Supportive Supervision in Schools

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Table of Contents

Abstract
Introduction
Analysis
Conclusion
Works Cited

Abstract

This essay is addressing the issues of teachers, their work place and their motivation, additionally analyzing the issue when the standards of trust and moral responsiveness which attributed to administrators and supervisors are higher than to teachers.

Introduction

In analyzing the administration and supervision as a general concept, some other issues such as responsibility and moral values should be addressed. This statement is especially true when the concept of administration is realized in such a work place as school. The school and the educational system as whole is combined of such factors as competency and effectiveness. However, these issues should be realized in different perspectives according to the teachers and indeed the school administration.

Analysis

School always reflects the processes of changes in the all spheres of the vital activities of people. The reconstructions in the society created real prerequisites for the democratization and humanizations of schools, for the renovation of control system of education.

If understanding the motives, which impel man to be active, it is possible to purposefully influence his behavior and his performance. Analysis and actualization of motives have important significance for the administrative sectors. In addition it could be noted that leaders, teachers, trainer, who are familiar on how to motivate others, in general, reach considerable results.

The motivation in general and the motivation of the teacher in particular, is one of the fundamental problems for psychology and pedagogy. Its significance for the educational practice is so great that the interest and the attention of the scientists to different aspects of this problem did not weaken for a period of many decades.

As it should be considered that the students’ motivation is related directly to the teachers, and if coordinating the hierarchy structure, the motivation for the teachers could be directly addressed to the administration of the school. (Garubo & Rothstein, 1998, p. 130)

The administrative role is usually facing dilemmas in making changes in choosing between the educational purposes and the structural reformations and these “dilemmas derive from a deeper, more fundamental tension that exists within the occupation of administrator” (Jacobson, Hickcox, & Stevenson, 1996, p. 7)

The role of supervision or in case of the school, the administration should not be underestimated in the whole educational process. In enlightening the challenges that appear before the administration, it should be mentioned that “This challenge represents a moral challenge even more than it does a technical or managerial challenge. It calls on superintendents to take a profound responsibility in seeking to find an educational value in the storm. This challenge will require that leaders develop a more authentic and socially responsible kind of learning in schools.” (Starratt, 2004)

Further more the responsibilities that lays upon the administration in general puts additionally can put risks connected with making crucial decisions, “A number of administrators said they were successful because they fostered and supported a climate that encouraged risk taking.” (Wendel, Hoke & Joekel, 1996, p. 132) However, the division of responsibilities could be risk taking by itself if assigning the tasks of the administration to the teacher, “empowering teachers to make decisions helped to foster an atmosphere of risk taking.” (Wendel, Hoke & Joekel, 1996, p. 132)

In addressing the issue of motivation, it is obvious that in that sense the bond connecting the teachers and the administration is vital as the administration is working for the teachers at first place. (Garubo & Rothstein, 1998, p. 130)

Conclusion

If summarizing the previously stated, the tasks of the school divided between the administrative and educational personnel vary accordingly. The administration as the superior instance therefore has more responsibilities in ruling the whole educational process, although the role of the teacher is indeed important too.

Works Cited

Jacobson, S. L., Hickcox, E. S., & Stevenson, R. B. (Eds.). (1996). School Administration: Persistent Dilemmas in Preparation and Practice. Westport, CT: Praeger Publishers.

Garubo, R. C., & Rothstein, S. W. (1998). Supportive Supervision in Schools. Westport, CT: Greenwood Press.

Starratt, R. J. (2004). Captains of the Ships: An Allegory about Moral Leadership in School Systems during Times of Turbulence. School Administrator, 61, 29+.

Wendel, F. C., Hoke, F. A., & Joekel, R. G. (1996). Outstanding School Administrators: Their Keys to Success. Westport, CT: Praeger Publishers.

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Supportive Supervision in Schools

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