Facebook Page.
Direction: The following sentences state the bad effects of narcotics abuse on
the person, the family, and on the community. Write OP if the primary or immediate
effect is on the person, FAM on the family, and COM if on the community.
1. Abusers fail to eat and sleep wel1.
2. They cause shame and embarrassment of relatives.
3. It affects the work force of the country, resulting in economic destabilization.
4. Stealing and other criminal activities become rampant.
5. Drastic loss of weight, which causes severe malnutrition, is experienced.
6. It causes financial difficulty due to the cost of rehabilitation.
7. Additional state budget is needed to address the high incidence of drug-related

crimes.
8. Personal cleanliness is hard to maintain.
9. Abusers experience physical and/or psychological dependence.
10. Personal responsibilities and duties are neglected.
References:
PROGRAMS
Inc.
LESSON 10
THE FIGHT AGAINST DRUG ABUSE
Overview:
Drug abuse ruins life. Saying "no" to drugs is a right and a responsibility. This
decision will protect an individual's life and future. The vicious spiral of drug abuse and
its cost to individuals, their families, and society at large have heightened scientific
interest in finding medical treatment that can facilitate withdrawal from drugs.
In addition to medical help, rehabilitation measures include personal counseling and

membership in support groups.
Learning Outcomes:
1. identify the different government agencies that help fight drug abuse;
2. discuss the importance of cooperation among the different government and private
agencies in solving problems related to drug abuse; and
3. make intelligent decisions in avoiding the use of prohibited drugs.
PROGRAMS
Materials Needed:
 Module
Duration: 3 hours
Learning Content:
The government, non-governmental organizations, and the private sector must work
hand-in-hand to combat drug abuse.
Ultimately, it is the individual who must resist the lure of drugs. Proper guidance and
good values formation that come from a nurturing family will help ensure that an
individual will avoid illegal drugs.
Treatment of Drug Abuse
Detoxification is the most common form of drug treatment. This is a process of

eliminating a person's dependence on drugs. Part of the detoxification process 1s to
decrease the daily dose of drugs that the dependent person takes and thus gradually
reduce withdrawal symptoms.
Another method of dealing with drug dependent people is to form a support

group of fellow drug dependents. They share their experiences and learn from one
another. Together, they recover from their dependence and get better.
Government Agencies Responsible for the Treatment and Rehabilitation of Drug

Dependents
The government plays a major role in fighting drug addiction and ridding the
streets of drugs. Part of the solution is to reduce the demands as well as the supply of
PROGRAMS
drugs. This means passing legislation on drug traffickers or those who cultivate,
manufacture, and trade in illegal drugs and narcotics. An effective crime deterrent is the
assurance that traffickers will be convicted in court. To ensure the apprehension and
conviction of drug traffickers, agencies of the government have been created for this
purpose. There are also government agencies whose mandate is to assist drug victims
in their rehabilitation.
Here are some government agencies responsible for the treatment and
rehabilitation of drug dependents.
1. Drug Abuse Rehabilitation Network (DARN). It provides a comprehensive

rehabilitation and educational program for drug victims, in order to prevent and control
drug abuse in the country. DARN provides integrated medical, psychological,
occupational, and spiritual services.
2. National Bureau of Investigation (NB). This law-enforcement agency was the

first to establish a treatment and rehabilitation center for drug dependents in the
Philippines. Established in 1965, the NBI Treatment and Rehabilitation Centers (TRC) in
Tagaytay, Cagayan de Oro, and Cebu provide a safe haven for drug dependents. Since
2004, the operation of the NBI TRCs have been transferred to the Department of
Health.
3. Dangerous Drug Board (DDB). This agency was created under the office of
the President, through R.A. No. 9165 known as the "Comprehensive Dangerous Drugs
Act of 2002. It establishes policies and programs on drug prevention and control
throughout the country.
4. Philippine Drug Enforcement Agency (PDEA), The PDEA is the implementing

arm of DDB. It is responsible for the efficient and effective enforcement of the provisions
on any dangerous drug and/or other known harmful substances that were mentioned in
R.A. No. 9165.
5. Department of Health (DOH). R:A. No. 9165 commissioned the Department.

