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Organización Escolar

1º Grado en Educación Infantil

Facultad de Ciencias Jurídicas y Sociales. Campus de Madrid -

Vicálvaro
Universidad Rey Juan Carlos

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No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
 UNIT 1, CHAPTER 1- SCHOOL ORGANIZATION.
IN SEARCH OF A VISION.
What is a school?

A school is a world in which people live and work. Like any other social organization, the world of the school
has: power, structure, logic and values.

The behavior of people in an educational organization is:

- A reflection of their individual unique personalities.

- Powerfully shaped and molded by social norms and expectations of the culture that prevail in the
organization.

ASSUMPTIONS, BELIEFS AND BEHAVIORS.

Every culture has basic assumptions about people. From these assumptions flow values and beliefs and from
these (values and beliefs) flow action.

V + B = A -- > Action

Beliefs are:

• The assumptions we make about ourselves, others and how we expect things to be.
• About how we think things really are.
• What we perceive to be true or false.

Values are:

• About how we have learnt to think things ought to be or people ought to behave in terms of
qualities such as honesty, integrity and openness which when people are asked what their values
are, tend to be the mains values.

Attitudes are:

• The established ways of responding, negatively or positively, to people and situations based on
beliefs, values and assumptions we hold.
• How we respond to situation and our behavior reflects our attitude.
• Changeable and learned.
• We can control our behavior in a way that does nor reflect our beliefs and values.

What is necessary to make a difference in the organization we call school?

1. Carefully make our basic assumptions manifest.

2. Consider how logical the connections are between those assumptions, our values and beliefs, and
the organizational behavior that we use in professional practice.

Schools tend to evoke behavior that is conventional, conforming and submissive. Controlled by emphasizing
powerful social norms and expectations that support ad reward such behavior.

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 Paradigm stands for a system of beliefs that exist within a large ideological context; it consists of interlocking
scientific, social and political views and commitments.

IMPACT OF BEHAVIORAL SCIENCE- PSYCHOLOGY.

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Behaviorism focus on extrinsic rewards and punishments to explain and control behavior. Frederic Skinner
remains influential in: curriculum and instruction, classroom management. Skinner´s brand powerful force in
defining: how teachers, administrators, … think about students; teaching methods and the organization and
leadership of schools.

PSYCHOLOGY PARADIGMS.
Cognitive psychology.

Mental processes including thinking, reasoning, decision making and underlie behavior (critical and creative
thinking). Critical thinking: evaluate and analyze complex discussions. Creative thinking: how we generate
new insights, understandings and alternatives that are different from the norm.

Considerable impact on the practice of teaching and learning in the classrooms. Excellent instruction is seen
as emphasizing:

1. The perception of relationships between and among the elements of a problem.

2. Rote memorization.
3. Study skills.
4. Social skills.
5. Problem solving.
6. Organizational skills.
7. Subject- matter mastery.

Social psychology.

Focuses on the study of how individuals perceive, influence and relate to others in the context of
environment.

KURT LEWIN: Behavior is a function of the interaction between the person and the environment.

B=f(p·e)

SOCIOLOGICAL AND PSYCHOLOGICAL POINTS OF VIEW.

Educator became disenchanted with many proposals coming from the psychologist because of: more testing,
increased emphasis on basic skills and refinement of pedagogical techniques.

Sociologists and psychologist generally agree on goals of schooling:

- Academic achievement.

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 - Effective work habits.
- Civic values.
- Social behavior.
- Self- esteem.

They differ on how to achieve those goals: Psychologists tend to focus on the individual interactions and

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relationships. Sociologists tend to focus on group interactions and organizational characteristics.

Social psychologists tend to focus on:

- Expectations for the achievement of students.

- The relationships between students and teachers.
- The motivation of students.
- Time spent on teaching and learning.
- The relationship between individual students and their peers.

Organizational and educational sociologists tend to focus on:

- How schools are led and managed.

- How students are grouped.
- How parents and community people are involved.
- How students and teachers are assigned to work together.
- How important decisions are made in the school.

SCHOOLS AS EDUCATIVE ORGANIZATIONS.

Schools are unique and should not mindlessly follow business approaches to management. Schools fostering
learning and personal growth of ALL participants including the adults as well as the children. Schools should
uniquely strive for KAIZEN: small incremental steps lead to continuous improvement.

Organizational Theory helps us make more informed choices to attain our goals:

1. Describe.
2. Explain.
3. Predict.

Two major perspectives on educational organizations: Bureaucratic Theory and Nonbureaucratic Theory.

BUREAUCRATIC THEORY AND VIEWS.

Traditional and most common organizational theory worldwide. Most teachers. Top- down approach.

Five mechanisms for dealing with controlling and coordinating the behavior of people in an organization:

1. Firm hierarchical control of authority.

2. Adequate vertical communication.
3. Clear written rules and procedures.
4. Clear plans and schedules.
5. Add supervisory and administrative positions as necessary.

In this theory, management decides what to be done, direct the workers to do it and supervise them closely.

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 NONBUREAUCRATIC THEORY AND VIEWS.

Consists on the Human Resources Development views (HRD). This views the teacher as foremost in creating
instructional change. Based on relationships and focused on creativity. Bottom- up approach.

