william allan kritsonis, phd - lecture notes

8/20/2019 William Allan Kritsonis, PhD - Lecture Notes

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Educational Leadership

Lecture Notes: Professor William Allan Kritsonis

William Allan Kritsonis, PhD

Professor

The University of Teas of the Permian !asin

"all of "onor

William H. Parker Leadership Academy

Prairie View A&M University – Graduate ch!!l

#isitin$ Lecturer %&''()

"#$!rd %!und a'le

University !$ "#$!rd( "#$!rd( )n*land

Distin$uished Alumnus %&''*)

+entral Washin*t!n University

+!lle*e !$ )ducati!n and Pr!$essi!nal tudies

)llens'ur*( Washin*t!n

#ersion +opyri$ht &'-* William Allan Kritsonis

ALL ./0"T1 .E1E.#ED234.E#E.

,



Learnin$ 5odule -

34.+E1 /N3LUENT/AL /N DE+/1/4N 5AK/N0

a- Administrative 'ehavi!r in$luenced 'y assumpti!ns they h!ld $!r themselves(

su'!rdinates( and $!r human nature.

'- elie$s held a'!ut sch!!ls and s!ciety( educati!nal *!als( sch!!l mana*ement( auth!rity(

and !r*ani/ati!nal arran*ements are m!di$iers !$ 'ehavi!r.

c- A value system which arran*es 'elie$s and pre$erences in s!me systematic way a$$ects

his !r her decisi!n0makin* 'ehavi!r.

d- Pers!nality idi!syncrasies which are devel!ped as a result !$ s!ciali/ati!n as a child(

adult( educat!r( and sch!!l administrat!r a$$ect decisi!n0makin* 'ehavi!r.

1



3orces in the "uman 1ystem

a- he imp!rtance !$ linkin* administrati!n and ethics is evidenced 'y the $act that sch!!ls

are 'asically human !r*ani/ati!ns.

'- 2!rces in the human system0 needs( wants( aspirati!ns( h!pes and 'elie$s !$ teachers(

students and administrat!rs are m!di$iers !$ administrative 'ehavi!r and educati!nal

decisi!n0makin*.

3orces in the 4r$ani6ation

a- 2!rces in the !r*ani/ati!n are p!tential in$luences !$ educati!nal decisi!n0makin*.

3ncludes structural characteristics that c!ntri'ute t! it4s m!de !$ !perati!n.

'- ch!!ls devel!p !r*ani/ati!nal pers!nalities( c!nceptually similar t! human pers!nality0

!r*an styles( auth!rity styles( and !r*an dynamics.

c- Alth!u*h sch!!ls are similar0 n! tw! sch!!ls are alike.

5



3orces in the Environment

a- hese are the 'r!ader p!litical and cultural c!mp!nents !$ the sch!!l as e#empli$ies in

the sch!!ls interacti!n with its c!mmunity hist!rically and presently.

'- +!nsiders the sch!!ls le*al entity in a 'r!ader matri# !$ re*i!nal( state( and $ederal

*!vernment( and its vulnera'ility as a pu'lic !r*ani/ati!n resp!nsive t! pu'lic demands

$r!m a variety !$ pressure *r!ups.

6



Learnin$ 5odule &

+4N3L/+T !ETWEEN !U.EAU+.AT/+ AND P.43E11/4NAL #ALUE1

,- ureaucratic stress uni$!rmity !$ students4 pr!'lems and needs7 standardi/ed inputs.

Pr!$essi!nal e#pectati!ns stress uni8ueness !$ students4 pr!'lems and needs7 varia'le inputs.

1- ureaucratic e#pectati!ns stress universal applicati!n !$ rules9 $airness. Pr!$essi!nale#pectati!ns stress is !n achievement !$ *!als.

5- ureaucratic e#pectati!ns stress skill 'ased !n practice9 e#perience di$$erentials in status

and rank. Pr!$essi!nal e#pectati!ns stress skill 'ased !n kn!wled*e9 merit di$$erentials in

status and rank.

6- ureaucratic e#pectati!ns emphasi/e decisi!ns $!cus !n applicati!n !$ rules t!

r!utine pr!'lems. Pr!$essi!nal e#pectati!ns emphasi/e decisi!ns $!cus !n

applicati!n !$ p!licy and kn!wled*e t! uni8ue pr!'lems.

:- ureaucratic e#pectati!ns stress hierarchal le*al auth!rity. Pr!$essi!nal e#pectati!ns

stress a'ility0 pr!$essi!nal auth!rity.

;- ureaucratic e#pectati!ns stress l!yalty t! the sch!!l( its administrati!n and trustees.

Pr!$essi!nal e#pectati!ns stress l!yalty t! the pr!$essi!n and students.

:



A Philosophy for 1chool Administrators

,- Understandin* !$ the we' !$ tensi!n which he<she is a part.

1- +!nsci!usness !$ resp!nsi'ility t! the pu'lic interest.

5- Unwarranted !ptimism a'!ut the $uture.

Administration and the We7 of Tension

a- )#treme di$$erences in teachin*( talent( and p!wer trends keep tensi!n c!nstant.

'- 2ather0kn!ws0'est is !ut in t!day4s w!rld.

c- 3ncreased reliance !n participat!ry administrati!n.

d- 3ncrease c!mmunity activity( $!rmal and in$!rmal.

;



e- =isa*reement( dial!*ue( c!ntr!versy( ne*!tiati!ns all c!ntri'ute t! tensi!ns.

The Pu7lic /nterest

a- )nc!mpasses the needs !$ y!uth( s!ciety( c!mmunity and pr!$essi!n.

'- =ecidin* what the pu'lic interest is a decisi!n the sch!!l administrat!r must make 'ased

up!n identi$ia'le value systems.

c- G!vernmental a*encies( pr!$essi!nal !r*ani/ati!ns( sch!lars( phil!s!phers( etc.( help t!

identi$y sh!rt and l!n* term pu'lic interest.

d- Pu'lic interest issue is very imp!rtant. ch!!l administrat!rs sh!uld seek input

$r!m vari!us sect!rs9

+iti/en c!mmittees

eacher c!mmittees

eacher ass!ciati!ns

tudent Advis!ry Gr!ups

....."ther relevant s!urces

>



4ptimism a7out the 3uture

a- "ptimism all!ws the administrat!r t! *ive directi!n and stimulus t! the devel!pment !$

meanin*$ul educati!nal pr!*rams which serve the pu'lic interest.

'- A $aith in learnin*

c- A c!mmitment t! adulth!!d

d- A $undamental spirit !$ !ptimism.

4r$ani6ational #alues

,- HA%= +"%) VALU)

Hard c!re values are accepted 'y all 'ut the m!st deviant mem'ers !$ the sch!!l4s

s!ciety.

1- 2%))="M ?"@) VALU)

2reed!m ?!ne ValuesB are accepted 'y m!st mem'ers !$ the sch!!l4s s!ciety 'ut

the level !$ c!mmitment varies $!r pe!ple( cli8ues( !r *r!ups within the s!ciety.

C



18ill Levels of 1upervisors

0 echnical skills

0 Human skills

0 +!nceptual skills

,- )+H@3+AL D3LL

he a'ility t! use kn!wled*e( meth!ds and techni8ues t! per$!rm speci$ic tasks.

he mechanics ass!ciated with writin* a less!n plan( devel!pin* a study unit(

e8uippin* a learnin*0res!urce center( purchasin*( preparin* a meetin* a*enda(

$illin* !ut rep!rts( etc( are e#amples !$ technical skills.

1- HUMA@ D3LL

%e$er t! !ne4s a'ility and Eud*ment in w!rkin* with and thr!u*h pe!ple.

his skill re8uires sel$0understandin* and acceptance as well as c!nsiderati!n

$!r !thers.

F



Human skills include an understandin* !$( and $acility $!r( leadership

e$$ectiveness( adult m!tivati!n( attitudinal devel!pment( *r!up dynamics( and

the devel!pment !$ human res!urces.

5- +"@+)PUAL D3LL

%e$er t! the supervis!rs4 a'ility t! view the sch!!l( the system( and the

educati!nal pr!*ram as a wh!le.

his skill re8uires the e$$ective mappin* !$ the interdependence 'etween

c!mp!nents !$ the sch!!l as an !r*ani/ati!nal system.

+!nceptual skill re8uires an understandin* !$ the interdependencies that e#ist

'etween devel!pin* and esta'lishin*9

0 humane !r*ani/ati!n

0 articulatin* a humane administrative0 supervis!ry system

0 devel!pin* a humane educati!nal pr!*ram

1ummary

h!u*h each !$ the skill levels is universally present in administrative and supervis!ry

p!siti!ns( c!nceptual skills are emphasi/ed m!re 'y administrat!rs and technical skills

m!re 'y supervis!ry pers!nnel( wh! are $!r the m!st part c!ncerned with the day0t!0

day w!rk !$ the sch!!l.

,



5ean .an8in$s of Po9er !ases

ales

ases !$ P!wer !$ "$$ice +!lle*e Li'eral Arts 3nsurance

A*encies

Le*itimate 6., 5.; 5.5

)#pert 5.: 6., 5.C

%e$erent 1.F 5.: 1.:%eward 1.> 1.5 1.C

+!ercive ,.F ,.; ,.C

@")9 :. hi*hest ,. l!west

,,



Learnin$ 5odule

T"E4.; < and T"E4.; ;

Theory <

,- Pe!ple inherently dislike w!rk and will av!id it i$ they can.