Of Health to monitor the coordination and supervision of all drug rehabilitation
PROGRAMS
programs, interventions, projects, and activities, as well as the establishment,
accreditation, maintenance, and management of privately-owned drug rehabilitation
centers. It functions in coordination with other concerned agencies, such as the
Department of Social Welfare and Development (DSWD), National Bureau of
Investigation (NBI), and the Philippine National Police (PNP).
Non-Governmental Organizations Involved in Drug Rehabilitation
Non-governmental organizations are also heavily involved in the rehabilitation

and treatment of drug dependents. Among these are the following:
1. SHALOM House, Inc. The Shalom House is a non-government organization

located in Baguio City. It does not only provide rehabilitation, but also supports
researches, training, and seminars in order to educate the public about drug
dependence.
2. Drug Abuse Research Foundation Inc. (DARFI). This NGO was organized in
the 1970s to rehabilitate drug abusers, alcoholics, and people with behavioral disorders.
They provide discussions and activities that will help the drug victims change their
maladaptive behaviors and prepare them to re-enter society as productive members.
3. Narcotic Foundation of the Philippines (NFPD. This Foundation serves as a

halfway house (a house and rehabilitation center) for drug addicts. The residents in this
foundation go through a three-stage program to overcome drug dependence: physical
cure, emotional therapy, and occupational therapy.
4. ANG TAHANAN. This semi-government rehabilitation center in Quezon City

provides comprehensive and adequate treatment and rehabilitation for drug dependents
Responsible Decision
Most young people today are learning the dangers of using prohibited drugs.
They have learned the value and the importance of saying "no to drugs. Saying “no” is
not always easy to do, especially when they have to say “no” to friends. Doing so,
PROGRAMS
however, is a healthy and wise decision and those who choose otherwise, develop
more serious problems.
To abuse or not to abuse drugs lies in the hands of every individual. The
following may help youths make sensible decisions against abusing drugs.
1. Set a good example. When using prescription drugs, examine their uses and know
their possible side effects. An individual must be prepared for an honest discussion
about his or her attitudes to both legal and illegal drugs.
2. Have a clear understanding of how drugs can interfere with physical and emotional
development.
3. Learn to abide by what the school teaches about drugs.
4. Before going to any party, gently inquire from the organizers about the anti-drug
abuse measures set up for the party. Explain that the inquiry is intended to simply
ensure that no untoward incident would happen. An individual should not attend a party
unless he or she receives a satisfactory reply.
5. Have trustworthy adults to turn to as well-teachers, relatives, counselors, or parents.

They can give the best ammunition to resist peer pressure and the dangers of taking
drugs.
6. An individual should join spiritual activities in his or her community. This will enhance
his or her understanding regarding the purpose of living.
7. Channel one's energy toward sports or other productive activities.
8. Develop close family ties. A strong moral foundation and establishing trusting
relationships among family members help an individual express his or her feelings.
9. An individual should choose his or her friends. Good friends will not encourage one to
use illegal drugs.
10. An individual should not start nor try taking prohibited drugs.
PROGRAMS
Learning Activity:
Direction: You found out that one of your friends is drinking cough syrup abusively.
Write him or her a letter showing your concern and the negative effects of his or her
addiction to cough syrup.
Direction:
1. Complete the following table to show the help extended by the agencies in
solving problems regarding prohibited drugs. Copy the table on a separate sheet
of paper.
Agencies Meaning of Roles in Solving Problems on

Acronyms Prohibited Drugs
NBI
DARN
NFPI
DDB
PDEA
DOH
2. Create a BPEd Drug Watchers Group in your class. Using the web below,
identify the agencies near school that help fight drug abuse.
AGENCY
PROGRAMS
AGENCY AGENCY
SCHOOL
AGENCY
References:
Inc.
LESSON 11
COMMUNICABLE DISEASES
Overview:
A communicable disease is a disease that spreads from one person or animal to
another. Pathogens such as viruses, bacteria, and fungi cause these diseases.
Learning Outcomes:
1. define communicable disease;

2. classify communicable disease;
3. identify its signs and symptoms, incubation, communicability and prevention; and
4. perform a role play.
Materials Needed:
PROGRAMS
 Module
Duration: 3 hours
Learning Content:
A communicable disease is any disease that passes between people or animals.

