Organizational Theories Report MastersEd
- 1. ORGANIZATIONAL THEORIES EDUCATIONAL INSTITUTIONS MAED 201 and the
- 2. Content 01 02 03 04 05 Institutional Theory/ies Population Ecology Organizational Ecology and Education Environment Organizational Structure/s Classroom Structures, their Contingency and How to Deal with Them
- 3. ORGANIZATION THEORY (N.D) ORGANIZATIONAL “Organization is defined as an assembly of people working together to achieve common objectives through division of labor.”
- 4. ORGANIZATIONAL “Organization as group of people intentionally organized to accomplish an overall, common goal or set goals which have major subsystems that functions with other subsystems in order to achieve the overall goal of the organization." M NAMARA (N.D) c
- 5. ORGANIZATIONAL THEORIES 1 2 3 Weber’s Bureaucratic Approach Taylor’s Scientific Management Approach Fayol’s Administrative Approach
- 6. Statements 1 2 3 4 5 1. I prioritize efficiency and productivity by breaking tasks into specific steps. 2. I believe in using scientific methods to determine the best way to complete tasks. 3. I closely monitor staff performance to ensure maximum efficiency. 4. I support the use of standardized procedures to improve workflow. 5. I believe that financial incentives are Instructions: Rate each statement from 1 to 5 based on how closely it reflects your leadership and management practices. (1 – strongly disagree, 2 – disagree, 3- neutral, 4 – agree, 5- strongly agree.)
- 7. Statements 1 2 3 4 5 6. I believe in a strict hierarchy where roles and responsibilities are clearly defined. 7. I emphasize formal rules and policies to ensure consistency in management. 8. I prefer a system where authority is based on qualifications and expertise rather than personal relationships. 9. I avoid favoritism by ensuring decisions are made based on rules and procedures. 10. I believe that well-defined organizational Instructions: Rate each statement from 1 to 5 based on how closely it reflects your leadership and management practices. (1 – strongly disagree, 2 – disagree, 3- neutral, 4 – agree, 5- strongly agree.)
- 8. Statements 1 2 3 4 5 11. I believe that planning, organizing, leading, and controlling are key management functions. 12. I ensure that decision-making follows a clear chain of command. 13. I value staff development and believe in training employees to improve their leadership skills. 14. I emphasize coordination and teamwork to achieve organizational goals. 15. I believe that good management involves both authority and responsibility. Instructions: Rate each statement from 1 to 5 based on how closely it reflects your leadership and management practices. (1 – strongly disagree, 2 – disagree, 3- neutral, 4 – agree, 5- strongly agree.)
- 9. Statements 1. I prioritize efficiency and productivity by breaking tasks into specific steps. 2. I believe in using scientific methods to determine the best way to complete tasks. 3. I closely monitor staff performance to ensure maximum efficiency. 4. I support the use of standardized procedures to improve workflow. 5. I believe that financial incentives are the best motivators for employees.
- 10. TAYLOR’S FREDERICK WINSLOW TAYLOR SCIENTIFIC MANAGEMENT Scientific Management was based on idea of systematization where attempts were made to enhance efficiency of procedures to be best via scientific analyses and experiments" (Lagaard, 2006, p. 14). APPROACH
- 11. TAYLOR’S SCIENTIFIC MANAGEMENT APPROACH EFFICIENCY STANDARDIZATION SPECIALIZATION SIMPLIFICATION
- 12. FOUR PRINCIPLES SCIENTIFIC MANAGEMENT 1 2 3 4 Scientific selection of the worker Management and labor cooperation rather than conflict Science, not rule of thumb Scientific training of the worker
- 13. TAYLOR’S SCIENTIFIC MANAGEMENT The following concepts suggested by Taylor in order to increase the level of trust (Organization Theories, n.d.): • the advantages of productivity improvement should go to workers; • physical stress and anxiety should be eliminated as much as possible; • capabilities of worker should be developed through training; and • the traditional 'boss' concept should be eliminated.
- 14. Statements 6. I believe in a strict hierarchy where roles and responsibilities are clearly defined. 7. I emphasize formal rules and policies to ensure consistency in management. 8. I prefer a system where authority is based on qualifications and expertise rather than personal relationships. 9. I avoid favoritism by ensuring decisions are made based on rules and procedures. 10. I believe that well-defined organizational structures create stability and order.
- 15. FAYOL’S HENRI FAYOL ADMINISTRATIVE Fayol's administrative principles is in the form of the management's hierarchical pyramid structure which is considered as top down approach and its focus is on administrative process rather than technical processes. APPROACH
- 16. 1 2 3 4 5 6 7 14 PRINCIPLES ADMINISTRATIVE THEORY 8 9 10 11 12 13 14 Division of Work Authority and Responsibility Discipline Unity of Command Unity of Direction Subordinate of Individual Interest Remuneration Degree of Centralization Scalar Chain Order Equity Stability of Tenure of Personnel Initiative Esprit de Corps
- 17. Statements 11. I believe that planning, organizing, leading, and controlling are key management functions. 12. I ensure that decision-making follows a clear chain of command. 13. I value staff development and believe in training employees to improve their leadership skills. 14. I emphasize coordination and teamwork to achieve organizational goals. 15. I believe that good management involves both authority and responsibility.
- 18. WEBER’S MAX WEBER BUREAUTIC APPROACH "Weber believed that the most efficient way to set up an organization is through bureaucracy which is way better than the traditional structure. Bureaucracy is an organizational structure that is characterized by many rules, standardized process, procedures and requirements, number of desks, meticulous division of labor and responsibility, clear hierarchies and professional, almost impersonal interaction between employees" (Mulder, 2017).
