Giáo dục học - Chapter 14: One last time: A review of the school as a social system

Chapter 14One Last Time: a Review of the School as a Social System McGraw-Hill/Irwin© 2013 McGraw-Hill Companies. All Rights Reserved.W. K. Hoy © 2003, 2008, 2011 Social System Model for Schools W. K. Hoy © 2003, 2008, 2011Transformation ProcessStructural System(Bureaucratic Expectations)CulturalSystem(SharedOrientations)PoliticalSystem(PowerRelations)Individual System(Cognition and Motivation)LearningLearningTeachingTeachingOutputsInputsEnvironmental constraintsHuman and capital resourcesMission and board policyMaterials and methodsAchievementJob satisfactionAbsenteeismDropout rateOverall qualityDiscrepancy between Actual and Expected PerformanceEnvironmentInternal Elements of School Social SystemStructure and AuthorityIndividuals and MotivationCulture and ClimatePower and PoliticsTeaching and LearningW. K. Hoy © 2003, 2008, 2011External Environments of School Social SystemLegislative ForcesEconomic ForcesPolitical ForcesResourcesInstitutionsCommunity AgenciesW. K. Hoy © 2003, 2008, 2011School EffectivenessAcademic AchievementStudent Social Emotional DevelopmentTeacher SatisfactionAbility to Adapt and InnovateSubjective and Objective MeasuresHarmonious and Efficient OperationEffectiveness is the congruence between the desired and actual performance of organization.W. K. Hoy © 2003, 2008, 2011Key Processes of the School Social SystemDecidingEmpoweringCommunicatingLeadingW. K. Hoy © 2003, 2008, 2011Major Organizational DilemmasA an organizational dilemma occurs when when the organization is forced to make choices between two alternatives both of which are desirable, but the selection of one alternative undermines the other. Organizational dilemmas are unsolvable and call for coping and balancing strategies.Organizations dilemmas are endemic to organizations, but they often serve as the impetus for change. Organizational DilemmasCoordination and CommunicationBureaucratic Discipline and Professional ExpertiseAdministrative Planning and Individual InitiativeLearning as Behavior and CognitionOrder and FreedomW. K. Hoy © 2003, 2008, 2011Leadership DilemmasLeaders are confronted with dilemma of order and freedom.Leaders must integrate the faces of order—control, consistency, unity, planning, coordination, integration, and stability—while encouraging the faces of freedom—ambiguity, autonomy, diversity, spontaneity, communication, specialization, and change. Order creates a world of rules, plans, purpose, and coordinated action. Freedom fashions a world of imagination, innovation, creativity, vision, dreams, and hope. Effective leaders find a way to preserve the benefits of each and avoid the pitfalls of both. W. K. Hoy © 2003, 2008, 2011Practical ImperativesUse multiple perspectives to frame school challenges: Framing a problem is often the key to its solution. Harness administration to teaching and learning: Teaching and learning is what schools are about.Apply behavioral, cognitive, and constructivist perspectives appropriately to match learning objectives, activities, and outcomes: There is no one best way to either learn or teach.Develop enabling school structures and processes: They facilitate rather hinder teaching and learning.Move from bureaucratic to professional control: Teacher judgment should eventually substitute for administrative control.The informal organization is the source of ingenious solutions: Exhaust informal options in solving problems before resorting the formal procedures.Build trust and foster authenticity and openness in behavior: Trust is pivotal to success in schools.Support teacher motivation by developing teacher self-efficacy, realistic goals, persistence, resilience, and constructive feedback: Together they provide potent motivation.Become politically savvy to the reality of organizational politics: Politics is a fact of organizational life—be a skillful player.Build a culture academic optimism anchored in trust, efficacy, and academic emphasis: Such optimism improves achievement for all students. W. K. Hoy © 2003, 2008, 2011Practical ImperativesUse environmental resources to the benefit the school: There is a mother load of talent in the environment.Monitor the effectiveness of the school in terms of standardized tests scores, value-added achievement, and social emotional development of students: All are important indicators of effectiveness. Use satisficing models to make decisions: Optimizing is impossible.Strike a balance between decisive action and reflective analysis: Lean toward action.Bring rationality, consistency, and flexibility to your decisions: Situations change and so should decisions.Empower teachers to make decisions when they have expertise, interest, and can be trusted to make a decision in the best interests of the school: Teachers provide a creative source for problem solving.Follow oral communications with written summaries of understanding: Clarity and redundancy avoid misunderstandings.Know your leadership style and be flexible: There is no one best way to lead.Be inspirational, intellectual, idealistic, and tailor you leadership to your subordinates: Transformative change requires it.Find the appropriate balance for the basic administrative dilemmas of coordination and communication, bureaucratic discipline and professional expertise, and administrative planning and individual initiative, and learning as behavior and cognition: Dilemmas have no final solutions only balanced actions.W. K. Hoy © 2003, 2008, 2011