1- Pe!ple must 'e c!erced( c!ntr!lled( directed( and threatened in !rder t! make them w!rk.

5- he avera*e human 'ein* pre$ers t! 'e directed( wished t! av!id resp!nsi'ility and hasrelatively little am'iti!n.

Theory ;

,- he e#penditure !$ physical and mental e$$!rt in w!rk is as natural as play !r rest.

,1



1- Pe!ple can e#ercise sel$0directi!n and sel$0c!ntr!l in the service !$ !'Eectives t! which

they are c!mmitted.

5- he avera*e human 'ein* learns( under pr!per c!nditi!ns( n!t !nly t! accept 'ut t! seek

resp!nsi'ility.

McGre*!r4s he!ry I and J-

Theory <= Decision 5a8in$

,- +l!se supervisi!n

1- "ne0way c!mmunicati!n

5- trate*y plannin* 'y t!p leaders !nly

6- =ecisi!n0makin* at the t!p level !nly

:- A handin* d!wn !$ decisi!ns t! 'e implemented 'y middle mana*ement

,5



;- A handin* d!wn !$ instructi!ns t! 'e carried !ut 'y the w!rkers.

>- @!thin* *!es up e#cept rep!rts

Theory ; > Decision = 5a8in$

,- w!0way c!mmunicati!n

1- 3nv!lvement in *!al settin*( plannin*( and decisi!n0makin* at each level

5- Lar*er spans !$ c!ntr!l

6- Greater decentrali/ati!n

,6



:- Greater use !$ team mana*ement.

Eupsychian 5ana$ement Assumptions

)upsychiaB means m!vin* t!ward psych!l!*ical health !r health0ward.B )upsychian

mana*ement is a mani$est e$$!rt t! 'rin* !ptimum *r!wth and devel!pment t! all wh! are in

c!ntact with the sch!!l.

,. Assume every!ne is t! 'e trusted.

1. Assume every!ne is t! 'e in$!rmed as c!mpletely as p!ssi'le !$ as many $acts and truthsas p!ssi'le.

5. Assume in all y!ur pe!ple they impulse t! achieve.

6. Assume that there is n! d!minance – su'!rdinati!n hierarchy in the Eun*le sense !r

auth!ritarian sense.

,:



:. Assume that every!ne will have the same ultimate mana*erial !'Eectives and will identi$y

with them n! matter where they are in the !r*ani/ati!n !r in the hierarchy.

;. )upsychian ec!n!mics must assume *!!d will am!n* all the mem'ers !$ the !r*ani/ati!n

rather than rivalry !r Eeal!usy.

>. Assume the A'ility t! Admire.B

C. We must assume that they pe!ple in the )upsychian plants sch!!ls- are n!t $i#ated at the

sa$ety0need level.

F. Assume an active trend t! sel$0actuali/ati!n.

,. Assume that every!ne can enE!y *!!d team w!rk( $riendship( *!!d *r!up spirit( *!!d

harm!ny( *!!d 'el!n*in*ness( and *r!up l!ve.

,,. Assume h!stility t! 'e primarily reactive rather than character0'ased.

,1. Assume that pe!ple can take it.

,5. )upsychian mana*ement assumes that pe!ple are impr!va'le.

,6. Assume that every!ne pre$ers t! $eel imp!rtant( needed( use$ul( success$ul( pr!ud(

respected( rather than unimp!rtant( interchan*ea'le( an!nym!us( wasted( unused(

e#penda'le( disrespected.

,:. Assume that every!ne pre$ers !r perhaps even needs t! l!ve his '!ss rather than t! hatehim- and that every!ne pre$ers t! respect his '!ss rather than t! disrespect him-

,;



,;. )upsychian mana*ement assumes every!ne pre$ers t! 'e a prime m!ver rather than a

passive helper.

,>. Assume a tendency t! impr!ve thin*s... t! put thin*s ri*ht( make thin*s 'etter( t! d!thin*s 'etter.

,C. Assume that *r!wth !ccurs thr!u*h deli*ht and thr!u*h '!red!m.

,F. Assume pre$erence $!r 'ein* a wh!le pers!n and n!t a part( n!t a thin*( !r an implement(

!r t!!l( !r handB.

1. Assume the pre$erence $!r w!rkin* rather than 'ein* idle.

1,. Assume the pre$erence $!r pers!nh!!d( uni8ueness as a pers!n( identity in c!ntrast t!

'ein* an!nym!us !r interchan*ea'le-

11. We must assume the wisd!m and the e$$icacy !$ sel$0ch!ice.

15. We must assume that every!ne likes t! 'e Eustly and $airly appreciated( pre$era'ly in

pu'lic.

16. Assume that every!ne 'ut especially the m!re devel!ped pers!n re$ers resp!nsi'ility t!

dependency and passivity m!st !$ the time.

1:. he *eneral assumpti!n is that pe!ple will *et m!re pleasure !ut !$ l!vin* rather than

they will !ut !$ hatin*.

1;. Assume that $airly well0devel!ped pe!ple w!uld rather 'e interested than destr!y.

,>



1>. Assume that $airly well0devel!ped pe!ple w!uld rather 'e interested than 'e '!red.

1C. We must ultimately assume at the hi*hest the!retical levels !$ )upsychian the!ry( a

pre$erence !r a tendency t! identi$y with m!re and m!re !$ the w!rld( !r peak e#perience(c!smic c!nsci!usness.

1F. We must assume the de$ense and *r!wth dialectic $!r all these p!sitive trends that have

already 'een listed a'!ve.

Learnin$ 5odule *

D/33E.ENT/AT/N0 !ETWEEN PU!L/+ AND P./#ATE 5ANA0E5ENT

,- P!wer !ver m!ney( !r*ani/ati!n and pers!nnel rests in the hands !$ the

le*islature( sch!!l c!de( and l!cal sch!!l '!ard rather than in the hands !$

mana*ement.

1- Measures !$ pr!*ress t!ward *!als are di$$icult t! devise. What are the sch!!l

measures !$ *!!d citi/enship( intellectual enrichment( pr!'lem0s!lvin* a'ility(

independent thinkin*( a desire t! learn( ec!n!mic su$$iciency( and e$$ective $amily

livin*K

hese are c!ntrasted with the reality underst!!d and 8uanti$ia'le ec!n!mic !'Eectives

!$ private !r*ani/ati!ns.

,C



5- Pu'lic acc!untin* t! which the sch!!l is su'Eected is desi*ned t! c!ntr!l current

e#penditures as c!ntrasted with 'usiness acc!untin*( that tends t! supp!rt $uture

plannin*( research( and devel!pment.

6- enure laws and civil service laws tend t! pr!tect educati!nal w!rkers $r!m thec!ntr!l !$ administrat!rs and supervis!rs.

:- ch!!l purp!ses and !r*ani/ati!nal pr!cesses desi*ned t! achieve these purp!ses

are in$luenced indirectly 'y administrat!rs thr!u*h individuals and *r!ups a

p!litical pr!cess- rather than directly 'y administrat!rs a mana*ement pr!cess-

;- G!als and !'Eectives are !$ten unclear and c!ntradict!ry. he latent cust!dial

$uncti!ns !$ sch!!ls $!r e#ample( c!ntradict the mani$est sel$0actuali/ati!n $uncti!ns.

>- @! market e#ists t! determine e$$ectiveness. )#pensive special educati!nal

pr!*rams( $!r e#ample( are maintained $!r p!litical and le*al reas!ns( th!u*h( i$

su'Eected t! a market ec!n!my( *eneral c!nsumer interest w!uld n!t likely 'e

su$$icient t! sustain them. y c!mparis!n( pr!duct lines !$ $irms are thinned !ut 'y amarket ec!n!my.

C- %es!urces are distri'uted !n the 'asis !$ $!rmula and !ther appr!#imati!ns !$

e8uityB rather than !n meritB. All!catin* *reater res!urces t! hi*h pr!ducin*B

sch!!ls( $!r e#ample( w!uld 'e c!nsidered $raudulent.

F- Administrat!rs w!rk with an array !$ pe!ple wh!se careers are !utside !$mana*ement c!ntr!l.

,F



,- Administrat!rs are e#pected t! acc!mplish *!als in less time than n!rmally

all!wed t! mana*ers !$ 'usiness $irms.

,,- A ti*ht c!uplin* e#ists 'etween means and ends !r pr!ducts and pr!cesses.ch!!lin* is a human activity with human ends.

,1- Many !'Eectives are pursued with scarce res!urces as c!ntrasted with the 'usiness

$irm( which all!cates m!re res!urces t! $ewer( indeed m!re $!cused !'Eectives.

@!te9 American 'usiness is inappr!priate $!r discussin* and evaluatin* pu'lic

mana*ement. 3n the pu'lic sect!r( purp!se( !r*ani/ati!n and pe!ple d! n!t have the

same meanin* and si*ni$icance that they have in 'usiness.