People sometimes refer to communicable diseases as “infectious” or “transmissible”
diseases. Pathogens, including bacteria, viruses, fungi, and protists, cause
communicable diseases. A person may develop a communicable disease after
becoming infected by the pathogen. This may happen through:
 direct contact with a person carrying the pathogen

 contact with contaminated fluids, such as blood, mucus, or saliva
 inhaling contaminated droplets from another person’s cough or sneeze
 receiving a bite from an animal or insect carrying the pathogen

 consuming contaminated water or foods
Once a pathogen has entered a person’s body, it will begin replicating. The individual
may then begin to experience symptoms. Some symptoms are a direct result of the
pathogen damaging the body’s cells. Others are due to the body’s immune response to
the infection. Communicable diseases are usually mild, and symptoms pass after a few
days. However, some can be serious and potentially life threatening.
Some examples of the communicable disease include HIV, hepatitis A, B and C,

measles, salmonella, measles, and blood-borne illnesses. Most common forms of
spread include fecal-oral, food, sexual intercourse, insect bites, contact with
PROGRAMS
contaminated fomites, droplets, or skin contact. Some of the deadliest communicable
diseases include HIV/AIDS, malaria, hepatitis C, cholera, and measles. Tuberculosis is
an infectious disease that affects the lung.
PROGRAMS
TABLE OF COMMUNICABLE DISEASES
Disease Signs & symptoms Incubation Communicability Prevention

Chicken pox – Esp seen winter & spring. Resp 10-21 days Thru inhalation of Mask patient. Provider
varicella zoster symptoms, malaise (not feeling well), airborne droplets should avoid contact if
virus; viral low-grade fever followed by rash & direct contact they’ve never had
disease starting on face & trunk spreading to of weeping chicken pox.
rest of body. Fluid filled vesicles lesions & Vaccination now
rupture & scab over within 1 week. contaminated available (1995) and part
linens. of childhood
immunizations. Pt
isolated until all lesions
crusted over and dry.
Common cold >200 strains of viruses cause the 12 hours – 5 days Direct contact, Handwashing
(viral rhinitis) common cold. Course mild, often (average 48 airborne droplet,
without fever and without muscle hours) contaminated
aching. hands and linens.
Conjunctivitis The clinical syndrome begins with 24-72 hours Contact with Good personnel
(pink eye) tearing, irritation & redness of eye(s) discharge or hygiene. Daily
followed by edema of lids, photophobia upper respiratory laundering of bed linens
(light sensitivity) & pus drainage. tract of infected including pillowcase and
Course lasts from 2 days up to 2-3 persons (fingers, towels. Use wash cloth
weeks. clothing, eye on unaffected eye first
make-up). and then launder after
Communicable use. No school during
during course of acute stage. Tx with
active infection. antibiotic eye
medications.
Hepatitis – Signs & symptoms generally same for Most important is
inflammation of all forms: avoidance of contact
the liver due to Headache; fever; weakness; joint pain; with blood and body
multiple causes anorexia; nausea; vomiting; RUQ pain; fluids of all persons.
120
(virus most jaundice; dark urine; claycolored
common) stools
Hepatitis A – May have no symptoms. Adults may 15-50 days; Fecal-oral route. Vaccines in active areas
infectious or viral have abdominal pain, loss of appetite, average 30 days. Virus lasts on (active immunity). Good
nausea, diarrhea, light colored stools, Disease follows hands about 4 handwashing.
dark urine, fatigue, fever & jaundice. mild course & hours. More