HRD uses the power of organization culture (environment) to influence behavior. HDR exercises
coordination and control through socialization of participants to the values and goals of the organization.

MC GREGOR´S THEORY Y AND THEORY X.

THREAT
TRY AND LEARN
MISTRUST
TRUST

PUNISHMENT
COLLABORATION

PUNITIVE ATMOSPHERE

INTRINSIC MOTIVATION

HIGHLY RESTRICTIVE SUPERVISION

WORK IS AS NATURAL AS PLAY

THEORY Y THEORY X

• Nonbureaucratic. • Bureaucratic.
• Autodetermination, • Si no se interviene la gente es
autocontrol, believes in vaga/pasiva.
people, achieve things as • Control and punishments.
individuals.

SELF- ACTUALIZATION

THEORY Y
ESTEEM

BELONGING

SAFETY
THEORY X
PHYSIOLOGICAL NEEDS
4

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 THEORY Y embraces…

1. People view work as satisfying.

2. Exercise initiative and self- direction if committed to the goals of the organization.
3. Learn to accept responsibility and seek it.
4. Have the ability to make good decisions.

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THEORY X rests on…

1. People dislike work.

2. Must be supervised closely.
3. Will shirk responsibility and seek formal direction.
4. Have little ambition.

CHRIS ARGYRIS´S THEORY OF ADULT PERSONALITY.

PATTERN A BEHAVIOR.

Pattern A, HARD (theory x).

1. No non- sense.
2. Strongly directed leadership.
3. Tight controls.
4. Close supervision.

Pattern A, SOFT (theory x → y).

1. A good deal of persuading.

2. “buying” compliance from subordinate.
3. Benevolent paternalism or so called “good” (manipulative) human relations.

Example: a supervisor meets with grade level teachers to describe the new reading series that has been
adopted and to ask for additional ideas on implementation. (Está pidiendo a los de “abajo” ideas).

PATTERN B BEHAVIOR ( theory y).

Characterized by a commitment to

1. Mutually shared objectives.

2. High levels of trust.
3. Respect.
4. Satisfaction from work.
5. Authentic, open relationships.

X Y

A B
5

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 FOUR SYSTEMS OF MANAGEMENT.
SYSTEM 1.

• No trust in subordinates.
• Exploitive authoritative system.
• Employees must abide by decisions made by managers in which they have no say, there is no

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teamwork and employees are ruled by fear and threats.

SYSTEM 2.

• Condescending confidence and trust.

• Benevolent authoritative system.
• Manager make all the decisions. Employees must say what managers want to hear. Employees are
motivated through rewards (for their contribution).

SYSTEM 3.

• Substantial but not complete trust.

• Consultative system.
• Employees have a say in decisions where management will take into account their ideas, more
information is shared, and employees are motivated by rewards.

SYSTEM 4.

• Complete trust and confidence.

• Participative (group) system.
• Management allows employees to directly influence decisions, lots of teamwork, responsibility used
as motivation and there are economic rewards.

S1 S2 S3 S4
Y
X

A B

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 THEORY X System 1 Management is seen as having no trust in subordinates.
a. Decision imposed- made at the top.
b. Subordinates motivated by fear, threats, punishments.
c. Control centered on top management.
d. Little superior- subordinate interaction
e. People informally opposed to goal by management.
System 2 Management has condescending confidence and trust in subordinates.
a. Subordinates seldom involved in decision making.
b. Rewards and punishments used to motivate.
c. Interaction used with condescension.
d. Fear and caution displayed by subordinates.
e. Control centered on top management but some delegation.
System 3 Management is seen as having substantial but not complete trust in
subordinates.
a. Subordinates make specific decisions at lower levels.
b. Communication flows up and down the hierarchy.
c. Rewards, occasional punishment and some involvement are used to
motivate.
d. Moderate interaction and fair trust exist.
e. Control is delegated downward.
THEORY Y System 4 Management is seen as having complete trust and confidence in subordinates.
a. Decision making is widely dispersed.
b. Communication flows up and down laterally.
c. Motivation is by participation and rewards.
d. Extensive, friendly, superior- subordinate interaction exists.
e. High degree of confidence and trust exists.
f. Widespread responsibility for the control process exists.

SITUATIONAL LEADERSHIP MODEL.

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 LEADERSHIP AS COACHING.
Coaching is a method of teaching that school leaders must master. It is based on a didactic instruction,
socratic method and coaching.

DIDACTIC INSTRUCTION.

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• Instructional techniques
o Lectures.
o Having students read books.
o Watch films.
o Do practice exercises.
• Discussions.
• Demonstrations
• Field trips.

SOCRATIC TEACHING METHOD.

• To think critically.
• To analyze.
• To hypothesize.
• To assess.
• To internalize new learning. (“education is not the learning of facts but training the mind to think”).

To think critically, think RED: Recognize assumptions, Evaluate arguments, Draw conclusions.

COACHING.

Basic approach to leadership and training.

• Stands back and observe performance.

• Offers guidance.
• Identify weaknesses and strengths.
• Points up principles.

Coaching: teachers need real feedback.

THE SCHOOLS GAME PLAN.

1. Develop a clear vision.
• For change in school.
• Of teaching and learning.
2. Share the vision with teachers, students and parents.
3. Supervise its implementation. Results, motivate, enhance, abilities/ competences.

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