1



Learnin$ 5odule (

5A1L4W=E<A5PLE1 43 "U5AN NEED 1AT/13A+T/4N

-) Physical Needs

"n the E!'00 w!rkin* c!nditi!ns

"$$ the E!'00 m!ney t! purchase the necessities !$ li$e

&) 1ecurity Needs

"n the E!'00 !' security 0 ick leave

"$$ the E!'00 M!ney $!r ec!n!mic security

) 1ocial Needs

1,



"n the E!'00 !cial interacti!ns !n E!' – +!mpany parties

"$$ the E!'00 !cial clu's 0@ei*h'!rh!!d parties – p!rts 0 Activities

*) E$o Needs

"n the E!'00 P!siti!n( title( !$$ice si/e carpets-( parkin*( and s! $!rth

"$$ the E!'00 M!ney $!r status sym'!l @ei*h'!rh!!d +!untry +lu'

Mem'ership

() 1elf=3ulfillment Needs

"n the E!'00 el$ e#pressi!n – ense !$ achievement and *r!wth

"n the E!'00 M!ney $!r h!''ies

=! and 'e what y!u $eel y!u are '!rn t! 'eB

5A1L4W?1 "/E.A.+"; 43 "U5AN NEED1

,- Physi!l!*ical @eeds $!!d and shelter-

1- a$ety @eeds pr!tecti!n a*ainst dan*er( threat( deprivati!n-

5- !cial @eeds 'el!n*in*( ass!ciati!n( acceptance 'y s!cial *r!ups-

11



6- )*! @eeds sel$0esteem( rec!*niti!n( status-

:- el$02ul$illment @eeds creativity( sel$0actuali/ati!n( sel$0 reali/ati!n-

@!te9 A satis$ied need is n! l!n*er a m!tivat!r

5A1L4W?1 "E/.A.+";= TW4 +ATE.04./E1

Lo9er=order needs:

)steem

!cial

ecurity

%Deficiency oriented)

"i$her=order needs:

el$0Actuali/ati!n<el$0%eali/ati!n

Aut!n!my

15



el$ 3mpr!vement

%0ro9th oriented)

Learnin$ 5odule @

1AT/13/E.1 34. TEA+"E.1

Achievement

%ec!*niti!n

W!rk itsel$

%esp!nsi'ility

Advancement

16



5otivation

atis$iers lead t! increased per$!rmance as they $!cus !n !ur *r!wth0appr!ach

needs.

M!tivati!nal p!tential is hi*h $!r m!st pe!ple.

D/11AT/13A+T/4N 34. TEA+"E.1

,- P!!r interpers!nal relati!ns

1- 3nc!mpetent( inade8uate( !r un$air administrative and supervis!ry practices

5- Matters e#ternal t! the sch!!l which c!mprise !ne4s pers!nal li$e

54T/#AT/4N 34. TEA+"E.1

,- Pr!vidin* !pp!rtunities $!r teachers t! advance within the ranks !$teachin*

1:



1- Alterin* resp!nsi'ilities am!n* the vari!us teachin* r!les and keyin*

advancement t! resp!nsi'ility

5- )liminatin* aspects !$ the w!rk itsel$ which are s!urces !$ dissatis$acti!n

$!r teachers( there'y salva*in* this $act!r as a m!tivat!r. Use !$

parapr!$essi!nals w!uld 'e help$ul in this e$$!rt.

D/11AT/13/E.1 34. TEA+"E.1

alary

P!ssi'ility $!r *r!wth

3nterpers!nal relati!ns

tatus

upervisi!n

P!licy and administrati!n

W!rkin* c!nditi!ns

!' security

1;



Pers!nal li$e

";0/ENE

=issatis$iers lead t! decreased per$!rmance. 3$ pr!vided $!r( these $act!rs satis$y!ur maintenance0av!idance needs. M!tivati!nal p!tential is l!w $!r m!st pe!ple

'ut hy*ienic p!tential av!idin* dissati$icati!n- is hi*h.

54NE;

M!ney is n!t usually n!ted as a satis$ier !r dissatis$ier.

w! characteristics a'!ut pe!ple and m!ney9

,- Pe!ple always $eel entitled t! m!re m!ney

1- %e*ardless !$ what salary 0 satis$acti!n is sh!rt0lived.

he main m!tivati!nal si*ni$icance is e8ualityB

)$$ective m!tivati!n is a matter !$ n!n0$inancial awards.

";0/ENE 1EEKE.1

+luster int! three *r!ups9

1>



,- h!se that have the p!tential $!r m!tivati!n seekin*( 'ut are $rustrated 'y

insensitive and cl!sed administrative( supervis!ry( and !r*ani/ati!nal p!licies

and practices.

1- h!se wh! have the p!tential $!r m!tivati!n seekin* 'ut wh! elect t! channelthis p!tential int! !ther n!npr!$essi!nal !r n!n0sch!!l- areas !$ their lives.

5- h!se that d! n!t have the p!tential $!r m!tivati!n seekin* !n !r !$$ the E!'.

";0/ENE 1EEKE.1 +4N+E.NED !; ";0/EN/+ 3A+T4.1

,- alary

1- W!rkin* c!nditi!ns

5- upervisi!n

6- tatus

:- ecurity

;- ch!!l p!licies

1C



>- Administrati!n

C- !cial relati!nships

D/33E.ENT/AT/N0 ";0/ENE 1EEKE.1 3.45 54T/#AT/4N 1EEKE.1

,- M!tivati!n seekers emphasi/e the nature !$ the task.

Hy*iene seekers emphasi/e the nature !$ the envir!nment.

1- M!tivati!n seekers are primarily c!mmitted t! the *!als !$ the sch!!l( the

pr!$essi!n( and w!rk t! pursue these *!als.

Hy*iene seekers are primarily c!mmitted t! private *!als !r e#tra sch!!l *!als and

w!rk $!r rewards $r!m the sch!!l which help t! pursue !r purchase these n!nsch!!l

!r n!npr!$essi!nal *!als.

5- M!tivati!n seekers sh!w hi*her( but not unlimited ( t!lerance $!r p!!r hy*iene

$act!rs.

1F



Hy*iene seekers display intermittent 'ut chr!nic dissatis$acti!n with aspects !$ the

w!rk envir!nment such as salary( supervisi!n( w!rkin* c!nditi!ns( status( security(

administrative p!licy( and $ell!w w!rkers.

6- M!tivati!n seekers sh!w less reacti!n t! impr!vement !$ hy*iene $act!rs.

Hy*iene seekers tend t! !verreact in satis$acti!n t! hy*iene $act!rs.

:- atis$acti!n is sh!rt0lived $!r m!tivati!nal seekers when hy*iene $act!rs are

impr!ved.

atis$acti!n is sh!rt0lived $!r hy*iene seekers when hy*iene $act!rs are impr!ved.

;- M!tivati!n seekers sh!w milder disc!ntent when hy*iene $act!rs need

impr!vement.

Hy*iene seekers tend t! !verreact with dissatis$acti!n when hy*iene $act!rs are n!t

impr!ved.

>- M!tivati!n seekers reali/e *reat satis$acti!n $r!m acc!mplishments.

Hy*iene seekers reali/e little satis$acti!n $r!m acc!mplishments.

C- M!tivati!n seekers *enuinely enE!y the kind !$ w!rk they d!.

Hy*iene seekers sh!w little interest in the kid !r 8uality !$ w!rk they d!.

5



F- M!tivati!n seekers pr!$it pers!nally and pr!$essi!nally $r!m e#perience.

Hy*iene seekers d! n!t pr!$it pers!nally !r pr!$essi!nally $r!m e#perience.

,- M!tivati!n seekers have p!sitive $eelin*s t!ward w!rk and li$e.

Hy*iene seekers are *enerally cynical t!ward w!rk and li$e.

,,- M!tivati!n seekers sh!w sincere 'elie$ systems.

Hy*iene seekers are pr!ne t! cultural n!ises0 i.e.( take e#treme p!siti!ns that are

$ashi!na'le( super$icially esp!use mana*ement phil!s!phy( act m!re like t!p

mana*ement than t!p mana*ement d!es.

5,



Learnin$ 5odule

PE.14NNEL P.A+T/+E1 /N 1+"44L1he Present 2!cus !n Hy*iene @eedsB

1E+U./T;

2airness

Grievance Pr!cedure

Pr!tecti!n $r!m parents

Pr!tecti!n $r!m studentsupp!rt $r!m administrati!n

eni!rity and tenure

Uni!n and ass!ciati!n mem'ership

54NETA.;

51



alary schedules

%etirement

a''atical

ick leave

H!spitali/ati!n3nsurance

+redit uni!n

!cial security

Annuity

Mutual $und

W4.K/N0 +4ND/T/4N1

+!nditi!n !$ the sch!!l

"$$ice and r!!m space

L!un*e space

Len*th !$ w!rkday

@um'er !$ students

Hall duty

tudy hall assi*nments

Parkin* $acilitiesLunch and rest peri!ds

)8uipment

eachin* schedule

14+/AL

55



W!rk *r!ups

+!$$ee *r!ups

!cial c!ntacts

2eelin*s !$ 'el!n*in* and acceptance

Pr!$essi!nal *r!ups

1TATU1

!' de$initi!n

!' title

+lassr!!m si/e and l!cati!n

)8uipment

tudent type

+lass l!ad

Grade levelPrivile*es

1UPE.#/1/4N

%ecruitment

electi!n

56



Assi*nment

"rientati!n

3n0service pr!*rams

)valuati!n pr!*rams

W!rk rules+!mmunicati!n channels

+!mmittee w!rk

A+"/E#E5ENT AND .E1P4N1/!/L/T;

he @eed 2!cus 3s "n M!tivati!n @eedsB

=ele*ati!n !$ auth!rity

Participati!n

3nv!lvement

Plannin*G!al ettin*

2reed!m t! act

Visi'ility

Acc!unta'ility

+reative e#pressi!n

Pr!m!ti!n

5:



.E+40N/T/4N, PE.14NAL AND P.43E11/4NAL 0.4WT"

Merit increases

=i$$erentiated resp!nsi'ilityLeadership r!le

+!mmittee resp!nsi'ility

Pu'licati!ns

3nn!vati!ns

upervis!ry resp!nsi'ility

Pr!'lem s!lvin*

Aptitudes utili/ed

A B4! EN./+"5ENT 54DEL

he $!ll!win* is a 'rie$ descripti!n !$ E!' enrichment characteristics9

,- AD VA%3)J

1-uildin* int! the teachin* p!siti!n a *reater ass!rtment !$ tasks.

