Schools as Socio-Political System

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


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


concerned with the flow of authority and responsibility within an

organization

TWO PRINCIPLES

Unity of Command Scalar Principle


SPAN OF CONTROL

Number________________

Few Many

Narrow Span of Control

Broad Span of Control

Tall OrganizationStructure

Flat Organization Structure


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.



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



