Specify the common strand among several definitions of organizations that clearly describe how today’s schools are organized. Illustrate how four specific organizational characteristics make schools complex. List the principles of four theories that influence effective leadership practices in school organizations. Describe the characteristics of a learning organization, and explain why they might foster a culture and climate that enhance teaching and learning.

1. SADI
2022-2023
Chapter 4.1:
Organizational Influences on
Leadership
Course: Educational Administration and Leadership 1
MR.VATHVARY

2. Learning Outcomes
• Specify the common strand among several definitions of
organizations that clearly describe how today’s schools are
organized.
• Illustrate how four specific organizational characteristics
make schools complex.
• List the principles of four theories that influence effective
leadership practices in school organizations.
• Describe the characteristics of a learning organization, and
explain why they might foster a culture and climate that
enhance teaching and learning.
• List the three factors that influence the negative perceptions
of principals in school organizations, and describe how they
might exhibit behaviors that minimize the negative aspects
of those perceptions.
MR. VATH VARY
2

3. 1. What is an organization?
2. What is organizational
climate?
3. What is organizational
culture? What role does
organizational culture play in
the life of the school?
4. What is organizational
structure?
MR. VATH VARY
3

4. The purpose of
this chapter
MR. VATH VARY
4

5. • … the rational coordination of the activities of a
number of people for the achievement of some
common goal, through division of labor and
function, and through a hierarchy of authority and
responsibility (Schein, 1979)
MR. VATH VARY
5
• … an open social system that receives resources
(input) from its external environment, transforms
that input through an internal system
(throughput), and returns it to the external
environment (output) (Katz and Kahn, 1978)
Organi
zation
…
• … a social system that consists of many
interrelated subsystems (administrative,
economic/technological, informational/ decision making,
human/social) that interact with the external
environment (Hersey, Blanchard, and Johnson, 1996)
• … a social structure that is created by
individuals to support the collaborative
pursuit of specified goals (Scott, 2003)

6. MR. VATH VARY
6
The common
strand of
Organizations’
definition
• Social systems that have structure
and consist of parts (individuals)
that are interdependent and
interrelated.
• The parts (individuals) interact with one
another to achieve organizational goals,
and the structure governs that
interaction, offering a sense of
predictability regarding the functions
and behaviors of the parts
Three
Characteristics
of Organizations
(from Chapter 1)

7.  the type of input (the resources acquired
from the external environment), the nature
of the internal transformation process
(teaching and learning), and the output
(the services provided to the community).
Technical aspect
MR. VATH VARY
7
Schools
• … requires leaders to
develop the professional
capacity and practices of
individuals and determine
how well they use the
technologies (the interaction
between and among
participants) and make
appropriate alterations when
necessary
• addresses the use of
technologies by
humans.
Social aspect
• … requires the leader to focus on
schools from the managerial
perspectives of:
a) identifying tasks;
b) determining proper work
assignments;
c) implementing various types of
supervision;
d) considering the interrelationships
among the individuals affiliated with
the organization.

8. MR. VATH VARY
8
Academic Achievement of
students
3 critical elements lead us to
understand Behaviors of people in
school organizations
climate culture structure

9. MR. VATH VARY
9
The Organizational Climate of Schools
• It can be expressed by such adjectives as open,
bustling,warm,easygoing,informal,cold,
impersonal,hostile,rigid, and closed
… the
characteristics of
the total
environment of
the school
• In essence, it is the personality (a description of
the quality of life) within a school department, a
school building, or a school district.
Organizational
Climate

10. • Ecology: the physical features of the
school building and the equipment that is
used for teaching and learning
MR. VATH VARY
10
• Milieu: the human resources in the school
organization and the manner in which
individuals interact with one another, as well
as with the individuals to whom they provide
services.
4
dimensions
of
environment
(Tagiuri, 1968)
• Organization: the manner in which the
school is structured.This includes the social
interactions of individuals:the manner in which
individuals communicate, make decisions, and
solve problems.
• Culture: the values, norms, and behaviors
of individuals in the organization.

11. MR. VATH VARY
11
• represent the perceptions of individuals in
the organization and reflect the norms,
assumptions, and beliefs that are part of
the culture of the organization
Ecology Milieu organization Culture

12. The Organizational Culture of school
describes …….. in the school organization.
 how things are done, how the faculty and staff are willing
to spend their time, what they care about, how they interact
with one another, how they celebrate success, and how
they show appreciation for each other.
MR. VATH VARY
12
• is comprised of the shared values, beliefs,
assumptions, rituals, traditions, norms,
attitudes, and behaviors of the faculty and staff.
• ‘COLLABORATIVE CULTURE’: individuals
are empowered and the mission and
decisions are shared.
Organiz
ational
Culture
• When it exists, collegiality, trust,
openness, professionalism, and a desire to
serve all students are developed.
Today’s
school
leaders
should
focus on