'reakin* d!wn teachin* epis!des int! small parts( assi*nin* them t!

specialists.B-

1- AD U@+)%A3@J

%e$ers t! tasks inv!lvin* in$!rmati!n pr!cessin* and c!*nitive stimulati!n.

5;



eachin* tasks are viewed as pr!'lems t! 'e s!lved rather than details t! 'e

c!nveyed t! students.

asks arran*ed in a mechanical way may n!t 'e very satis$yin* t! manyteachers.

5- "+3AL 3@)%A+3"@

%ec!*ni/es that pe!ple at w!rk *enerally derive satis$acti!n 'y interactin*

with !thers.

his interacti!n can 'e a s!urce !$ satis$acti!n and a stimulus t! 'uildin*

c!mmitment and l!yalty t! the w!rk *r!up and sch!!l. eachin* is still a

relatively private activity.

6- AD 3G@323+A@+)

%e$ers t! the perceived imp!rtance 'y teachers !$ the w!rk t! 'e d!ne.

ask si*ni$icance re8uires an understandin* and appreciati!n !$ what the

educati!nal pr!*ram as a wh!le tries t! acc!mplish and h!w !ne4s individual

e$$!rts $it int! the lar*e view.

:- AD 3=)@3J

5>



%e8uires that !ne have a lar*er view !$ what the sch!!l is a'!ut( and that !ne

sees h!w his !r her part c!ntri'utes t! the lar*er purp!se.

2ra*mented curriculum $!rmats( narr!w departmentali/ati!n( and detailed

teachin* assi*nments tend t! w!rk a*ainst task identity.

;- %)P"@33L3J 2"% %)UL

%e8uires that teachers 'e *iven a *reat deal !$ discreti!n !ver task activities 'ut

held acc!unta'le $!r !'tainin* results.

eachers sh!uld 'e resp!nsi'le $!r the classr!!m learnin* climate( patterns !$ver'al interacti!ns( readin* achievement( and s! $!rth.

>- D@"WL)=G) "2 %)UL

Dn!wled*e !$ results re$ers t! $eed'ack as t! the 8uality !$ !ne4s per$!rmance.

+learly( with!ut $eed'ack it is di$$icult t! derive satis$acti!n $r!m

acc!mplishment.

5C



Learnin$ 5odule C

TEA+"E.1: +4154P4L/TAN1 AND L4+AL1

Locals: The Dedicated

0Are the true 'elieversB wh! supp!rt the sch!!l

0Pre$er sch!!l hire teachers with similar value systems.

0eachers and administrat!rs !$ this type have very str!n* c!mmitments t!

their sch!!l rather than distinctive pr!$essi!nal r!les within the sch!!l.

5F



Locals: The True !ureaucrats

0"pp!se @)A0A2

0+!mmunity and its pe!ple are m!re imp!rtant than the sch!!l itsel$.

0alaries n!t t!! l!w

0eachers sh!uld n!t have m!re in$luence0eachers sh!uld n!t have reduced teachin* l!ads.

0Want $!rmal re*ulati!ns

Locals: The "ome 0uard

0 Least am!unt !$ pr!$essi!nal speciali/ati!n.

0 Little !r n! advanced study

0 Attend $ew meetin*s0 @! curricular w!rk

0 Pred!minantly $emale. Hus'ands are pr!minentB c!ntri'ut!rs t! the

sch!!l district.

0 Generally have pers!nal reas!ns $!r e#pressin* l!yalty t! the sch!!l.

Locals: The Elders

0 Lar*est share !$ tenure in the sch!!l.

0 eni!r +iti/ensB !$ the sch!!l

0 3n$!rmal peer *r!up7 th!se wh! came t! the !r*ani/ati!n at a'!ut the sametime

0 )valuate the present in terms !$ the past.

+osmopolitans: The 4utsiders

0 Little l!yalty t! the sch!!l.

0 =! n!t intend t! stay with the sch!!l.

0 Willin* t! leave the sch!!l $!r m!re m!ney( 'etter p!siti!n( !r m!re presti*e.

6



0 @! particularly cl!se t! students.

0 Likely t! identi$y with an !utside re$erence *r!up.

0 L!!k !utside the sch!!l $!r intellectual stimulati!n.

+osmopolitans: The Empire !uilders 0 )nE!y hi*h visi'ility !utside the sch!!l.

0 Less dependent up!n the sch!!l $!r ec!n!mic reas!ns.

0 he empire 'uilder remains !n the l!!k!ut $!r a 'etter p!siti!n.

0Like the !utsider( he !r she is c!mmitted t! speciali/ed areas and pr!$essi!nal

skills. "$ten c!mplains that e#tracurricular activities are t!! heavy and

distract his w!rk.

02eel p!wer is t!! c!ncentrated in the hands !$ the administrat!rs.

ADAPT/N0 T4 T"E 1+"44L !U.EAU+.A+;

Up9ard 5o7iles

,- tr!n*ly identi$ies with the sch!!l( its *!als( its value system( its auth!rity

system( its traditi!n( !r simply its way !$ d!in* thin*s.

1- hey need t! 'e a part !$ the system000 t! e#press l!yalty( t! pr!vide supp!rt

000 hey receive *ener!us rewards $!r e#pressin* l!yalty.

6,



5- Upward M!'iles e#hi'it hi*h E!' satis$acti!n and see a $uture $!r themselves

in the sch!!l !r district.

6- tr!n* identi$icati!n with the sch!!l 8uali$ies them $!r *ener!us!r*ani/ati!nal rewards( includin* acceptance in the inB *r!up( pr!m!ti!n(

status( as well as 'ene$its which accrue !utside !$ the sch!!l in terms !$ s!cial

and p!litical rewards $r!m the c!mmunity.

:- ch!!l administrat!rs and supervis!rs are $lattered 'y su'!rdinates wh! will

$!ll!w them and their p!licies. Administrat!rs reward them hi*hly with

un8uali$ied c!n$idence and supp!rt.

;- ince upward m!'iles devel!p a pattern !$ acc!mm!datin* t! what is( little

creativity can 'e e#pected !$ them. hey are n!t interested in r!ckin* the '!at( !r

in any !ther situati!n which may place them at !dds with superi!rs !r with

district.

/ndifferents

,- 3ndi$$erents simply re$use t! c!mpete( t! play the *ame $!r !r*ani/ati!nal

success.

1- 3ndi$$erents have res!lved pers!nal0!r*ani/ati!nal di$$erences 'y withdrawin*

$r!m the sch!!l envir!nment and 'y redirectin* interests and talents t! !$$0the0

E!' s!urces !$ satis$acti!n. he clu'( $amily( h!''y( and team receive emphasis

'ey!nd that which is typically e#pected $r!m m!st individuals( whereas( the

61



place !$ w!rk is virtually i*n!red e#cept as a s!urce !$ security( salary t! 'uy

e#tra0E!' satis$acti!ns they need.

5- 3ndi$$erents reEect status( success( and p!wer.

6- 3ndi$$erents seek security $r!m the sch!!l and are attracted t! circumstances

which re8uire them t! c!ntri'ute minimally t! *ain the security.

:- 3ndi$$erents are usually 8uiet( stay0!ut0!$0the0way types wh! av!id callin*

attenti!n t! themselves. hey h!pe t! av!id hi*h per$!rmance standards.

Am7ivalents

,- Am'ivalent cann!t reEect the rewards !$ p!wer and success their !r*ani/ati!n

!$$ers them( n!r can they per$!rm the necessary r!les000 in particular( ad!pt the

perspective !$ upward m!'iles000 in !rder t! attain p!wer and success.

1- Am'ivalents are intr!verts( have deep intellectual interest( speciali/ed

kn!wled*e( hi*h aspirati!ns( skilled pr!$essi!nal kn!w0h!w( idealistic

perspectives( and a hi*h t!lerance $!r am'i*uity.

65



5- Am'ivalents are d!u't$ul and $ear$ul !$ auth!rity systems !ther than merit.

6- Am'ivalents l!se si*ht !$ practical realism and petB s!luti!ns.

:- Am'ivalents are sel$0c!nsci!us and an#i!us.

;- Am'ivalents are critical !$ the esta'lishment.

>- hey are demandin* !$ !thers and themselves.

C- Am'ivalents have much t! !$$er the sch!!l in terms !$ pr!$essi!nal talent and

intellectual c!mmitment( yet they $re8uently have di$$iculty with their

!r*ani/ati!n as they w!rk t! make their c!mmitment.

