Educational management and laedership

2. Presented to :
Dr. Abid Hussain Ch
Presented by:
Ayesha Rashid ( MP/15-12)
Umm-e-Rubab (MP/15-16)

4. Self Efficacy is a person’s judgment about his or
her capability to organize and execute a course
of action that is required to attain a certain
level of performance
(Bandura, 1997)

5. Self Efficacy expectations develop from a variety of
sources, including performance and feedback,
previous history and social influence. However, self
efficacy is postulated to develop from four primary
sources of experience:
 Mastery experiences
 Modeling
 Verbal persuasion
 Physiological arousal

6. Performance successes and failures (i.e.
actual experiences) in completing tasks
have strong effect on self efficacy.

7. Modeling affect self perception of efficacy through two
processes.
First, it provides knowledge by watching an expert
completing a task.
Second, people partly judge their capabilities using
social comparison and observing people modeling
certain behaviors, individuals convince themselves
that if others can do it, they can at least achieve some
improvement in their own performance.

8. Verbal persuasion is widely used to try to talk people
into believing that they have the capacity to achieve
what they want to accomplish.

9. People also rely partly on information
from their physiological state to judge
their capabilities and another way to
modify beliefs of self efficacy for
individuals to enhance their physical well
being and to reduce their stress.

10. Self efficacy Is an important motivational factor
that influences a number of behavioral
and performance outcomes.
Self efficacy is learned through a variety of
experiences and is dynamic, it can change
over time as new information and
experiences are acquired.

11. Teacher efficacy as the extent to which
teachers believed that they could control
the reinforcement of their actions.
According to Bandura, teacher efficacy as
a type of self efficacy i.e. the outcome of
cognitive process in which people
construct beliefs about their capacity to
perform well.

12.  Teacher efficacy is the teacher’s belief in his or her
capability to organize and execute courses of action
required to successfully accomplish a specific teaching
task in a particular context.
 Teacher efficacy is context specific, teachers do not
feel equally efficacious for all teaching situations
teacher fell efficacious for teaching particular subjects
to certain students in specific settings, but often feel
more or less efficacious under different circumstances.

13. There are two components:
 Analysis of the teaching task.
 Assessment of teaching competence.
Analysis of the teaching task: Teachers assess what will
be required as they engage in teaching .
Assessment of teaching competence: In assessing the
teaching competence, the teacher judges personal
capabilities such as skills, knowledge, strategies, or
personality traits balanced against personal weaknesses
or liabilities in the particular teaching context.

14. Sources of efficacy
•Physiological
cues
•Verbal
persuasion
•Modeling
•Mastery
Experiences
Cognitive
processing
Analysis
of
teaching
task
Assessm
ent of
teaching
compete
nce
Teacher
efficacy
Consequences of
teacher efficacy
•Effort
•Persistence
•Success
Performance

15. Collective teacher efficacy is a shared
perception of teachers in a school that the
efforts of the faculty as a whole will have a
positive effect on students.
There are four primary sources of collective
teacher efficacy these are mastery experiences,
modeling and vicarious experiences, verbal
persuasion and physiological state.

16. Consistent with the model of teacher efficacy described
earlier, two key elements in the development of
collective teaching efficacy are analysis of the
teaching task and the assessment of teaching
competence.
Teachers access what will be required as they engage in
teaching, we call this process analysis of the teaching
task. Such analysis occur at two levels : the individual
and the school.

17.  At the school level, the analysis produces inferences about
the challenges of teaching in that school, that is, what it
would take for the school to be successful. Teacher analyze
the means needed to make school successful, the barriers or
limitations to be overcome, and the resources that are
available.
 At the individual level, the analysis of teaching competence
leads to inferences about the faculty’s teaching skills,
methods, training and expertise. Teachers make explicit
judgments of the teaching competence of their colleagues in
view of an analysis of the teaching task in their specific
school.

18. Sources of efficacy
•Mastery
experience
•Vicarious
Experiences
•Social
persuasion
•Affective state
Analysis
attributions
&
Interpretati
ons
Analysis
of
teaching
task
Assessm
ent of
teaching
compete
nce
Estimation
of collective
Teacher
efficacy
Consequences of
teacher efficacy
•Effort
•Persistence
•Success
Performance

19. Motivation is generally defined as an internal state that
stimulates, directs and maintain behavior .
There are two types of motivation Intrinsic and extrinsic.
 Motivation that comes from factors such as interest and
curiosity is called intrinsic motivation.
Intrinsic motivation is the natural tendency to seek and
accept challenges as we peruse personal interest and
exercise capabilities.
 Extrinsic motivation is based on rewards and punishment
and it stimulates us to act with incentives and disincentives.

20. Merit pay is a compensation system in which
pay is based on an individuals performance
with at least portion of a person’s financial
compensation being a performance bonus.
The idea was to find a way to raise salaries in
order to reward better teacher and attract able
recruits without spending a lot on mediocre
people.

21. Merit pay does not appear to be a viable approach to
redistribute economic or status rewards in school
settings. Even in the most favorable circumstances,
true merit pay schemes are not likely to succeed.
And are not a promising way to strengthen incentives
in school.
For the most part, teachers oppose merit pay because
they tend to cause dissencion, competition and
conflict among teachers.