- 19. THREE TYPES OF POWER WEBER’S BUREAUCRATIC MODEL Traditional Authority Legal, Rule-Oriented Authority Charismatic Authority
- 20. SALIENT FEATURES WEBER’S BUREAUCRATIC THEORY 1 2 3 4 Task Specialization 5 6 Hierarchical of Authority Formal Selection Rules and requirements Impersonal Career Orientation
- 21. POPULATION ECOLOGY Population ecology is the study of populations in relation to the environment, including environmental influences on population density and distribution, age structure, and population size.
- 22. POPULATION ECOLOGY 1 2 3 A population is a group of individuals of a single species that live in the same general area. Members of a population rely on the same resources, are influenced by similar environmental factors, and have a high likelihood of interacting with and breeding with one another. Populations can evolve through natural selection acting on heritable variations among individuals and changing the frequencies of various traits over time.
- 23. ORGANIZATIONAL A theoretical framework that examines how organizations emerge, grow, and decline within their environments. It emphasizes the influence of environmental factors or organizational life cycles, including their birth, growth and demise. EDUCATION ENVIRONMENT In the context of education, applying organizational ecology involves analyzing how educational institutions interact with their environments and how these interactions affect their development and sustainability. ECOLOGY
- 24. THEORETICAL PERSPECTIVES Population Ecology Theory Density Dependence Theory Resource Partitioning Theory
- 25. Population Ecology Theory This theory focuses on the birth (founding), growth, and death (failure) of organizations within a population. In Education this can be applied to understand how schools and universities emerge, expand or close based on external conditions. THEORETICAL PERSPECTIVES
- 26. Density Dependence Theory This concepts suggests that the number of organizations within a particular niche affects the survival rates of those organizations. In education settings a high density of institutions in a specific area may lead to increased competition for students and resources, influencing the strategies and structures of these institutions. THEORETICAL PERSPECTIVES
- 27. Resource Partitioning Theory It examines how organizations within the same industry or sector can coexist by targeting different segments of the market. In education, institutions might differentiate themselves by specializing in unique programs or adopting distinct educational philosophies to attract specific student populations. THEORETICAL PERSPECTIVES
- 28. EDUCATIONAL ORGANIZATIONS SCHOOL AS AN The establishment of a basic education school in the Philippines requires a School Principal/Administrator, Academic Non-Teaching Personnel (registrar, librarian, school physician, school dentist, school nurse, school office staff, guidance counselor, support staff, etc.), and teaching staff (DECS Order No. 12, series of 1991.
- 29. 1 2 3 4 5 Administrators/Principal Teaching Personnel/Faculty Members Academic Non-Teaching Personnel Students Community SCHOOL STRUCTURE & PERSONNEL Key players in the educational system include administrators, teaching and non-teaching staff, and students.
- 30. FIGURE 1: SAMPLE ORGANIZATIONAL CHART OF A PUBLIC BASIC EDUCATION SCHOOL ORGANIZATIONAL CHARTS
- 31. FIGURE 2: SAMPLE ORGANIZATIONAL CHART OF A PRIVATE BASIC EDUCATION SCHOOL ORGANIZATIONAL CHARTS
- 32. The organizational structure of schools in the Philippines incorporates several important concepts: FORMALIZATION CENTRALIZATION/DECENTRALIZATION SPECIALIZATION CONCEPTS OF ORGANIZATIONAL STRUCTURE
- 33. FORMALIZATION CENTRALIZATION/DECENTRALIZATION CONCEPTS OF ORGANIZATIONAL STRUCTURE This refers to the codification of school procedures, policies, and guidelines that ensure consistency and efficiency in the operation of the school system. Decision-making processes in schools can either be centralized (decisions made at the top level) or decentralized (decisions made by lower levels, such as individual schools). The trend in the Philippines has been moving toward greater decentralization, giving schools more autonomy in decision-making, such as adapting curricula or addressing local needs
- 34. SPECIALIZATION CONCEPTS OF ORGANIZATIONAL STRUCTURE Within the school, tasks are often specialized to ensure that each function is carried out by staff members who are trained and knowledgeable in that area. This includes assigning teachers based on subject expertise and ensuring non-teaching personnel are well-equipped to handle specific administrative, health, and guidance-related tasks.
- 35. REFORMS PHILIPPINE EDUCATION 1 2 3 RA 9155 - Department of Education (DepEd) RA 7722 - Commission on Higher Education (CHED) RA 7796 - Technical Education and Skills Development Authority (TESDA) in the
- 36. RA 10533 ENHANCED BASIC EDUCATION (K-12 PROGRAM) Kindergarten Elementary and Junior High School Senior High School (SHS) As the first stage of the K to 12 system, Kindergarten introduces children to the basics of education in a structured manner. Foundational Academic Skills ·Specialized tracks such as Academic, Technical-Vocational, Sports, and Arts The K to 12 program was implemented to address concerns about the quality of education in the Philippines. By increasing the number of years students spend in school, the program aims to provide a more comprehensive and well-rounded education that better prepares them for the workforce or higher education. Key components of the program include:
- 37. THANK YOU! Castor, Princess L. Estrebillo, Rex C. Gallo, Andy A. Germo, Maria Catrina Q. Reference: Ornilla, R. G., & Bonotan, R. P. (2021). The school and the community, school culture, and organizational leadership. Mutya Publishing House.