13. MR. VATH VARY
13
Elements of school culture
Values
Attitudes
Traditions Norms
Behaviors
Beliefs Assumptions
Rituals
Artifacts

14. MR. VATH VARY
14
Elements of school culture
Values—Elements that members
of the organization collectively
hold true and dear and perceive as
important.
Beliefs—Opinions held by
members of the organization
regarding an issue or situation
without rigorous proof to support
their opinions or what they
believe to be true.
Assumptions—Practices and
procedures used previously that
have worked so effectively that they
are taken for granted
• Ex. All faculty and staff members
should participate in the decision-
making process and be able to voice
their opinions regarding issues that
affect student achievement.
• Ex.The faculty might often advocate
actions that suggest that every child
can learn or that every faculty
member has expertise and can make
a meaningful contribution to school
goal attainment.
• Ex. Attendance may be valued and
included as part of the academic
grades of students. If Roger has
been absent from class for 9 days
during a semester, it is expected
that he will not receive a passing
grade.

15. MR. VATH VARY
15
Elements of school culture
Attitudes—The manner in
which an individual responds to
an issue because he or she
considers it to be what is real
and what is true; the disposition
or the manner in which the
individual expresses feelings
regarding a situation.
Behaviors—The manner in
which individuals in the
school organization respond
to issues, events, activities,
and/or occurrences.
Rituals—Activities or
behaviors that are performed
in the same way time after
time.
• Ex. Helen is a first-year teacher and
should not complain about teaching six
classes; the faculty should not eat in the
student cafeteria; or teachers should
have duty-free lunches and a separate
dining facility.
• Ex. A faculty of a particular school might
have a set manner in which they
communicate with one another. Members
of the Jamestown Middle School faculty
communicate openly, respecting
individual differences and encouraging
honesty and trust.
• Ex.This could be the order of student
seating in the lunch room or the order in
which grade level classes eat lunch. Mr.
People’s class enters the lunchroom first,
followed by the classes of Mrs. Jackson,
Mr.Walker, and Ms. Harris.

16. MR. VATH VARY
16
Elements of school culture
Traditions—Practices that have
occurred over and over for several
years and are passed down as the
acceptable manner of behavior in
the school organization.
Norms—Rules established by
the faculty and staff that define
and guide acceptable and
unacceptable behavior in the
school organization, conveying
how things are done in the
school.
Artifacts—Physical aspects of
the building, how the school
facilities are arranged, or any
visible materials that are used in
conducting business
• Ex.The senior play is always directed
by the 12th-grade English teacher
who teaches advanced placement
courses, or the senior class president
makes the opening speech on class
night.
• Ex. Female students do not wear
tuxedos to the senior prom.This
rule may be unwritten, but is
applied when the situation arises.
• Ex.These could include the
yearbooks in the library, how the
principal’s office is arranged, and
the school’s mascot or pictures
depicting the history of the
school.

17. The Organizational Structure of Schools
MR. VATH VARY
17
• is the method by which schools are
organized and coordinated.
Organization
al structure:
• is also the formal arrangement of jobs
within an organization and provides a
framework for vertical control and
horizontal coordination of the organization
• govern the behaviors of individuals
and groups in the schoolhouse,
providing order, consistency of
activities, and the enactment of rules
and regulations.
• maintain organizational efficiency
and effectiveness in achieving
established organizational goals.
Purpose
of OS:

18. The Organizational Structure of Schools
MR. VATH VARY
18
• The structure of a school denotes how the school day is
organized, how courses are assigned, and how individuals
are grouped, as well as many other activities that occur

19. The Organizational Structure of Schools
MR. VATH VARY
19

20. The Organizational Structure of Schools
MR. VATH VARY
20

21. The Organizational Structure of Schools (chapter 4.2)
MR. VATH VARY
21

22. MR. VATH VARY
22
Theories That Influence Practice
Classical
Organizational
Theory
Social Systems
Theory
Relationship
Theory
Distributive
Leadership
Theory
Facilitative
Leadership
Theory
Open
System
Theory
Learning
Organizations

23. Scientific Management (Frederick Taylor, 1911)
MR. VATH VARY
23
• Taylor theorized
that organizations
could become
efficient by
identifying the
“one best way” of
performing a job.
• Scientific
management
focused on the
management of
work and workers
and were designed
to maximize worker
productivity.
4 Principles of
Taylor’s
scientific
management:
• Scientific Job Analysis: management determines
the “one best way” of performing each job.
• Selection of Personnel: select and train
personnel to perform the job
• Management Coordination: Managers should
coordinate the work to ensure that all work
being done as prescribed;
• Functional Supervising : Managers assume
planning, organizing, and decision-making
activities, whereas workers perform the
assigned jobs.