Hepatitis A lasts 2-6 weeks comm. latter half There is no long term
of incubation & chronic infection.
most during 1st
week of
symptoms
Hepatitis B – It can take 1-9 months before 4-25 weeks; Direct contact Vaccination 90%
serum hepatitis symptoms develop. Some have mild average 8-12 (blood, effective. Virus stable on
flu-like symptoms. Dark urine, light weeks semen, surfaces with dried blood
colored stools, fatigue, fever & vaginal fluid, for 7 days.
jaundice. Can develop acute hepatitis, saliva). Can
cirrhosis, liver cancer. become
asymptomatic
chronic carrier
capable of
transmitting
disease to others.
Hepatitis C Chronic condition in 85% of infected 2-25 weeks; avge Contact with Since 1989 screen blood
Leading cause of people. Liver fibrosis into cirrhosis in 7-9 weeks. infected blood for HCV. No vaccine due
cirrhosis & liver 20% of infected people. Disease may be primarily with IV to high mutation rate.
cancer. dormant 10-20 drug use &
years before
sexual contact.
symptoms.
121
HIV – a virus that Mono-like syndrome, fatigue, fever, Variable. May Bloodborne Universal standard
attacks the sore throat, lymphadenopathy, develop through blood precautions
immune system & splenomegaly, rash, diarrhea. Skin detectable & body fluids
causes AIDS (a lesions (Kaposi’s sarcoma); antibodies 1-3 Death is usually from the
collection of signs opportunistic infections (Pneumocystic months. opportunistic diseases
& symptoms) carinii pneumonia, Tb) Variable time that take advantage of
from HIV the patient’s weakened
infection to systems.
diagnosis of
AIDS.
Influenza (flu) Epidemics usually in winter. Sudden 1-4 days Direct contact Vaccination available
onset fever for 3-5 days, chills, especially in annually; most
Viral disease tiredness, malaise (not feeling well), Peak flu season crowded areas effective if received
musculoskeletal aches, nasal is late December via airborne. The from September to
discharge, dry cough, mild sore throat. through March. virus can persist midNovember.
Children can also experience GI on surfaces for Treatment is
symptoms of nausea, vomiting & hours but indirect symptomatic (rest, fluids,
diarrhea although this is uncommon in contact is less OTC med for fever &

Influenza adults. “Stomach flu” with GI common. aches).
symptoms is caused by other viruses. Contagious 1 day
prior to being sick
up to 3-7 days
after 1st symptom.
122
Measles Initially symptoms of severe cold with 7-14 days; Inhalation of Handwashing critical.
(rubeola, hard fever, conjunctivitis, swollen eyelids, average 10 days infective droplets MMR vaccination part of
measles) photophobia, malaise, cough, & direct contact. childhood program.
nasopharyngeal congestion, red Highly
bumpy rash lasting about 6 days communicable
virus mostly
before prodrome
starts (early or
impending
disease time), to
about 4 days after
rash appears.
Meningitis – Viral meningitis – most common type 2-4 days up to 10 Resp droplets; Practice good
inflammation of of meningitis; self-limited disease days contact with oral handwashing. Mask for
meninges caused lasting 7-10 days. secretions, pt and self. Universal
by bacteria & Bacterial – very serious infection; crowding, close precautions. Post
viruses fever, chills, headache, nuchal rigidity contact, smoking, exposure antibiotics
(stiff neck) with flexion, arthralgia (achy lower started within 24 hours.
joints), lethargy, malaise (ill feeling), socioeconomic Vaccination now part of
altered mental status, vomiting, status. Viral childhood series
seizures. meningitis can (Haemophilus influenza
also be spread type B).
via contact with
feces of
infected person.
Monkeypox Rare viral disease. 12 days after 12 days From an animal No specific treatment.
exposure get fever, headache, muscle with monkeypox Possibly the smallpox
aches, backache, swollen lymph if bitten or touch vaccine to prevent
nodes, tired. Rash 1-3 days after the animal’s against getting.
123
fever; often starts on face as fluid filled blood, body fluids,
Monkeypox bumps & the spreads. or its rash.
Person-to-person
from large
respiratory
droplets during
long periods of
face-to-face
contact or
touching body
fluids or
contaminated
objects of
infected persons.
MRSA – Usually found in ill patients who are Usually spread Handwashing after any
methicillin multidrug resistant. Often in open from infected patient contact. Wear
resistant wounds, post-op wounds, around patients via hands gloves when doing pt
staphylococcus Gtube sites. of HCW & contact. Protective
aureus inanimate objects gowns when in contact
(B/P cuff, with infected linens.
stethoscope). Avoid sharing of
equipment. HCW can
be colonized with MRSA
(not common) but often
are not ill & are not at
risk to other healthy
persons (peers, family).
Mumps Painful enlargement of salivary 12-25 days Resp droplets & Standard BSI. MMR
(Acute viral glands. Feverish cold followed by direct contact vaccination is
disease) swelling & stiffening of parotid salivary with saliva of standard for childhood
gland in front of ear. Often bilateral. infected pt. immunizations. Adults
Earache, difficulty chewing & Communicable 3 born after 1956 should
124
swallowing. Glands tender to days before to get at least 1 dose of
palpation. about 4 days MMR.
after symptoms
start. Risk of
contracting

