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SCHOOLS AS SOCIO POLITICAL SYSTEMS
EDMA 506: ADMINISTRATIVE BEHAVIOR IN EDUCATION
POPS P. MACALINODiscussant
The Social System
Organizational Structure
Governance and Decision Making
The SCHOOL as a SOCIAL
SYSTEM
also known as Formal Education
it is society’s primary learning system
SCHOOL SYSTEM
the main instrument for the achievement of the country’s educational goals and
objectives
model of a school organization
is distinguished from its environment by a clearly defined boundary
components of a social system: boundaries, equilibrium, elements and activities
SOCIAL SYSTEM
composed of subunits, elements, and subsystem that are interrelated within relatively stable pattern of social order
Members and Elements of the Educational Community
1. Parents or Guardians who has the custody of the pupil or student
2. Students who are enrolled in, or a person engaged in formal study
3. School Personnel, or all persons working for an educational
institution4. Schools or Institution
recognized by the State
ENVIRONMENT
THE SCHOOL BUILDING1. Elements – Subsystems -Formal School Structure Administration & Policy Classrooms -Informal Groups -Individuals Administrators Teachers Other Employees Students2. Activities – Behaviors Administering Teaching Maintaining Learning Creating Socializing
BOUNDARY
ENVIRONMENT
ENVIRONMENT
BOUNDARY
FEEDBACK LOOP
OUTPUTSINPUTS
DIFFERENT MODELS OF THE SCHOOL AS A SOCIAL SYSTEM
The GETZELS-GUBA BASIC MODEL
The GUERRERO MODEL
The TUCKMAN MODEL
Boundary ---- School Building
Boundary ---- School Building
OutputInput
Institution Role Expectation
s
Individual Personality Needs
Social System Group ClimateIntentions Social
Behavior
Structural Elements using GETZELS-GUBA SYSTEMS MODEL
ENVIRONMENTNEW SOCIETY
SUPRASYSTEM
EDUCATIONAL SYSTEM
HIGHER EDUC
ELEMENTARY
SECONDARY
PRE-ELEM
OUTPUT
THE GUERRERO MODEL
A CONCEPTUALIZATION OF AN EDUCATIONAL SYSTEM
OUTPUT
FACILITIES
CHARACTERISTICS OF:Students (prior learning)
Teachers (past experience)
Teacher Style and Technique
Administrator Styleand Technique
Program Operation
Student:
AchievementAttitudesBehavior
INPUT PROCESS
THE TUCKMAN MODEL
Input, Process and Output of an Educational System
SOCIAL SYSTEMS are
are goal-oriented
are peopled
are structural
are normative
sanction bearing
ORGANIZATIONAL STRUCTURE
ORGANIZATIONAL STRUCTURE
- Refers to the relatively fixed relationships that exist among the jobs in the organization
- It provides a framework for vertical control and horizontal coordination of the organization
JOB SPECIALIZATION/DIVISION OF LABOR
CONCEPTS OF ORGANIZATIONAL DESIGN
refers to the division of work to be accomplished into specialized tasks and to organized them into distinct units.
JOB ROTATIONinvolves systematically moving employees from 1 job to
another
JOB ENLARGEMENTadds breadth to a job by increasing the no. and variety of
activities performed by an employee
JOB ENRICHMENTadds depth to a job by adding administrative activities (decision
making, staffing, budgeting, reporting) to an employers responsibility.
Job Specialization____________________
High Low
DEPARTMENTALIZATION
CONCEPTS OF ORGANIZATIONAL DESIGN
is the process of combining jobs into groups or departments
JOB SIMILARITY
HOMOGENOUS HETEROGENOUS
ADVANTAGES: it promotes skill specialization it needs to be familiar with only a
relatively narrow set of skills
DISADVANTAGES: it reduces communication and
cooperation between departments conflict emerges as each department
attempt to protect its own area of authority and responsibility.
CHAIN OF COMMAND
CONCEPTS OF ORGANIZATIONAL DESIGN
concerned with the flow of authority and responsibility within an
organization
TWO PRINCIPLES
Unity of Command Scalar Principle
CONCEPTS OF ORGANIZATIONAL DESIGN
SPAN OF CONTROL
Number________________
Few Many
Narrow Span of Control
Broad Span of Control
Tall OrganizationStructure
Flat Organization Structure
CONCEPTS OF ORGANIZATIONAL DESIGN
SPAN OF CONTROL
Tall OrganizationStructure
Flat Organization Structure
LINE AUTHORITY
STAFF AUTHORITY
-relationship in which superior,
exercises direct
supervision over a
subordinate
-the function of personnel in a
staff position is to create, develop
and analyze information which
flows to line personnel in the form of adviser.
CONCEPTS OF ORGANIZATIONAL DESIGN
CONCEPTS OF ORGANIZATIONAL DESIGN
CENTRALIZATION & DECENTRALIZATION
-when school administrators retain most of the authority,
depending on subordinates to
implement decisions only.