F- A maE!r pr!'lem $acin* sch!!l administrati!n is all!win* and enc!ura*in*

am'ivalents t! $uncti!n ade8uately within !r*ani/ati!nal structures. Am'ivalents

must $uncti!n i$ sch!!ls are t! meet their e#panded c!mmitments.

,- ch!!l administrat!rs must le*ali/e the e#pert auth!rity am'ivalentstypically p!sses and 'ackin* it up with appr!priate res!urces.

ADBU1T5ENT: W4.K P1;+"4PAT"4L40; +ATE.04./E1

,- 3ndividuals wh! have seri!us de$iciencies in all aspects !$ w!rk m!tivati!n.

66



1- 3ndividuals wh!se pred!minate resp!nse t! the E!' is mani$ested as $ear and

an#iety.

5- 3ndividuals wh! are !penly h!stile and c!ntinu!usly a**ressive.

6- 3ndividuals wh! sh!w sympt!ms !$ marked dependency.

:- 3ndividuals wh! display a marked de*ree !$ s!cial naNvetO.

Learnin$ 5odule

he ch!!l4s "r*ani/ati!nal tructure

Acc!rdin* t! We'er4s $!rmulati!ns( characteristics !$ 'ureaucracy are9

,- A well0de$ined hierarchy !$ !$$ices.

6:



Auth!rity is all!cated thr!u*h these !$$ices. "r*ani/ati!nal chart !utlines

hierarchal auth!rity. P!siti!n titles pr!vide imp!rtant clues as t! what

c!mpetenceB is ass!ciated with that !$$ice.

1- electi!n !$ !$$ice h!lders !n the 'asis !$ technical 8uali$icati!ns.

+erti$icates( licenses( and dipl!mas pr!vide evidence that !ne has achieved a

minimum level !$ 8uali$icati!n. 3ncum'ents are app!inted rather than elected t!

!$$ice.

5- %emunerati!n received in the $!rm !$ $i#ed salaries( with !$$iceh!lder treatin*

the !$$ice as the primary( i$ n!t s!le( !ccupati!n and c!nsiderin* it a career.

M!st educati!nal administrat!rs in pu'lic sch!!ls d! n!t m!!nli*ht7 thus the

salary they receive is their !nly inc!me. M!st are als! waitin* and w!rkin* $!r

pr!m!ti!n.

6- "$$iceh!lders are su'Eect t! !r*ani/ati!nal devel!ped rules and re*ulati!ns in

the c!nduct !$ their !$$ices.

Predicta'ility is increased 'y assurin* a reas!na'le de*ree !$ sta'ility.

:- %ules and re*ulati!ns that are impers!nal in nature.

6;



"$$iceh!lders are e#pected t! per$!rm their $uncti!ns 8uite independently !$

their pers!nal selves.

+"E1TE. !A.NA.D

3denti$ies the 'ene$icial and disruptive e$$ects !$ di$$erentiatin* rewards

and status 'etween and am!n* individuals as $!ll!ws9

,- %ec!*ni/es di$$erential a'ilities 0 “Beneficial”

Leads t! dist!rted evaluati!n !$ individuals 0 “Disruptive”

1- %ec!*ni/es di$$erential di$$iculty !$ vari!us kinds !$ w!rk 0 “Beneficial”

%estricts the circulati!n !$ the elite 0 =isruptiveB

5- %ec!*ni/es di$$erential imp!rtance !$ vari!us kinds !$ w!rk 0 “Beneficial”

=ist!rts the system !$ distri'utive Eustice 0 “Disruptive”

5- %ec!*ni/es the value !$ $!rmal status as a s!cial !r !r*ani/ati!nal t!!l.

“Beneficial”

)#a**erates administrati!n t! the detriment !$ leadership and m!rale.

6>



“Disruptive”

:- Pr!tects the inte*rity !$ the individual 0 “Beneficial”

)#alts the sym'!lic $uncti!ns 'ey!nd the level !$ sustainment Attitudes and

'ehavi!r c!me t! 'e e#pected which status incum'ents cann!t $ul$ill.-

“Disruptive”

Limits the adapta'ility !$ an !r*ani/ati!n. “Disruptive”

"A0E?1 A</45AT/+ T"E4.;

"%GA@3?A3"@AL M)A@ ,06-

,- +!mple#ity speciali/ati!n-

6C



0@um'er !$ !ccupati!nal specialties.

0Level !$ trainin*s re8uired.

1- +entrali/ati!n

Hierarchy !$ auth!rity-

0Pr!p!rti!n !$ E!'s that participate in decisi!n0makin*.

0@um'er !$ areas in which decisi!ns are made 'y decisi!n0makers.

5- 2!rmali/ati!n standardi/ati!n-

0 Pr!p!rti!n !$ E!'s that are c!di$ied.

0 %an*e !$ variati!n all!wed within E!'s.

6- trati$icati!n status system-

0 =i$$erences in inc!me and presti*e am!n* E!'s.

0 %ate !$ m!'ility 'etween l!w and hi*h rankin* E!'s !r status levels.

"%GA@3?A3"@AL )@= :0C-

:- Adaptiveness $le#i'ility-

0 @um'er !$ new pr!*rams in a year.

0 @um'er !$ new techni8ues in a year.

6F



;- Pr!ducti!n e$$ectiveness-

0 @um'er !$ units pr!duced per year.

0 %ate !$ increase in units per year.

>- )$$iciency c!st-

0+!st per unit !$ !utput per year.

0Am!unt !$ idle res!urces per year.

C- !' atis$acti!n m!rale-

0atis$acti!n with w!rkin* c!nditi!ns.

0%ate !$ turn!ver in E!' !ccupants per year.

P./N+/PLE1 34. 1T.U+TU.AL A..AN0E5ENT1

ch!!l administrat!rs have $uncti!nal resp!nsi'ilities which c!me $r!m le*al

re8uirements and $r!m the w!rk *r!up which they are mem'ers. he $!ll!win*

are *uidelines $!r the !r*ani/ati!n9

:



,- 3nitial decisi!ns a'!ut empl!yment !$ sta$$( all!cati!n !$ res!urces(

devel!pment and m!di$icati!n !$ pr!*rams( and evaluati!n !$ sta$$ and pr!*ram

sh!uld 'e made 'y the w!rk *r!up m!st directly a$$ected.

1- "perati!nal and evaluative pr!cedures sh!uld $!cus !n *!al achievement

'ehavi!rs( tasks( $uncti!ns t! 'e per$!rmed- rather than c!ntr!l.

5- 2uncti!nal resp!nsi'ilities sh!uld 'e assi*ned !n the 'asis !$ c!mpetence

rather than p!siti!n. his re8uires that m!re attenti!n 'e *iven t! what

c!nstitutes c!mpetence( *iven a certain $uncti!n.

6- %ewards sh!uld 'e 'ased !n E!' per$!rmance rather than !n l!cati!n in the

sch!!l4s structure.

Learnin$ 5odule -'

:,



3.EN+" AND .A#EN= 3/#E T;PE1 43 P4WE. A#A/LA!LE T4 1+"

AD5/N/1T.AT4.1

,- %)WA%=

u'!rdinates perceive that the administrat!r can withh!ld( permit( !rincrease rewards.

1- +")%+3V)

u'!rdinates perceive that the administrat!r can distri'ute punishment e.*.

dismissal( undesira'le assi*nments-. +!erci!n c!uld inv!lve physical $!rce.

5- L)G33MA)

u'!rdinates perceive that the sch!!l administrat!r( 'y virtue !$ p!siti!n

and status within a duly c!nstituti!nal hierarchy( has the ri*ht t! e#pect what is

e#pected.

6- %)2)%)@

u'!rdinates perceive the sch!!l administrat!r as a desira'le and

appr!priate human m!del and want t! 'e perceived recipr!cally0 thus demands

are accepted.

:- )IP)%

u'!rdinates perceive the administrat!r t! p!ssess relevant e#pertise.

:1



PE.+EPT/4N1 43 !A1E1 43 AUT"4./T; /N AN ELE5ENTA.;

1+"44L %NF&')

Auth!rity !$ le*itimacy 5:

Auth!rity !$ p!siti!n ;

Auth!rity !$ c!mpetence 6:

Auth!rity !$ pers!n ,:

@! s!urce speci$ied ,:

Learnin$ 5odule --

:5

:6



%"L) P)%2"%MA@+) A@= H) )I)+U3V) 2U@+3"@9

AL)%@A3V) JL)

he three $!ll!win* stere!types $!cus attenti!n !n the sch!!l administrat!r in the

per$!rmance !$ the characteristic super0!rdinate su' r!le.

o H) ADMA)%

o H) JMPAH3?)%

o H) +AL+ULA"%

-) T"E TA1K5A1TE.

a- his is the sch!!l administrat!r wh! is all 'usinessB and i$ necessary at the

e#pense !$ need satis$acti!n.

'- trict adherence t! e#pectati!ns characteri/e E!' 'ehavi!r.

c- Minimum h!urs( due dates $!r rep!rts( attendance at meetin*s( $!ll!win*

curriculum *uides are the minimum that sh!uld 'e per$!rmed 'y teachers.

d- =istrict pers!nnel p!licies and !ther pr!cedures clearly !utline the 'ehavi!r !$

the taskmaster principle.

e- +!n$lict 'etween !r*ani/ati!nal demands a*ainst pers!nal needs are easy $!r

the taskmaster t! res!lve.