mumps disease is
minimal.
Pertussis – 1st phase – common cold symptoms 6-20 days Transmitted Mask pt.
nd
whooping cough lasts 1-2 weeks. 2 phase lasts month via respiratory DPT vaccination in
or longer. No fever. Mild cough that secretions or in childhood series (not
can become severe & violent, an aerosolized sure how long immunity
productive. 3rd phase – frequency and form. Highly lasts).
severity of coughing decreases. contagious
except in 3rd
phase.
Communicability
greatest before
2nd phase.
Pneumonia Chills, high fever, dyspnea, pleuritic Highest risk are Masks. Vaccination
chest pain worsened by deep the non-healthy available esp for children
inspiration, cough, crackles & populations <2 years old and adults
wheezes heard on breath sounds >65 and for those
postsplenectomy.
Rubella – Generally milder than measles. Sore 12-19 days Inhalation of Mask pt.
German throat, low grade fever. Fine pink rash infective droplets MMR vaccination part of
measles; virus on face, trunk & extremities lasting childhood program.
about 3 days.
125
SARS (severe Viral disease. Fever >100.4oF, chills, Typically 2-7 Respiratory Fit tested N-95
acute respiratory headache, body achiness, respiratory days up to 10 droplets when respirators for caregivers
syndrome) complaints (cough, SOB, dyspnea, days coughing or within 6 feet of patient.
pneumonia), pulse ox <94% room air, sneezing droplets Patient to also wear N95
travel within 10 days of symptoms to into air. Can mask. Caregivers to
Ontario, Canada, People’s Republic of touch infectious wear gloves, gowns,
China, Vietnam, Taiwan, &/or material on goggles, and face
Singapore OR close contact with environmental shields. Proper
symptomatic person within 10 days of surfaces and handwashing extremely
symptoms. bring to your important. Wear
eyes, nose, protective gear when

