In-Service Education of

Teachers As An
Administrative and
Supervisory Function
Objective:
To appreciate the importance of in-service
education of teachers.
To develop an understanding of the
different devices used in improving teachers
in-service.
To acquaint the students with the principles
to be observed in the in-service education of
teachers.
The Need for In-Service
Education
In-service education of teachers,
supervisors, and administrators is a legal
requirement and an ethical mandate.
Section 370 of the Revised Service Manual
states that the Division superintendents,
district supervisors, and principals are
expected to plan for the improvement of
teachers in-service.
Article IV, Section 3 of the Code of
Professional Ethics for teachers and school
officials in the Philippine school systems
that “ all school officials and teachers should
strive to broaden their cultural outlook and
deepen their professional interest.”
 The Purpose of
In-Service Education
a. To promote the continuous improvement
of the total professional staff of the school
system. All teachers must constantly study in
order to keep up with advances in subject-
matter, in the theories and practices of
teaching and learning.
b. To give the much needed help to the
teachers who are entering a responsibility or a
new filed of work within the profession,
especially the new teachers.
c. Continuous in-service education is needed
to keep the profession abreast of new
knowledge and to release creative activities.
d. In-service is needed to eliminate
deficiencies in the background preparation of
teachers and other professional workers in
education.
Guiding Principles to be
Taken Consideration
1. Progress in the art of teaching is the real
goal of in-service education.
2. The work of the teacher in the classroom
and in the related activities of the school and
the community should be the most important
single course of problems which from the
basis of in-service education.
3. The motivation for effective in-service
education should come from within the
teacher and his sense of need rather than
from someone else’s desire to change him.
4. The major motivating factor for in-service
growth should be the desire to meet fully
one’s responsibility as a teacher.
5. The desire for professional improvement
must be based on the spirit of service.

6. The in-service education must utilize

democratic principles.
Role of the Teacher,
Supervisor and
Administrator in
In-Service Training
In-service education is an administrative
and supervisory function. However, the
teacher cannot be detached from this
function.
The teacher is an important part of the local
administrative unit, and the program of in-
service education is primary for his benefit.
The teacher should realize that his growth,
the growth of the pupils, and the value of
the program depend on his attitude toward
growth in his professional.
The success of any in-service education
program in a social is dependent to a large
extent upon by principal.
The principal who promotes growth among
his teachers recognizes first the need of his
own professional growth and accepts the
responsibility for self-improvement.
Democratic leadership and harmonious
human relationship are essential to
successful in-service education.
The supervisor is responsible for active
participation in leadership at the level he
serves.
He is responsible for discovering and
developing leadership among teachers and
for coordinating the work of the entire
school personnel in the improvement
instruction.
The supervisor is responsible for making the
program of the supervisory unit o functional part
of an in-service education program for teachers.
The supervisor is excellent in leadership to the
extent that he provides for the personal and
professional growth of teachers as democratic
leader and guides of children and youth and as
democratic participants in school and
community living.
The director or the principal is the
administrative head of the school and as
such, he is directly responsible for
democratic and intelligent leadership within
his school and in coordinating the work of
the total school personnel.
The administrator or principal of the
institution has the opportunity to encourage
the teachers growth through professional
readings, study, travel and participation in
survey and research.
 Device Used in
Improving Teachers
In-Service
The teaching profession in the Philippines
is no different from other professions with
respect to the value of experience gained in
practice and with the respect to the
necessity for continual contact with the
advance of knowledge.
 Kind of opportunities have been to
teachers for in-service education:
I. Demonstration - Teaching
II. Teachers or Faculty Meeting
III. Individual or Group Conference
IV. Intervisitation
V. Bulletins
VI. Summer Class
VII. Workshop
I. Demonstration - Teaching
Is defined in the Dictionary of Education as
“ Teaching activities by skilled or experience
teachers for the purpose of illustrating
materials, procedures or techniques in
connection with pre-service or in-service
education of teachers”.
I. Demonstration - Teaching
The importance of demonstration-teaching as
means of improving teaching in-service was
long recognized in the Philippines.
The chief purpose of this administrative and
supervisory device is to show observers “how
to do it” to present sound and approved
methods or procedures techniques and
devices.
The following points must be taken
into consideration:
1. Determining the specific needs or weaknesses of
the teachers to be met by demonstration.
2. Selecting and preparing the demonstrator to
present competently the desired demonstration.
3. Preparing and guiding the observers for the
demonstration.
4. Follow up the demonstration.
II. Teacher or Faculty Meeting

A faculty meeting held regularly is the most

common device used in this country by
school administrator and supervisors to
increase the efficiency of the teachers.
Other activities carried on during the teachers
meeting are the following:
a. Discussion of administrative policies, bulletins,
circulars and other professional problems within the
school.
b. Demonstration and critical consideration of
procedures in classroom teaching.
c. Discussion of problems pertaining to professional
growth or in-service training .
d. Critical discussion of failing students.
Other activities carried on during the teachers
meeting are the following:
e. Announcement and explanations of administrative
and supervisory organization and regulates.
f. Reports of teachers or committees dealing with
specific experiences.
g. Review of professional literature on education.
h. Inviting outside speakers to talk an important
subjects or vital issues.
Other activities carried on during the teachers
meeting are the following:

i. Report on some experimental studies by some of the

members of the teaching staff.

j. Report of the outstanding achievements of individual

school or district.
 It should also provide for situations in
which relevant ideas or plans of action
are entertained and discussed as possible
ways of solving problems.
A. Place and Frequency of Teacher’s Meeting
The place of the meeting should be determined by the
noun and objective of the meeting.
B. Kinds of teacher’s Meeting
The social
The administrative
The supervisory group conference
Each type serves important purposes in the lives and
activities of the administations, the supervisor and
teaching staff.
C. Planning the Teacher’s Meeting
The plan for the teacher’s meeting should be
analogous to good teaching plans.

