Education administration as a 'science'

Daisy Morales Manalo

Majority of administrators and staff in educational institutions believe that in the fundamental principles of school administration and supervision, for it to be effective, must be scientific.

Thus, it must be emphasized that the use of scientific principles and that the solution of problems should be based on facts where the focus of efforts is to discover rather than to prove.

Research on education administration notes that it must be based on accepted educational philosophy, in which a background of theory of knowledge and beliefs explains and justifies a selected way of life.

Educational philosophy affects the thinking and resultant action of the leaders who control public school’s administration and supervision. An example is educational philosophy that “education is life, growth process and a reconstruction of human experiences” which become now the guiding a social philosophy of educational system (Dewey, 2018).

Education administration and supervision must also be creative. In the science of school administration, the term creative means initiating, suggesting, devising, inventing, experimenting or producing something new that encourages growth.

As in any type of management in any professional endeavor, school administration is considered a “science” more than an art that requires deep and thorough understanding of administrative processes, especially if one deals with personnel or people relationships. As a science, education administration provides opportunities for teachers and pupils to grow through the exercise of their talents and abilities under expert and professional guidance and encouragement.

--oOo-

The author is Administrative Assistant III, Division of Mabalacat City