mouth by cleaning equipment and
SARS unwashed hands. rig. Avoid aerosolizing
infectious material.
126
Scabies A parasitic disease of skin caused by 2-6 weeks before Transmitted skin Educate on mode of
a mite. Penetration is visible as onset of itching. to skin contact. transmission & need for
papules, vesicles, or tiny linear Reexposure – Transfer from early diagnosis & tx. No
burrows containing mites & their eggs. symptoms underwear & work or school until day
Lesions prominent around finger develop in 1-4 bedclothes only if after tx started. Contact
webs, anterior surfaces of wrists & days. immediate isolation. Disinfection for
elbows, anterior axillary folds, belt line, contact. clothes & bed sheets
thighs, external genitalia in men, Communicable used 48 hours prior to
nipples & abd & lower portion of until eggs & mites start of tx. Tx is a topical
buttocks in women. Itching intense are destroyed by solution.
esp at night. Complications limited to tx, ordinarily 1 or
lesions that get infected from occasionally 2
scratching. courses of tx 1
week apart.
Shingles Localized manifestation of vesicle with Shingles itself is After chickenpox, the
(varicella- zoster red base on skin areas. They follow a not contagious but virus is dormant in nerve
virus) nerve tract most often on the chest wall contact with tissue; as we age, the
& are usually unilateral & linear. someone with virus may reappear as
Second outbreak Severe pain & paresthesia (tingling, shingles could shingles when the
of the chicken pox prickling sensation) are common. lead to chicken dormant virus becomes
virus. Rash or blisters present 1-14 days. pox in someone active. Most common in
who never had it persons >50.
Smallpox – 1st symptoms last 2-4 days: high 12-14 days but Stable in aerosol No treatment currently.
serious, fever, malaise (not feeling well), head & can range 7-17 form. Spread Vaccinations stopped in
contagious & body aches, sometimes vomiting. Best days. Not directly from 1972 in the USA.
sometimes fatal to isolate the patient at time of fever & contagious until person to person Autoclave clothing &
disease (30% not to wait for development of rash. the rash primarily by linens. Contaminated
mortality rate). Next 4 days (most contagious): rash emerges. droplet or surfaces should be
Last case in USA emerges 1st as small red spots on aerosol. Could washed with
in 1949 (in the tongue & in mouth. Spots turn into also be spread hypochlorite (bleach) &
world was 1977 in sores that break open & spread virus via quaternary ammonia.
Somalia). Caused into mouth & throat. Then rash contaminated Treatment is supportive
by variola virus. develops spreading on whole body clothing or bed in nature. Vaccination
127
Humans only linens. Those within 3 days will prevent
most at risk are
128
known natural within 24 hours. Rash becomes raised those with close or significantly modify
hosts of variola. bumps that become liquid filled. Next contact (live in smallpox for most.
One confirmed 5 days ( still contagious): bumps the same home or Vaccination 4-7 days’
case qualifies as a become pustules (sharply raised, have spent at post exposure may offer
public health round & firm bumps). Next 5 days least 3 hours in some protection or
emergency. (still contagious): the same room modify severity of
pustules begin to form a crust & then with someone disease.
scab. who has For those vaccinated,
Next 6 days (still contagious): scabs smallpox). the site needs to be kept
begin to fall off leaving marks on skin covered & dry. The
that eventually turn into pitted scars. bandage should be
Contagious until all scabs fall off: changed every 1-2 days
(about 3 weeks after rash appears). keeping the site covered
Scabs must be properly disposed of as with clothing. Avoid
they fall off spread of vaccinia virus
to other parts of body
with good handwashing
(smallpox)
especially after touching
the bandage or
vaccination site.
Tuberculosis (Tb) Primarily affects resp system. May 4-12-weeks Most commonly Universal precautions.
– bacterial disease spread to other organ systems. Persons most through airborne Mask pt and self. The TB
Development of disease about 6-12 susceptible: HIV, resp droplets. organism dies when
months after infection. Chills, fever, close contact with Repeated exposed to light & air.
fatigue, productive or non-productive TB pt, exposure is Skin test annually. If the
chronic cough, weight loss, night immunocompro- generally TB skin test is positive,
sweats, hemoptysis. mised, foreign necessary to will still need to be
TB infection – person has the bacteria borne in country become infected evaluated to determine if
but are not sick & not capable of with high TB rate, so prolonged the TB is active.
spreading the disease. May become Some HCW & exposure Incidence of TB rose in
ill if health status changes. May be prison guards, increases risk. 1985, started to decline
treated prophylactically for now. malnourished, in 1992 to date probably
TB disease – person ill, is capable of ETOH & drug due to improved control
129
spreading the disease. Needs meds. users. programs. TB can be
cured with meds.
VRE – Most susceptible are those with weak Highly Hardy germ; can survive
vancomycin- immune systems or those treated with communicable on hard surfaces 5-7