-administrators delegate authority and responsibility
Delegation of Authority
COMPLIANCE THEORY
A. ETZIONI
Power of Administrator
Coercive• Use of force or fear to control
subordinates
Utilitarian• Use of remuneration or extrinsic
rewards
Normative• Controls through allocation of
intrinsic rewards
COMPLIANCE THEORY
A. ETZIONI
Power of Administrator
COERCIVE UTILITARIAN NORMATIVE
Alienative( - ) *
Calculative( + / - ) *Moral( + ) *
OFFICE OF THE SCHOOLS DIVISION
SUPERINTENDENT
OFFICE OF THE AUDITOR
OFFICE OF THE ASST. SCHOOLS
DIVISION SUPERINTENDENT
(SECONDARY)
OFFICE OF THE ASST. SCHOOLS DIVISION SUPERINTENDENT
(ELEMENTARY)
ELEMENTARY EDUCATION
DIVISION
SECONDARY EDUCATION
DIVISION
ALTERNATIVE LEARNING SYSTEM DIVISION
HEALTH AND
NUTRITION UNIT
PLANNING UNIT
ADMINISTRATIVE DIVISION
BUDGET AND
FINANCE DIVISION
ELEMENTARY & SECONDARY SCHOOLS
PERSONNEL UNIT
LEGAL UNIT
CASHIER UNIT SUPPLY UNIT
RECORDS UNIT
Department of EducationRegion III – Central Luzon
DIVISION OF TARLAC PROVINCESan Roque, Tarlac City
ORGANIZATIONAL STRUCTURE OF SCHOOLS DIVISION OF TARLAC PROVINCE
GOVERNANCE
R.A. No. 9155 or GOVERNANCE OF BASIC EDUCATION ACT OF 2001
NATIONAL LEVEL
REGION
DIVISION
SCHOOLS and LEARNING CENTERS
Policy + Principle Programs,
Projects, and Services
Principle of SHARED GOVERNANCE
- It is a principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility and accountable for outcomes.
R.A. 9155 or GOVERNANCE OF BASIC EDUCATION ACT OF 2001
NATIONAL LEVEL
Secretary of Education
DIVISION
SCHOOL DISTRICT LEVEL
REGION Regional Director
Dr. Isabelita Borres CESO IV
Schools Division Superintendent
Dr. Antonieta B. Tiotuico, CESO V
District Supervisors
SCHOOL LEVEL School Head / Principal
Bro. Armin A. Luistro, Fsc
FUNCTIONS OF SCHOOL PRINCIPALS
1. Supervise and direct all school personnel
2. Lead in the development and implementation of all educational programs of the school
3. Promote efficiency of teaching and learning in all classes through in-service training, observations, visits, etc.
4. Leads in the evaluation of achievements towards the growth of the school.
ELEMENTARY LEVEL:Principal I – 11-24 teachersPrincipal II – 25-49 teachersPrincipal III – 50 or more
SECONDARY LEVEL:Principal I – 11-24 teachersPrincipal II – 25-99 teachersPrincipal III – 100-174 teachersPrincipal IV – 175 and above
FUNCTIONS OF DISTRICT SUPERVISORS
Supervises pre-elementary and elementary classes with prior authority from the division/city schools superintendent
Evaluates educational achievements in the district
Preparing and ensuring the proper distribution of instructional materials, equipment and supplies for the district
FUNCTIONS OF REGIONAL DIRECTORS
Defining regional policy framework
Approving on the establishment of public and private elementary and high schools, and learning centers
Evaluating all SDS and ASDS in the region
FUNCTIONS OF SCHOOLS DIVISION SUPERINTENDENT
Transmits and recommends approval of principal budgets in his division through the regional office.
Exercise general administration and supervision of school.
Approves classroom teaching appointments,
Make periodic visits to schools to check compliance and implementation of curricular requirements
Approves vouchers, payrolls and requisitions
DECISION MAKING
DECISION
MAKING what has to be done
how it is to be done
substance
process
DECISIONS DIFFER IN
SUBSTANCE
SCOPE
METHOD
DECISION MAKING PROCESS
Establish Goals and Objectives
Identify the Problem
Develop alternative solutions
Evaluate alternative
Choose an Alternative
Implement the Decision
Evaluation and Control
5 Decision-Making Competencies of the School Manager
skill in differentiating among types of decisions
skill in determining the amount and type of information needed to reach a decision
skill in determining the appropriate involvement of other people in reaching decisions
skill in establishing priorities for action
skill in anticipating consequences of decisions
PERSONALITY FACTORS IN DECISION MAKINGby: Eduard Spranger
1. The economic2. The aesthetic3. The theoretical4. The social5. The political6. The religious
TYPOLOGY IN CLASSIFYING EXECUTIVES
Receptive Orientation
Exploitation Orientation
Hoarding Orientation
Marketing Orientation
Ideal Decision Making Orientation
by: ERIC FROMM
Cherrington, David J. “ORGANIZATIONAL BEHAVIOR: THE MANAGEMENT OF INDIVIDUAL PERFORMANCE.” Massachusetts.1989.pp.515-524,607-627
Aquino, Gaudencio V. “EDUCATIONAL ADMINISTRATION:THEORY AND PRACTICE.” Rex Bookstore:Manila.2002 pp.118-150
Sims, Ronald, et.al., “READINGS IN ORGANIZATIONAL BEHAVIOR.” 1992.Massachusetts.
Wagner III, John A. and John R. Hollenbeck. “MANAGEMENT OF ORGANIZATIONAL BEHAVIOR. 2nd Edition. 1992: New Jersey.
Lunenberg, Fred and Allan Ornstein. “EDUCATIONAL ADMINISTRATION CONCEPTS AND PRACTICES. 4th Edition.2004. California
http://www.gov.ph/2001/08/11/republic-act-no-9155/
http://www.slideshare.net/smseow/organization-behavior-decision-making