24. • Fayol claimed
that all
managers
perform five
basic functions:
planning,
organizing,
commanding,
coordinating,
and controlling
• In addition, Fayol
characterized
management as a
continuous process
by emphasizing the
chain of command,
equity,efficiency,
stability,and the
allocation of authority
through the design of
14 principles of
management.
Administrative Management
MR. VATH VARY 24
… focused on managing the entire
organization
Contributors: Henri Fayol, Lyndall Urwick,
Luther Gulick, and Max Weber

25. Administrative Management
MR. VATH VARY 25

26. Administrative Management
MR. VATH VARY 26

27. Administrative Management
MR. VATH VARY 27
• Gulick and Urwick expounded on the work of Fayol and
expanded his functions with seven functions that managers
should perform:
• involves the whole personnel function of selecting,
training, and developing the staff and maintaining
favorable working conditions.

Planning
• involves developing an outline of the things that must
be accomplished and the methods for accomplishing
them. It attempts to forecast future actions and
directions of the organization.

Organizing
• establishes the formal structure of authority through
which work subdivisions are arranged, defined, and
coordinated to implement the plan.

Staffing:

28. Administrative Management
MR. VATH VARY 28

Coordinating
• involves all activities and efforts needed to bind
together the organization in order to achieve a
common goal.

Reporting
• verifies progress through records, research, and
inspection; ensures that things happen according to
plan; takes any corrective action when necessary;
and keeps those to whom the chief executive is
responsible informed.
• concerns all activities that accompany budgeting,
including fiscal planning, accounting, and control

Budgeting

Directing:
• closely related to leading, includes the continuous
task of making decisions, communicating and
implementing decisions, and evaluating
subordinates properly.

29. • Bureaucratic Structure focused on the fixed division of labor, the
hierarchy of positions, rules for governing performance, terms of
employment, technical qualities for seeking personnel, and the
separation of the personal rights and property of the worker from those
of the organization
• Weber theorized that the Bureaucratic Model was the best
structure to use to ensure efficiency in large organizations that are
complex in nature.
MR. VATH VARY
29
Weber’s Bureaucratic Structure (1947)
• A Leader
with a
Classical
Perspect
ive
The focus is on
• task completion; little attention is given to the individual
or group in the workplace, and the leader is considered
to have ultimate authority and responsibility over
everything in the system.
• Structure; rules, regulations, and procedures;
organizational control; and efficiency
• Experts are employed to function in specialized areas
and are grouped according to task specialization.

30. MR. VATH VARY
30
Social Systems Theory
• provides a way of viewing the
organization as a whole, taking into
consideration the interrelationships
among its parts and its interaction with
its internal and external environments.
… refers to set of interrelated elements that
function in a particular manner to achieve a
specific purpose.

31. The Power and
Influence of
Individuals
and Groups
MR. VATH VARY
31
• External Environment
• end-of-course examinations
• gangs, drugs, poverty, hunger,
and poor housing
• Internal Environment
• Members of the faculty (the formal
group), as well as members of
subgroups (informal groups)
Social Systems Theory
• The Makeup
of the Social
System
• must be on the whole (the
faculty), parts of the whole
(members of the faculty), and
the relationship among the
parts (relationships among
faculty members).

32. 32
MR. VATH VARY
The Dimensions of the Social System
• depicts the roles and expectations of the
formal organization and the way in which
individuals in the organization are expected
to behave as they pursue established goals.
• In a school, such roles are outlined through
teaching assignments, job descriptions,
special-duty requirements, and expectations
• refers to the nature and
personality of the
individual, as well as the
individual’s needs
disposition.
Organization as the
nomothetic,
or institutional, dimension
individual as the
Idiographic, or personal,
dimension
• Jacob Getzels and Egon Guba (1957) theorize that the social
system has two independent and interactive dimensions.They
draw a distinction between the organization and the individuals
who function in the organization.

33. 33
MR. VATH VARY
Commitment to Organizational Goal Attainment
• The compatibility between the values of the individual in the
organization and the inherent values of the culture of the
organization are the basis for an individual establishing a social or
psychological contract with the organization
A Leader
with a Social
Systems
Perspective
• seeks to employ individuals with a needs
disposition compatible with the mission and
goals of the school, making use of such
strategies as compromising, bargaining,
retreating, and changing.
• The vision of the school is
communicated, and clear directions are
given.
• the primary concern is for the growth of
the organization and the people in the
organization.
• Problems are solved collaboratively.

34. Relationship Theory addresses the
connections that have to be formed:
leaders and followers
MR. VATH VARY
34
Relationship Theory
• Leaders possess the skills and attributes needed to motivate and
inspire followers to understand and accept the importance of setting
high expectations and taking risks to accomplish tasks.
• Leaders maintain a focus
on the performance of
individuals who exhibit
behaviors that reach
high ethical and moral
standards.
Leader’s one of major goals
is to assist all individuals in
reaching their full potential.