resistant many antibiotics. Most often found in with direct & days & on hands for
enterococcus. stool. Also in urine, blood, infected indirect contact hours. Easy to kill with
wounds, other body fluids (or good handwashing.
wherever it can be carried by the Protective gowns and
(VRE) bloodstream) gloves to be worn.
130
West Niles Virus Most victims asymptomatic. Usually 3-14 days The disease is Avoid activities that
Mild infection (20% of those infected): Infection is spread by a bite expose you to mosquito
(West Nile fever – fever, headache, body aches, occ rash suspected based of an infected bites; use insect
mild disease with on trunk, swollen lymph glands. on clinical mosquito or repellant sparingly and
flu-like symptoms Symptoms generally last 3-6 days. symptoms and blood transfusion one that contains DEET.
that last few days, Severe infection (less than 1%): history and of contaminated Use netting over infant
no long term headache, high fever, neck stiffness, confirmed with a blood. The virus carriers. Try to avoid the
health effects). stupor, disorientation, coma, tremors, laboratory test is in the blood a outdoors at dawn, dusk
convulsions, muscle weakness, measuring the very short time; & early evening. There
(West Nile paralysis. Encephalitis reported more antibodies that people develop is no specific treatment,
Encephalitis or commonly than meningitis. are produced an antibody for but supportive care for
Meningitis– Less early. further protection. symptoms. Infections do
than 1% of those The disease is not last very long.
infected. The not transmitted
most severe form from person to
of infection. person.
Encephalitis is
inflammation of
the brain and
meningitis is
inflammation of
the membranes
of the brain.
131
Avian or Bird Flu Typical influenza-like symptoms: Be cautious of Direct contact Good handwashing
patients with with infected before and after food
A contagious Fever, cough, sore throat, muscle recent travel poultry, preparation. Practice
disease of animals aches, eye infections (conjunctivitis), within last 10 days contaminated good hygiene during food
caused by viruses acute respiratory distress, viral to countries with surfaces and preparation. Avoid
that normally pneumonia. the bird flu objects contact with juices from
affect only birds activity: contaminated raw poultry mixing with
and occasionally with animal feces. other items to be eaten.
pigs. Wild birds 9 Asian countries Human exposure Properly and fully cook
carry the disease Russia is most likely poultry. Fully cook eggs
but rarely get sick. Kazakhstan during slaughter, – no runny yolks. Normal
Domesticated Mongolia defeathering, cooking temperatures kill
birds get sick & Turkey butchering and the virus. Thorough
Romania cleaning and disinfecting
132
Avian/bird flu Now considered preparation for of surfaces in contact
free of disease: cooking. with raw poultry (soap
Japan, the and water is adequate).
die. Concern is Republic of The bird flu is not
mutation to Korea, and transmitted Patient treatment: treat
humans Malaysia through fully and patients with severe
properly cooked febrile respiratory illness
food. with standard precautions
(good handwashing)
including gloves, gowns,
eye protection if witin 3
feet of patient, and
airborne precautions
(N95 mask). Continue
precautions for 14 days
after onset of symptoms.
Recommended that
healthcare workers get
vaccinated with the
current “flu” vaccine.
Learning Activity:
Direction: Choose at least two (2) communicable disease and perform a role play on how to prevent it.
Direction: Answer the following questions in just three sentences each.
1. Define communicable diseases.
133
2. How will you classify communicable diseases being discussed?
3. Choose at least five (5) communicable disease and identify its signs and symptoms, incubation, communicability
and prevention.
References:
1. https://www.medicalnewstoday.com/articles/communicable-diseases#definition
2. https://www.advocatehealth.com/assets/documents/subsites/condell/ems/emsce/
jan_2006_table_communicablediseases.pdf
3. https://www.google.com/search?
sxsrf=AOaemvI52EIUlG1XT1VcHdavpM5wte4gcA:1630871993004&q=Communicable+diseases+examples&sa=X
&ved=2ahUKEwjviMTOz-jyAhXaeN4KHaH1B_MQ1QJ6BAgSEAE&biw=1366&bih=600
134
GENERAL RESOURCES
Books
Gregorio H.C, Ph.D, School Administration and Supervision, Copyright 1961,

