Types of Supervision | Which type is better for our schools and why? | Educational Leadership and Management | Course code 8605 | B.Ed Solved Assignment

 

Explain the different types of Supervision. Which type is better for our schools and why? Discuss.

Course: Educational Leadership and Management

Course code 8605

Level: B.Ed Solved Assignment

ANSWER

Types of Supervision

There are various varieties of educational supervision each of them reflecting certain objectives and perspectives which concern teaching, learning situation, school organization, and curriculum. Hence the adoption of a particular type of supervision depends upon the educational pattern and philosophy followed by the country, the type of government, and the education and training of the education officers who are responsible for supervisory work.

Therefore Burton and Bureckner (1955. pp 5-13) presented the following types of supervision.

·         Inspection

·         Laissez-Faire

·         Coercive

·         Training and guidance

·         Democratic

i)  Inspection

Supervision in its earlier form was merely confined to the inspection of the work of teachers and the person who was responsible for this job and popularly known as a  school inspector. The inspection was used to be in an authoritarian style which was intended to ascertain whether or not teachers were performing their normal duties and also to replace the unsuitable teachers with suitable ones. This term is still in vague in supervisory in many western and eastern countries.

ii)  Laissez-Faire

The laissez-Faire type of supervision is actually not constructive supervision at all. It is a policy of letting each teacher teach as lie pleases, without reference to efforts. Little effort is made to assist teachers to improve the instructional program, or to develop any consensus among teachers' philosophy practice. Precisely this style lets, the worker make all decisions and principles but just possesses wait and see attitude. This type attributes the lower to noninterference of the principal and there is just much consumption of time for accomplishing the task.

iii)  Coercive Supervision

It is an authoritarian concept, which attributes to some authority of omniscience that is necessary to make momentous decisions. Everyone has to obey these decisions and can't object or check the validity and feasibility of such decisions. Teachers are to carry on the orders and instructions of the coercive supervisor. Such supervisors find it easy to believe that the most effective means of making teachers work is to compel them to teach scheduled subject matter the stereotyped methods.

Because this concept is closely bound up with the curriculum and instructional philosophy, which came to permeate almost all the schools in this type of supervision,  the principal or supervisor visits teachers. While teaching and defects or good points made them known. They are 'need to follow the dictates of the supervisor and are awarded increments or prizes on the basis of his personal judgment.  Such supervision does not respect the personalities of teachers and is not consistent with democracy. It violates the tenets of good mental hygiene because coercion is detrimental to the growth of originality, ingenuity, and creativeness.

iv)  Training and Guidance

It is now increasingly recognized that true learning should be based on understanding the interests and active participation of learners, not on rote memorization,  coercion, and passive listening. Education is a process of guiding growth, “Learner’s voluntary cooperation in the learning process is of utmost significance. This change has brought to bear its impact on supervision. Instead of trying to compel teachers to adopt certain methods, emphasis is laid on the teaching teachers. Supervision assumes the role of imparting in-service education and on-the-job training. Thus by this teachers are motivated to do better and supervision becomes a process of teaching.

Consequently, the belief prevails that the supervisor has the  “word”  and superiority of greater knowledge and experience. As Elsbree and McNally (1964, p.150) have observed.  “It is still assumed t it is the teacher's duty to  ‘improve’  the pattern approved by the supervisors". Many,  authorities observe that this type of instructional supervision now dominates the educational scene.

v)  Democratic Supervision

Democracy is not merely a political organization or procedure it is a way of life and its principles apply to all aspects of life. Democratic ideals imply belief in the common man, recognition of the dignity and worth of the individual appreciation of the importance of individual differences as well as similarities, and the assumption of authority by consent of the group.

Applied to supervision, democratic ideals do not allow the imposition of the illness of the supervisor upon teachers who on the other hand cannot go their own way without helping to achieve goals that are commonly determined. The cooperation of teachers and supervisors on the problems of improving instruction is the inherent and basic concept of democratic supervision.

 

As Adams and Dickey (p.8) have put it,  “Democratic supervision builds upon the power of teachers to exercise self-direction through his participation in the determination of goals and formulation of methods and procedures for improving instructions. So the main purpose of democratic  supervision is the  “improvement of the total teaching-learning situation. In this context S. Nath  (p.4) has rightly developed the concept of “supervision through participation”  and  Burton and Brueckner (pp.5-12) have noted that  “the improvement of teachers is not so much a supervisory function in which teacher participate as it is a teacher function in which teacher can participate as 14 is a teacher function in which supervisors co-operate.”

The supervisor's function is to “release and co-ordinate” not to control the creative abilities of teachers.

 

The type of supervision that is considered better in schools depends on the specific context and needs of the school. However, in general, democratic supervision is often considered the most effective approach in education.

 

Democratic supervision involves collaboration between administrators, teachers, and staff to make decisions and develop strategies for the school's improvement. This approach empowers teachers and staff to take ownership of their work and fosters a sense of community and collaboration within the school.

 

On the other hand, coercive supervision, which relies on punishment and discipline to maintain control, can create a negative and stressful work environment that may hinder learning and growth. Similarly, laissez-faire supervision, which involves minimal guidance and support, can lead to a lack of accountability and direction, which may result in poor performance and outcomes.

 

Training and guidance supervision can be effective in providing support and direction for new teachers or those who need additional resources and training. However, it may not be as effective for experienced teachers who may prefer more autonomy and independence in their work.

 

Inspection supervision involves regular monitoring and evaluation of teachers and their work, which can be effective in identifying areas for improvement and providing feedback. However, it can also create a sense of pressure and anxiety among teachers, which may not be conducive to a positive and productive learning environment.

 

In summary, while different types of supervision may have their benefits and drawbacks, democratic supervision is often considered the most effective approach in schools. It fosters collaboration, empowerment, and a sense of community among teachers, staff, and administrators, which can lead to better outcomes for students.