$- =istrict pers!nnel p!licy relatin* t! leaves7 the selecti!n( ad!pti!n( and use !$te#t'!!ks and !ther materials7 *raduati!n re8uirements7 student 'ehavi!r7

:6

::



administrat!r( teacher and student leavin* sch!!l7 the use !$ $acilities7 and

teacher0student rati!ns clearly !utline the 'ehavi!r $!r the principle( teacher(

student and parent acc!rdin* t! the taskmaster superintendent( supervis!r !$

instructi!n( etc.

*- +!n$licts in e#pectati!ns are res!lved 'y l!!kin* t! the E!' demand !r

descripti!n.

h- endency !$ the taskmaster administrat!r t! search $!r answers in the directi!n

!$ esta'lished patterns.

i- As l!n* as e#pectati!ns are met relati!ns may 'e 8uite pleasant.

E- he taskmaster is predicta'le in terms !$ r!le 'ehavi!r.

&) T"E 1;5PAT"/GE.

a- he sympathi/er re$uses t! permit !r*ani/ati!nal demands t! !'struct

attenti!n t! pers!nal needs( interests( and aspirati!ns.

'- %ules( pr!cedures( patterns !$ per$!rmin* are $!r suspendin* i$ they c!n$lict

with an individual4s desires.

c- Meetin*s called $!r the purp!se !$ identi$yin* pr!'lems are likely t! 'e

dev!ted t! e#trane!us matters !r t! the e#pressi!ns !$ pers!nal !r e*!

*rati$icati!n.

::

:;



d- he sympathi/er4s /eal!us c!ncern $!r pe!ple *ives the appearance !$

indecisiveness.

e- ympathi/er relates well t! virtually any!ne( especially initially. hus the

c!llea*ue( su'!rdinate( and c!mmunity liais!n su' r!les are easier t! per$!rmwhereas the super !rdinate su' r!le is m!st di$$icult.

$- )$$!rts are made t! acc!mplish !r*ani/ati!nal demands( 'ut n!t at the e#pense

!$ individual c!ncerns.

*- G!al c!n$licts a$$ectin* e#pectati!ns are res!lved 'y $indin* alternatives least

disruptive t! individual !r *r!up needs.

h- ympathi/ers may !r may n!t 'e handshakin*( d!n4t y!u w!rryB type. uiet(

di*ni$ied pe!ple may als! 'e sympathi/ers.

i- ympathi/er is predicta'le in terms !$ r!le 'ehavi!r.

) T"E +AL+ULAT4.

:;

:>



a- he calculat!r calculates p!tential c!n$licts 'etween !r*ani/ati!nal demands

and individual needs( interests( and aspirati!ns and systematically m!ves

'etween the tw! r!les.

'- 3n unyieldin* situati!ns( c!n$lict issues and decisi!ns are willin*ly ne*!tiated.

c- he calculat!r c!n$!rms t! the c!mm!nly r!le descripti!n !$ the success$ul

p!litician.

d- +alculat!r tends t! emphasi/e !r*ani/ati!nal demands when per$!rmin* the

su'!rdinate su' r!le( and individual needs( interests( and aspirati!ns when

per$!rmin* the super !rdinate su' r!le. +alculat!r chan*es when !ne m!ves t!

satis$acti!n !$ individual needs.

Learnin$ 5odule -&

:>

:C



2ive assumpti!ns a'!ut c!n$lict( interest *r!up( and decisi!n pr!cesses which are

central in viewin* sch!!l as p!litical systems9

,- +!n$lict is natural( and is t! 'e e#pected in a dynamic !r*ani/ati!n. +!n$lict is

n!t a'n!rmal( n!r is it necessarily a sympt!m !$ a 'reakd!wn in the!r*ani/ati!n4s c!mmunity.

1- he !r*ani/ati!n is $ra*mented int! many p!wer 'l!cs and interest *r!ups(

and it is natural that they will try t! in$luence p!licy s! that their values and

*!als are *iven primary c!nsiderati!n.

5- 3n all !r*ani/ati!ns small *r!ups !$ p!litical elites *!vern m!st !$ the maE!r

decisi!ns.

H!wever this d!es n!t mean that !ne elite *r!up *!verns everythin*7 the

decisi!ns may 'e divided up( with di$$erent elite *r!ups c!ntr!llin* di$$erent

decisi!ns.

6- 2!rmal auth!rity( as prescri'ed 'y the 'ureaucratic system( is severely limited

'y the p!litical pressure and 'ar*ainin* tactics that *r!ups can e#ert a*ainstauth!rities.

=ecisi!ns are n!t simply !rders. "$$icials are n!t $ree simply t! !rder decisi!ns7

instead they have t! E!ckey 'etween interest *r!ups( h!pin* t! 'uild via'le

c!mpr!mises am!n* p!wer$ul 'l!cs.

:- )#ternal interest *r!ups have a *reat deal !$ in$luence !ver the !r*ani/ati!n(

and internal *r!ups d! n!t have the p!wer t! make p!licies in a vacuum.

:C

:F



+4N3L/+T /N 4.0AN/GAT/4N1 .E1EA.+"

,. Latent c!n$lict

3s c!ncerned with the c!nditi!ns which are underlyin* s!urces !$ c!n$lict.

+!mpetiti!n $!r scarce res!urces and c!ntradict!ry *!als ripen p!ssi'ility !$

c!n$lict.-

1- Perceived c!n$lict

Principal parties individuals !r *r!ups- c!*nitively are aware !$ c!n$lict

c!nditi!ns. hat is( s!me misunderstandin* !r muddle c!mmunicati!n channel

leads the primary teachers t! 'elieve that they may l!se imp!rtance t! the special

educati!n teachers when such is n!t the case.-

5- 2elt c!n$lict

+!n$lict c!nditi!n 'ec!mes translated int! $eelin* hatred( Eeal!usy(

withdrawn( an#iety( sel$0pity( rivalry-

3n this sta*e( c!n$lict 'ec!mes pers!nali/ed.

3n administrati!n ethics re8uire tensi!n reducti!n and with depers!nali/in*

the nature !$ the c!n$lict.

6- Mani$est c!n$lict

:F

;



3ncludes actual display !$ c!n$lict 'ehavi!r. At !ne e#treme the 'ehavi!r is

very !'vi!us physical !r ver'al vi!lence- and at the !ther end very su'tle

implicit 'ar*ainin* durin* a *r!up decisi!n0makin* activity-.

:- +!n$lict a$termath

3$ the c!n$lict is *enuinely res!lved t! the satis$acti!n !$ all participants(

the 'asis $!r a m!re c!!perative relati!nship may 'e laid.

3$ c!n$lict is suppressed 'ut n!t res!lved( the latent c!n$lict may e#pl!de in

a m!re seri!us $!rm until recti$ied !r until relati!nship diss!lves.

Three Types of +onflict /nternal to the 4r$ani6ation

,- A%GA3@3@G +"@2L3+

+!n$lict am!n* individuals and *r!ups with speci$ic interests wh! are

c!mpetin* $!r scarce res!urces.

1- U%)AU+%A3+ +"@2L3++!n$lict 'etween individuals and *r!ups at di$$erent levels !$ the hierarchy

wh! are c!mpetin* $!r scarce res!urces.

5- J)M +"@2L3+

+!n$lict 'etween individuals and *r!ups at the same level !$ the hierarchy.

;

;,



T"E P4L/T/+AL 54DEL

he $!ll!win* in summari/in* the play !$ the *ame !$ p!litics9

,- Acti!ns 0 Mer*e neither as the calculated ch!ice !$ a uni$ied *r!up !r as a$!rmal summary !$ leaders4 pre$erences.

Acti!n is shared p!wer and separate Eud*ments c!ncernin* imp!rtant ch!ices.

1- )nvir!nment – Where the *ame is played7 uncertainty a'!ut what must 'e

d!ne7 the necessity that s!methin* 'e d!ne and crucial c!nse8uences !$ whatever

is d!ne.

5- Pace !$ the *ame 0 Hundreds !$ issues( numer!us *ames( and multiple

channels – c!mpels players t! $i*ht t! *et !ther attenti!nB t! make them see

the $actsB and take timeB t! think a'!ut 'r!ader issue.

6- tructure !$ the *ame 0 P!wer shared 'y individuals with separate

resp!nsi'ilities0 validates each player4s $eelin* that !thers d!n4t see my

pr!'lemB and !thers must 'e persuaded t! l!!k at the issue $r!m a di$$erent perspective.

:- %ules !$ the *ame – He wh! hesitates l!ses his chance t! play at that p!int(

and he wh! is uncertain a'!ut his rec!mmendati!n is !verp!wered 'y !thers

;,

;1



wh! are sureQpressures players t! c!me d!wn !n !ne side !$ a :,06F issue and

play.

;- %ewards !$ the *ame 0 )$$ectiveness( i.e.( impact !n !utc!mes as the

immediate measure !$ per$!rmanceQenc!ura*es hard play.

5odule -

;1

;5



+455UN/T; P4WE. 1T.U+TU.E1

ummary !$ $!ur c!mmunity p!wer structures9

0 PJ%AM3=AL0 2A+3"@AL "% +AU+U

0 +"AL33"@AL "% P"LJL3H3+

0 AM"%PH"U

,- Pyramidal structure

+haracteri/ed 'y a sin*le *r!up !$ individuals wh! make decisi!ns

1- 2acti!nal !r +aucus structure

+haracteri/ed 'y at least tw! relatively dura'le *r!ups7 vie $!r decisi!n0

makin* p!wer.