35. Participative Leadership Theory
35
MR. VATH VARY
• Participative Leaders are highly supportive of their followers, often
engaging them and other stakeholders in the decision-making
process. Below leadership theories enhance the participative
framework.
Facilitative
Leadership
Theory
 school leaders to find ways of distributing leadership functions to
members of the faculty.
 Thus, teachers are being asked to increase their participation in
the decision-making process and to provide leadership for various
aspects of schooling.
 In essence, they are being asked to become leaders in their
own right—teacher leaders.
Distributive
Leadership
Theory
 is the ability of school leaders to facilitate processes and engage
in activities that inspire their followers to look beyond self-interest
and focus on their knowledge of learning, teaching, and student
development for use in making management decisions.
 In essence, school leaders are being asked to become
facilitators, exhibiting behavior that enhances the collective
ability of a school faculty to adapt, solve problems, and
improve student performance

36. • An organization that functions as an open system has a set of
interrelated parts that interact with its external environment and,
as a result, is capable of self-maintenance.
• The system receives input from the external environment and
transforms that input into a product (output) that goes back
into the external environment and eventually returns as input.
36
MR. VATH VARY
Open System Theory

37. 37
MR. VATH VARY
Schools Functioning as Open Systems
 To effectively administer the school’s program, responding
to diverse interests and needs and mobilizing community
resources, the leader has to collaborate with individuals
and groups inside and outside the schoolhouse
(a) the structure of the organization;
(b)the behavior of the leader;
(c) the behavior of members of the
organization, functioning individually and
as members of formal and informal
groups;
(d)the manner in which various actions are
perceived;
(e) individual motivational levels;
(f) The manner in which power is
distributed; and
(g)the needs of the organization
The effectiveness
of this interaction
is influenced by
such factors as:

38. 38
MR. VATH VARY
What is Learning Organization?
Learning organizations
• … are places where people continually expand their capacity to
create the results they truly desire, where new and expansive patterns
of thinking are nurtured, where collective aspiration is set free, and
where people are continually learning how to learn together (Senge,
2010, p. 3).
• The rationale is based on the premise that
by creating such organizations, student
results will dramatically improve.
• For schools to become learning
organizations, it is necessary for school
leaders to devote time and attention to
the structure of the school, the individuals
who serve the school, and their
relationships with students and each
other.
Schools as
Learning
Organizations

39. 39
MR. VATH VARY

40. Creating Learning Organizations in Schools:
The Role of School Leaders
Mr. VATH VARY
40
(a)Fostering collaboration – facilitative or
collaborative culture;
(b)acquiring the commitment of
followers – trust;
(c)sharing leadership and learning –
decentralization
• Structure the organization in a
manner that will allow leadership to
be distributed throughout the
organization, involving all
stakeholders.
• Leadership in the organization
should be decentralized to enhance
the capacity of all people to work
together toward common goals
To create
learning
organizations,
leaders face 3
basic
challenges:

41. The Influence of Perception
Mr. VATH VARY
41
• A leader’s ability to obtain information and acquire
resources that are sufficient to achieve organizational
goals is influenced by the types of relationships that
exist between the leader and members of the
organization, as well as many other environmental
factors
• School leaders must gain a clear understanding of the
perceptions that stakeholders hold about the
organization.
• This claim is based on the premise that the success of
leaders depends on support from followers, and the
perceptions of followers influence the behavior of
leaders.

42. McGregor’s Theory X and Theory Y
Mr. VATH VARY
42
Theory X:
 a negative view of people
that assumes workers have
little ambition, dislike work,
want to avoid responsibility,
and need to be closely
controlled /coerced by the
leadership to perform
effectively.
Douglas McGregor’s Theory (1960) based on two
assumptions about human nature.
TheoryY:
• a positive view that assumes
employees enjoy work, seek out
and accept responsibility, and
exercise self-direction and are
committed to achieving
organizational goals and need
little motivation, if any, from the
leadership of the organization.
To maximize employee motivation, use Theory Y—allows
employees to participate in decisions, creates responsible and
challenging jobs, and encourages good group relations.

43. McGregor’s Theory X and TheoryY
A Theory X leader A TheoryY leader
• would likely emphasize
policies and procedures,
give directions in a blunt
and to-the-point manner,
and demand action with the
overt threat of punishment.
• If an error occurs in
leader behavior, it is
likely to be on the side of
task completion.
• would likely function as a
facilitator, an individual
who is as interested in the
process as the product.
• Decisions would likely be
made working with people,
creating an environment
that is conducive to self-
direction and intrinsic
motivation.
• If an error occurs in leader
behavior, it is likely to be on
the side of consideration and
relationship building.
Mr. VATH VARY
43

44. Summary
Mr. VATH VARY
44

45. 45
MR. VATH VARY