22. Optimum characteristics of
work motivation
Characteristics that diminish
work motivation
Needs Work satisfies higher level needs Work satisfies low level needs
Type of
goals
Realistic, challenging goals Very difficult or very easy goals
Attributio
n
Success and failure attributed to
ability
Success and failure attributed to
uncountable causes
Achieve
ment
motivatio
n
Motivation by achievement Motivation to avoid failure

23. Optimum characteristics of
work motivation
Characteristics that
diminish work motivation
Beliefs about
equity
Fair and courteous
treatment
Unfair and
disrespectful treatment
Beliefs about
ability
Incremental view Stable view
Self efficacy High self efficacy Low self efficacy
Source of
motivation
Intrinsic extrinsic

24. MBO is an administrative process that identifies and
accomplishes organizational purposes by joining
superiors and subordinates in the pursuit of mutually
agreed goals that are specific, measurable, time
bound and joined to an action plan.
In educational settings, MBO is a system for
motivating and integrating the efforts of schools
employees towards common objectives.

25. A typical scheme for designing and starting an MBO
intervention in a school district would include the following
five steps :
 Develop a set of overall educational goals for the school
district.
 Establish goals for each job.
 Integrate the goals of the different positions so that every
unit of the school district is working to accomplish the same
overall goals.
 Establish plans for attaining the goals, methods for
measuring the outcomes, and evaluation and feedback
procedures.
 Implement the MBO programs.

26. The research results on the effectiveness of
MBO are generally supportive but not
definitive. Although the research evidence
seems generally positive, the relative benefits
may be marginal because of the costs and
difficulties of introducing an BMO program in
educational setting.

27. Before starting an MBO program, however, three of
Kondrasuk’s conclusions should be considered
carefully.
1. MBO is more likely to succeed in the private sector
than in the public sector.
2. MBO is more likely to succeed with administrative
staff than with instructional staff.
3. MBO is more likely to succeed in a short term than in
the long term.

28. Claims by MBO Proponents Counter claims by MBO critics
• Enhances individual
motivation to work.
• Facilitates communication.
• Focuses on achieving goals.
• Evaluate results not politics.
• Provides job improvements
and personal growth.
• Yields common
understanding of
organizational goals.
• Individuals are ready to
assume increased self
responsibility.
• Fails to engage lower level
employees in objective
settings.
• Increase paper work.
• Emphasizes only
quantitative results.
• Generate extra work.
• Yield abstract goals.

29. The model suggests ways to design the job so
that it is more meaningful and interesting.
According to the model, the motivating
potential of a job is a result of
meaningfulness, autonomy and feedback.
The theory specifies that an employee will
experience internal or intrinsic motivation
when the job generates these three critical
psychological states.

30. First feeling of meaningfulness of the work is the degree to
which the individual experiences the job as valuable and
worthwhile. For work to be meaningfulness, three necessary
characteristics are hypothesized: skill variety, task identity,
task significance.
Second feeling of responsibility of work is the degree to
which the individual feels personally accountable for the
results of the work he or she performs.
Third knowledge of result is the degree to which the
individual knows and understands, on a continuous basis,
how effectively he or she is performing the job. The focus is
on feedback directly from the job.

31. 1.Skill variety feeling of
2.Task identity meaningfulness
3.Task significance High internal work
4.Autonomy feeling of responsibility motivation
5.Feedback Knowledge of Results
Core job
Characteristic
s
Psychologica
l states
Outcomes
Moderators
Knowledge and skill
Growth -need strength
Context satisfaction

32. John Kelly concludes that although job redesign guided by
the job characteristics model appears to increase job
satisfaction, no strong evidence was found that it motivates
higher performance.
Hackman and Oldham acknowledge several shortcomings in
their theory. Individual differences exist among people, and
the best ways to define, measure, and include variations
among individuals in the model remain open to question.
The concept of feedback used in the model is not
adequately defined. The relationship between objective
properties of jobs and people’s perception of those
properties are not clear.

33.  Diagnose the work system to determine the need for
systematic change in the core job characteristics.
 Focuses the redesign on the work itself….
 Prepare the contingency plan ahead of time…
 Monitor and evaluate the redesign efforts…
 Confront the difficult problems as early as possible.
 Design the change processes to fit the goals of the job
redesign program.

34. On the extrinsic side it is a system created to motivate
teachers by structuring career opportunities in ways
so that teachers can gain more status, get promoted,
and earn more money. On the intrinsic side it is a plan
to make the job increasingly more interesting and
challenging.
Career ladder programs were seen as ways to attract
and retain highly talented individuals to education.
The goal of career ladder program is to enrich work
and enlarge teacher responsibilities.

35. Career ladder programs focus on recruitment,
retention and performance incentives to
enhance the characteristics of teaching.
Job enrichment is the enlargement of the job to
include task at higher level of skills and
responsibilities. By using job enrichment
strategies, career ladder program can address
some of the concerns about teaching jobs.

36.  Beginning or novice teachers.
 Professional classroom teachers.
 A simple enlargement of the regular
classroom teachers job.
 The most advanced level, typically called
teacher leader or master teacher.

37. Job expansion and job redesign in career ladder program
can be successfully implemented but they create
confusion, conflicts and extra work for everyone in the
school system. Teachers in the school with career
ladder program exhibit more positive attitude than the
teachers without this program.
Teachers prefer incentives programs with intrinsic
incentives and career programs were preferred to merit
program.