5- +!aliti!nal !r P!lylithic

he nature !$ issues t! 'e decided determines the interested individuals and

*r!ups wh! $!rm c!aliti!ns that shi$t and<!r disappear !ver time.

6- Am!rph!us

erm used t! descri'e the a'sence !$ any persistent pattern !$ individuals

!r *r!ups wh! make<c!ntr!l decisi!ns.

1A+.ED H 1E+ULA. +455UN/T/E1

;5

;6



,- A sacred s!ciety is !ne that elicits $r!m !r imparts t! its mem'ers( 'y means !$

ass!ciati!n( unwillin*ness and<!r ina'ility t! resp!nd t! the culturally new as the

new is de$ined 'y th!se mem'er in terms !$ the s!ciety4s e#istin* culture. 3n

!ther w!rds( mem'ers have a hi*h de*ree !$ resistance t! chan*e-

1- A secular s!ciety is !ne that elicits $r!m !r imparts t! its mem'ers( 'y means

!$ ass!ciati!n( willin*ness and a'ility t! resp!nd t! the culturally new as the new

is de$ined 'y th!se mem'ers in terns !$ the s!ciety4s e#istin* culture. 3n !ther

w!rds( mem'ers have a hi*h de*ree !$ readiness and capacity t! chan*e-

PLA+/D H TU.!ULENT EN#/.4N5ENT1

,- PLA+3= )@V3%"@M)@

%elatively sta'le and $undamentally predicta'le.

+haracteri/ed 'y individuals wh! interact a'!ut and with the sch!!l

!r*ani/ati!n !n speci$ic issues and in a dis!r*ani/ed $ashi!n. @! attempt t!

include 'r!ad supp!rt.

1- PLA+3=( +LU)%)= )@V3%"@M)@

%elatively sta'le and predicta'le. +haracteri/ed 'y individuals wh! share in

s!me *enerally rec!*ni/ed patterns( interests( *!als( and c!ncerns $!r the

sch!!ls. +ham'er !$ +!mmerce( PA( a#payer *r!ups( ethnic *r!ups( pr!vide

e#amples !$ !r*ani/ati!ns the sch. administrat!r interacts-

5- =3U%)= – %)A+3V) )@V3%"@M)@

;

;:



Multiple c!mpetin* *r!ups !r !r*ani/ati!ns !$ the same kind 'ut n!t necessarily

desirin* the same input !r !utc!me $r!m the sch!!l !r*ani/ati!n.

Multiple c!mpetin* !r*ani/ati!ns are *enerally kn!wn 'y the sch!!l

!r*ani/ati!n.

6- U%UL)@ 23)L= )@V3%"@M)@

Have characteristics !$ the distur'ed0reactive envir!nments( plus the nature !$

the issues and pr!cesses $!r settlin* them are c!nstantly chan*in* as well.

@!t !nly are the act!rs chan*in* 'y s! is the script and art $!rm. =emand !n the

'!ard $!cuses tur'ulence !n the administrat!rs-

T"E 1+"44L AD5/N/1T.AT4. A1 +455UN/T; .E14U.+E

DE#EL4PE.

;;



,. Assumpti!ns a'!ut the interests and capa'ilities !$ individuals and *r!ups in

the c!mmunity9

a- M!st parents and citi/ens have le*itimate interests in the e$$ective

$uncti!nin* !$ sch!!ls.

'- A maE!rity !$ the individuals and *r!ups are capa'le !$ increased

understandin* !$ and c!ntri'uti!n t! p!licy makin* $!r sch!!ls.

1. Assumpti!ns a'!ut sch!!l administrat!r 'ehavi!r9

a- Administrat!r4s task is t! help the '!ard !$ educati!n create and

envir!nment that $acilitates the inv!lvement !$ individuals and *r!ups in thede$initi!n !$ educati!n in sch!!ls and means t! !'tain res!urces t! !perate

sch!!ls that appr!#imate that de$initi!n.

'- he administrat!rs sh!uld lead in the devel!pment !$ structures t!

mediate c!n$licts in the de$initi!n !$ educati!n and ways in which that de$initi!n

can 'e implemented.

c- he sch!!l administrat!r c!uld attempt t! e#pand the !pp!rtunities $!r

individuals and *r!ups t! increase their kn!wled*e !$ sch!!ls and t! en*a*e in

recipr!cal in$luence e#chan*es with educat!rs in the sch!!ls.

5. Assumpti!ns a'!ut e#pectati!ns $!r pr!cesses and ends9

;>



a- 3n the l!n* term the 8uality !$ c!mmunity and sch!!l interacti!n will

impr!ve as individuals and *r!ups increase understandin* and en*a*e in

recipr!cal in$luence e#chan*es.

'- Parents and citi/ens will e#ercise resp!nsi'le sel$0directi!n and c!ntr!land will increase their !verall supp!rt $!r the sch!!l p!licies and pr!*rams they

have helped t! devel!p.

c- "verall satis$acti!n with the sch!!ls will increase as c!mmunity0sch!!l

interacti!n impr!ves the 8uality !$ sch!!lin* $!r pupils and c!ncurrently helps

individuals and *r!ups devel!p.

Learnin$ 5odule -*

;C



LEADE.1"/P +4N+E.N1 34. T"E 1+"44L AD5/N/1T.AT4.

0 Administrat!r4s 'ehavi!r

0 =evel!pment !$ !thers

0 Gr!up leadership $uncti!ns

a) Administrator?s 7ehavior

,- he administrat!r must enE!y the limeli*ht.

1- 2ailure t! direct !r c!!rdinate *r!up activities necessary t! chan*e and<!r

achieve *!als is an a'dicati!n !$ leadership resp!nsi'ility.

5- Administrat!r4s $ailure t! direct and c!!rdinate is a si*n !$ inc!mpetence

as a leader.

6- here are activities within the immediate w!rk c!nte#t !$ the sch!!ladministrat!r which demand acti!n. he sch!!l administrat!r wh! $!rever

$ails pers!nally t! su**est structuresB $!r these activities is a'dicatin* the

leader r!le.

7) Development of others

;F



he leadership p!tential in !thers in the sch!!l system in imp!rtant $!r three

di$$erent reas!ns9

,- )$$ective m!vement t!ward *!al achievement re8uires the e$$!rts !$ numer!us

*r!ups. )ner*etic leadership 'y the superintendent is thwarted 'y $ailures !$ principals t! 'ehave in a similar manner.-

1- he sch!!l4s mani$est $uncti!n is the devel!pment !$ human res!urces000its

pupils. he sch!!ls pr!$essi!nal empl!yees sh!uld !'vi!usly enE!y the same

attenti!n.

Pr!$essi!nally !riented individuals sh!uld su**est that they are prepared t!

*r!ups. )ner*etic leadership 'y the superintendent is thwarted 'y $ailures !$ principals t! 'ehave in a similar manner.-

5- he sch!!l4s mani$est $uncti!n is the devel!pment !$ human res!urces000its

pupils. he sch!!ls pr!$essi!nal empl!yees sh!uld !'vi!usly enE!y the same

attenti!n.

Pr!$essi!nally !riented individuals sh!uld su**est that they are prepared t!e#ercise leadership in selected areas !$ activities.

6- +ertain individuals are a'le t! per$!rm !ne kind !$ $uncti!n 'etter than !ther

individuals.

ince the t!tal !r*ani/ati!nal per$!rmance is related t! the e#tent in witch all !$

the $uncti!ns are per$!rmed( the administrat!r( as leader( must 'e c!ncerned with

the devel!pment !$ leadership p!tential in !thers in the sch!!l.

>



c 0roup leadership functions

,- w! essential sets !$ c!nditi!ns which must e#ist in any $!rmali/ed sch!!l

*r!up $!r e#istence9

a- G!al achievement activities.

'- Gr!up maintenance activities.

1- Leader is c!ncerned with identi$yin* and de$inin* the pr!'lem7 de$inin*

criteria $!r accepta'le s!luti!ns7 and pr!vidin* in$!rmati!n( seekin* !pini!ns(

and s! $!rth.

6- teps in de$inin* the pr!'lem9

a. What is the pr!'lemK

'. What are the causes !$ the pr!'lemK

c. What are p!ssi'le s!luti!ns t! the pr!'lemK

d. What is the 'est s!luti!n t! the pr!'lemK

Leaders sh!uld implement these steps with $aculty and sta$$ as criteria $!r

res!lvin* lin*erin* pr!'lems with new s!luti!ns.

Learnin$ 5odule -(

LEADE.1"/P: A 1;NT"E1/1

>,



he primary c!mp!nents !$ leadership c!nsist !$ $!ur sets !$ varia'les9

0 L)A=)% )HAV3"%

0 G%"UP AD0 P)+323+ L)A=)%H3P 2U@+3"@ %)LA)= " G%"UP AD

0 VA%3AL) "2 3@)%V)@3"@

a) Leader 7ehavior

0 peci$ic 'ehavi!ral acts which call attenti!n t! the acc!mplishment !$

whatever task the *r!up is w!rkin* t!ward 000 task 'ehavi!r.

