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.
