000 01682nam a2200205Ia 4500
003 NULRC
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040 _cNULRC
050 _aLB 2806 .S88 1996
100 _aSanchez, Jose Rizal G.
_eauthor
245 0 _aSupervision as management and development in Philippine setting /
_cJose Rizal G. Sanchez
260 _aSta. Mesa, Manila :
_bSaint Bernadette Publications, Inc.,
_cc1996
300 _a136 pages ;
_c21 cm.
504 _aIncludes bibliographical references.
505 _aChapter I. nature of administration, supervision and management -- Chapter II. The Triadic model of academic supervision -- Chapter III. Curriculum development: a fundamental task -- Chapter IV. Instructional development: the humanistic coaching task -- Chapter V. Staff development: key to technical efficiency -- Chapter VI. Research development: strategy for effecting change -- Chapter VII. Supervisory management skill.
520 _aAcademic supervision is such a complicated matter. It should not be taken for granted because the ultimate beneficiaries of effective supervision are the STUDENTS. In doing so, the quality of education through the improvement of teacher effectiveness in managing instructional tasks must be done. As a classroom manager, the teacher makes a lot decisions, intellectual decisions for that matter. He decides WHAT should be taught, and HOW it should be taught and evaluated based on the objectives (the WHY) he wishes to attain at the end of instruction. Basically this refers to the management of the learning activities (TLA).
650 _aEDUCATION -- MANAGEMENT
942 _2lcc
_cBK
999 _c14621
_d14621