In planning the teacher’s meeting, the following

points are to be considered:
1. The meeting must be carefully planned.
2. The time and place of meeting should be based on the
nature and purpose of the meeting
3. The aims or purposes to be achieved are to be stated.
4. The procedures to be used to accomplish the
above aims must also be stated.
5. The criteria to be utilized to evaluate the
effectiveness of the procedure used must be stated in
the plan.
6. The summary or outline of each meeting must be
mode for further use by the teachers, supervisors
and administrators.
7. The meaning must provide for teacher’s
participation.
8. In teachers meeting the participants must have
control over necessary techniques.
9. The topics to be discussed in the meeting should
be chosen democratically.
10. The results of the meeting must be summarized
and be sent to different schools.
III. Individual or Group Conference

• A conference should follow teaching as soon as

possible.
• The purpose of the conference will be determined
by the problems in teaching and supervision.
• The methods of talking things over is one of the
useful methods of leadership.
III. Individual or Group Conference

• An individual or group conference calls for a

democratic leadership.
• Knowledge, technique, fact, sympathy all of these
are brought in action.
• It is best done by beginning with some point of
agreement or some common ground.
IV. Intervisitation
• This device gives teachers time to visit and observe
schools or classes other than their own.
• The purpose of intervisitation is quite different
from that of demonstration lesson.
• Intervisitation in the school system has proved
very helpful when carefully planned with staff
consultants and principals.
IV. Intervisitation
• Intervisitation will be of little value if it is not
preceded by careful preparation on the part of the
visitor and of the teacher visited.
• To make intervisitation effective, an observer
should be furnished a set of guiding points to
which she may refer in order to direct her own
observation.
V. Bulletins
• Is an important economical device often used by the
Bureau of Public Schools, now the Bureau of
Elementary Education and Bureau of Private Schools.
• The device is also sometimes used by the Division
Superintendent of Schools when he needs to
communicate with the teachers without calling a
meeting.
V. Bulletins
2 types of Bulletins:
1. The Administrative

2. The Supervisory
V. Bulletins
1. Administrative – provide instructions to
teachers regarding routine matters of the school,
appraisal of school work and school
organization.
2. Supervisory – are used to convey to the
teachers instructions regarding sound
educational methods and techniques.
VI. Summer Class
• Summer class make it possible for public
and private school teachers to utilize the
summer vacation for a systematic study
leading to a Bachelor’s degree or to one of a
higher degree’s.
• Are some of the chief centers for in-service
study for teachers.
VI. Summer Class

• These help broaden the professional

outlook of teachers during summer
sessions.
VII. Workshop
• Workshop basically refers to a group working
together on their own problems which may be
either vocational or academic in character.
• It is based upon well-known principles of learning
such as readiness, a felt need; and democratic
procedures.
The Organization and
Administration
of a Workshop
The organization and administration of
workshop as a means of in-service training
for teachers, administration, and
supervision, can be made effective by the
proper organization of a planning
committee who should be the chosen
representatives of the participants of the
workshop.
 In the organization of workshop, the
following suggested for considerations:
1. A workshop must be planned.
2. Workshop participants or staff must be brought
together several days before the formal opening
of a workshop.
3. Workshop staff members should possess wide
knowledge, theoretical grasp and practical
understanding.
 In the organization of workshop, the
following suggested for considerations:

4. Workshop arrangement must be flexible.

5. Planners of the workshop must seek a location
where space, comfort and beauty are assumed.
The organization of the workshop embraces
the following steps or stages:

1. Opening session

2. Group activity

3. Integration of group reports

4. Closing session
The organization of the workshop embraces
the following steps or stages:

The effectiveness of the organization and

administration of a workshop can be
evaluated by use of rating scale or checklist.
Evaluation should include the effectiveness of
the different leaders and the quantity and
quality of individual participation.
Principles to be Observed in the Operation
of a Workshop

1. The operation of workshop must be

democratic.
2. The operation of workshop must be
governed by the group process and by a spirit
of cooperation.
3. The operation of workshop must be based
on goals formulated by the group.
Principles to be Observed in the Operation
of a Workshop

4. The operation of workshop must be based

on spirit of awareness and belongingness.
5. The operation of a workshop is based on
the concept.
6. The operation of a workshop must include
on evaluation of the whole program.
Improvement of the Art of
Teaching, the Aim of
In-Service Education
Supervision must center on the improvement
of the art of teaching.
Teaching should be viewed broadly to include
all activities immediately associated with the large
group of concomitant activities which the teacher
is called upon top perform.
Teaching has but once prime objective.
Principles to Be Observed
in In-Service Education of
Teachers
 An important duty of an administrator
or supervisor is that of providing
leadership in promoting the
improvement of the teaching staff.
1. A program of in-service education of teachers
should focus on the improvement of pupil-
learning experiences.
2. A program of in-service education of teachers
should be products of cooperative staff activity.
3. A program of in-service education of teachers
should be flexible and should include many
varied activities.
4. A program of in-service education of teachers
should be included with the regular school program.
5. A program of in-service education of teachers
should be recognized as an integral part of the total
school program.
6. A program of in-service education of teachers
should promote the development of the teachers’
personality.
7. A program of in-service education of teachers
should center attention on significant problems .
8. A program of in-service education of teachers
should faster experimentation and evolution of
experiments and should acquaint teachers with
the significant experiments in education.
9. A program of in-service education of teachers
should provide for participation of forum,
conferences on current social problems.
Thank You!!!
Reported by:
Group 7

JOSEPHINE A. PAJARES
HONEYLYN SALES
CLARISSE GAGASA