Reprinted 2008, Member PAPI Publishers Association of the Philippines, Inc.
Darilag, A.G.et. al., Enjoy Life with P.E and Health Textbook, SD, Publications,
Inc.
American Red Cross and Handal K.A. (1992). The American Red Cross: First Aid
and Safety Handbook. Boston: Little, Brown & Company.
Bruess, C.E. & Richardson, G.E. (1994). Healthy Decisions. Iowa: WCB Brown
and Benchmark.
Imasa, H, Padilla A.C and. Angeles A.M. Physical Education Health and
Benchmark.
Perez, Vilma and Tovera, M.G(1993). Physical Education Health & Music.
Manila: St. Bernadette Publications, Inc.
Royal Life Saving (2004). Swimming & Lifesaving: Water Safety for All
Australians (5th ed.). Sydney: Mosby Elsevier Australia
Internet Source
https://www.google.com/search?q=personal%2c+community
%2c+environmental+health+%26+safety+education+and+first+aid&oq=personal
%2c+community%2c+environmental+health+
%26+safety+education+and+first+aid&aqs=chrome..69i57.1732j0j15&sourceid=c
hrome&ie=utf-8
https://www.virtual-college.co.uk/resources/the-principles-and-practices-of-first-
aid
https://safeagritourism.org/wp-content/uploads/FIRST_AID_GUIDE.pdf
https://www.medicalnewstoday.com/articles/communicable-diseases#definition
https://www.advocatehealth.com/assets/documents/subsites/condell/ems/
emsce/jan_2006_table_communicablediseases.pdf
https://www.google.com/search?
sxsrf=AOaemvI52EIUlG1XT1VcHdavpM5wte4gcA:1630871993004&q=Communi
cable+diseases+examples&sa=X&ved=2ahUKEwjviMTOz-
A Course Module for Administration and Management of Physical Education and Health Education
jyAhXaeN4KHaH1B_MQ1QJ6BAgSEAE&biw=1366&bih=600 PROGRAMS
135

Content 2

Uploaded by

Copyright:

Available Formats

Content 2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Content 2

Uploaded by

Copyright:

Available Formats

LESSON 1

THE MEANING AND SCOPE OF SCHOOL ADMINISTRATION

Administration is directly responsible for the attending to its performance.

Administration is charged with responsibility for the attainment of

School administration as an agency provides conditions favorable to good

It is a narrow concept to think of school administration in strictly operational

In any organization all these three cycles must be working. A school

Supervision, on the other hand, ordinarily implies to the improvement of

Supervision can also be defined in terms of functions or purposes for

The purpose of modern supervision, therefore, is to supply the leadership

The modern concept of supervision holds that as individual is unique,

Modern supervision is based on the following educational concepts:

1. Instructional supervision is a dynamic, growing process that is occupying an

2. The aim of supervision is to offer leadership in the improvement of educational

3. Leadership is centered in a group, not in an individual. Leadership is guided by

6. The actual role of supervision and of instructional leaders is a composite of all

7. The primary goal of supervisory leader is to foster democratic leadership in

In a broad sense, supervision is a school service designed to improve the

In business and industry, it is an accepted principle that supervision aims to

1.To structure classroom environment for effective teaching and learning

5. To formulate evaluative procedures to measure the effectiveness of the total

6. To develop proper attitude in the entire teaching personnel that supervision is

8. To develop the attitude that instructional improvement is closely related to self-

9. To develop a sound working relationship in which teachers feel secure and

10. To promote good school-community relationships essential to good teaching

Types of School Administration and Supervision

The two well-known types of school organization or administration are the

In a democratic school organization, on the other hand, the administrator’s

Democratic type of school administration is governed by the following

a) Principle of Intelligence-Only people with ability or intelligence should

b) Principle of Cooperation-The democratic type of school administration

c) Principle of Participation-This type of school administration provides for

d) Principle of Individuality-Democratic administration recognizes the uniqueness

In democratic school administration the final authority is vested in the group.

Like school administration, supervision is of several types. Barr, Burton,

Ayer, gives the following types of supervision: 1) authoritative supervision,

Administration and Supervision Interrelated

In the Philippine school system, administration and supervision

Administration has a leading role in education and can serve as a

Supervision also plays a major role in creating an atmosphere in the

Even since supervision was added to school management, there has

All administrative and supervisory efforts have as their ultimate objective

Though administration and supervision are interrelated, differences in

1. Administration represents the whole of the educational system, while

2. Administration emphasizes authority, and service in case of supervision. Every

3. Administration provides favorable conditions essential to good teaching and

4. Administration decides, directs, and orders the execution of the educational

It can be said that in this country administration and supervision are

Scope of School Administration and Supervision

In order to have a clear conception of the scope of school administration

1. The Selection of the Teaching Staff

2. The Organization of the Administrative and Teaching Staff

5. Space Devoted for the Administration of Facilities

6. Space Devoted to Instruction, for Services, and Equipment

8. System of Records and Reports

9. Office Rotation and Personnel

10. Widening Participation in Planning the Budget

11. Accounting Procedures

12. Accounting of Supply and Equipment

13. Making Schedules