0 ehavi!r rec!*ni/es the presence !$ the human element and de$ers t! the 'asic human c!nsiderati!ns !$ security( respect( di*nity( aut!n!my and

w!rth0pers!n 'ehavi!r.

'- 0roup tas8s

0 G!al achievement re$ers t! th!se tasks $!r which the *r!up was $!rmed and

c!ntinues t! e#ist.

ch!!ls e#ist t! $urther the educati!n !$ their students 000 thr!u*h the teachin* !$

readin*( preparati!n $!r li$e( the learnin* !$ !ccupati!nal skills( and s! $!rth.

Gr!up maintenance re$ers t! th!se tasks which keep the w!rk *r!up reas!na'ly

c!hesive( thus ena'lin* *!al achievement.

>1



@!te9 MaE!r di$$iculty with *!al achievement and *r!up maintenance dich!t!my

is the tendency t! c!nsider the $!rmer m!re imp!rtant and the latter unimp!rtant.

c) 1pecific leadership functions related to $roup tas8s

0Makin* the *r!up aware !$ the need $!r new !r di$$erent acti!n 000 awareness

0 +lari$yin* alternative ends and strate*ies000 settlin* !n acti!n

0 Acceptin* and initiatin* a pre$erred end appr!ach000 implementin*

0 M!nit!rin* !$ pr!*ress t!ward the pre$erred end appr!ach000 pr!cessin*

0 3ntr!ducin* evaluative data000evaluatin*

0 +!ncludin* *r!up activity !n particular end !r appr!ach000 c!ncludin*

0 Makin* the *r!up aware !$ its results000 $eed'ack

d) #aria7les of intervention

0Leader0mem'er relati!ns psych!l!*ical t!*etherness-

0ask structure

0P!siti!n p!wer !$ the leader. +!ntr!l !$ the leader 'y virtue !$ 'ein* desi*natedleader-

DAN0E.1 43 .EA+T/#E PLANN/N0

>5



- 1ta7ility is pri6ed

0 Peri!ds !$ inacti!n are welc!me( $!r they resem'le e8uili'rium and satis$y the

need t! eliminate uncertainty.

0tress is kept t! a minimum. his is Mana*ement 'y Appeasement *eared t!

'rin* a'!ut sem'lance !$ calm and sta'ility with c!sts in 8uality and principals.

& Defensive mana$ement is encoura$ed

0%eactive strate*ies !$ten result in administrat!rs evaluatin* decisi!n alternatives

in terms !$ their !wn sa$ety( security( and status.0%esp!ndin* t! stress which is 'ey!nd c!ntr!l s!!n makes the administrat!r

!'sessed with his<her !wn survival.

Paternalism is encoura$ed

0 =e$ensive mana*ement leads t! the esta'lishment !$ alliances. =ecisi!ns are

!$ten made !n the 'asis !$ $av!ritism and pr!tective trade0!$$s.

0 Din*d!ms are enc!ura*ed( and special0interest *r!ups emer*e as pr!tective

l!''ies.

0 ince little attenti!n is *iven t! $uture plannin*( uncertainty is increased.

0 3n$!rmati!n is scarce and pri/ed.

0 he c!mmunicati!ns netw!rk 'ec!mes a c!ntr!l mechanism and reward

>6



*rantin* device( with sch!!l administrat!rs 'uyin* l!yalty $r!m su'!rdinates.

0 uyin* l!yalty $r!m su'!rdinates 'y permittin* the s!me access t! the

c!mmunicati!ns netw!rk.

0Pe!ple $eel sa$er when they have s!me n!ti!n !$ what is *!in* !n and will pay

$!r this sa$ety with l!yalty.

* Lon$ ran$e plannin$ forfeited

0%eactive strate*ies are sh!rt0term survival 000 and maintenance0!riented.

0Little attenti!n is *iven t! l!n*0term *!als and directi!ns.

0Alth!u*h the eliminati!n !$ uncertainty is imp!rtant $!r t!day( t!m!rr!w4s

pr!'lems are *uaranteed 'ecause n! deli'erate attenti!n is *iven t! the $uture.

( Educational $oals assume the lo9est status

03n each case educati!nal *!als and the wel$are !$ students are displaced 'y

!r*ani/ati!nal and administrative needs( *!als( and demands.

0ch!!l administrat!rs and teachers 'ec!me de$ense '!und and react t! stimuli

primarily in terms !$ pr!m!tin* their !wn sa$ety( security and status.

0el$0actuali/ati!n !$ students and c!mmitment t! !ther educati!nal *!als are

indeed lu#uries under such c!nditi!ns.

>:



N4.5AT/#E AND DE1+./PT/#E #/EW1 43 PLANN/N0

M!st auth!rities a*ree that educati!nal leadership re8uires pr!active p!stures

$r!m sch!!l administrat!rs.

his pr!active view with its emphasis !n plannin* is a n!rmative the!ry !$

administrati!n000 !ne which speci$ies !r prescri'es what sch!!l administrat!rs

sh!uld d!.

=escriptive the!ries attempt t! pr!vide a m!re accurate picture !$ what sch!!ladministrat!rs actually d!.

%eactive plannin* is m!re $amiliar t! administrat!rs 'ecause it is a m!re realistic

p!rtrayal !r descripti!n !$ their w!rld.

+ontrastin$ 8ey elements of normative and descriptive vie9s of plannin$ are as

follo9s:

@"%MA3V) Pr!active-

>;



=)+%3PV3) %eactive-

,- ettin* !$ !ptimum !'Eectives. @!rmative !r Pr!active-

ettin* !$ satis$yin* !'Eectives. =escriptive !r %eactive-

1- =ecisi!ns *eared t! ma#imi/in* !r*ani/ati!nal per$!rmance. @!rmative !r Pr!active-

=ecisi!ns *eared t! pr!tectin* !ne4s sel$0interest.

5- uantitative techni8ues used t! make 8uality decisi!ns. @!rmative !r Pr!active-

=ecisi!ns made su'Eectively. =escriptive !r %eactive-

6- =ecisi!ns are s!cially resp!nsi'le. @!rmative !r %eactive-

=ecisi!ns made in the 'est interest !$ administrat!r4s and !r*ani/ati!ns.

:- trate*ies devel!ped in resp!nse t! $!recasts and needs. @!rmative !r %eactive-

trate*ies devel!ped in resp!nse t! chan*es in the envir!nment.

=escriptive !r %eactive-

>>



+!mment9 Pr!active administrati!n is clearly $ar superi!r t! reactive administrati!n.

1ELE+T/N0 AN APP.4P./ATE 5ANA0E5ENT APP.4A+"

a- 2!r administrative and mana*ement $uncti!ns.

'- 2!r instructi!nal and curricular $uncti!ns.

'- When dealin* with thin*s and pe!ple.

d- When c!ntr!l !$ activities in pursuit !$ *!als is needed.

e- When the $!cus is !n pr!'lem s!lvin* and creative s!luti!ns.

$- When pr!'lems are simple and readily speci$ied.

*- When *!als are am'i*u!us and c!mple#.

h- When pr!'lems are easily 8uanti$ied.

i- When pr!'lems are di$$icult t! 8uanti$y.

E- When y!u want the plan t! take c!ntr!l – aut!matic pil!t.

k- When y!u want pe!ple t! take c!ntr!l – liveR

>C



l- When the c!nse8uences !$ err!r are small and n!t seri!us.

l- When the c!nse8uences !$ err!r are lar*e and very seri!us.

m- When y!u need a plan that is endurin*.

n- When y!u need a plan that is resp!nsive t! chan*e.

!- When a'ility and kn!wled*e are hi*h in the !r*ani/ati!n.

p- When a'ility and kn!wled*e are l!w in the !r*ani/ati!n.

8- When a'ility and kn!wled*e are hi*h in the !r*ani/ati!n.

r- When a'ility and kn!wled*e are l!w in the !r*ani/ati!n.

s- When pr!*rammed decisi!n0makin* is needed.

t- When $le#i'le decisi!n0makin* is needed.

Learnin$ 5odule -@

>F



AD5/N1T.AT/#E E33E+T/#ENE11 34. 1+"44L AD5/N/1T.AT4.1

-) T"E !EL/E3 1;1TE5

a- Values and 'elie$s $!rm a crucial part !$ educati!nal plannin*( decisi!n0makin*( and

implementati!n.

'- All educati!nal activity needs t! 'e *uided 'y a value system uni8ue t! educati!nal

y!un*sters in a $ree s!ciety.

c- ch!!l administrat!rs must e#amine care$ully and evaluate their values and 'elie$s a'!ut

pe!ple( educati!n( and administrati!n.

d- ch!!l administrat!rs must devel!p and awareness $!r the 'elie$s !$ !thers000 includin*

students( parents( teachers( and the c!mmunity.

e- 3t is thr!u*h the 'elie$ system that administrative and educati!nal *!als are *enerated.

&) T"E "U5AN 1;1TE5

a- he *r!wth and devel!pment !$ the human !r*ani/ati!n !$ the human !r*ani/ati!n

receives primary attenti!n 'y sch!!l administrat!rs interested in administrative

e$$ectiveness.

'- 3ndeed( i$ *r!wth is valued in y!un*sters( the sch!!l will need t! 'ec!me a *r!win*

!r*ani/ati!n $!r all.

c- Administrat!rs need t! supp!rt the devel!pment !$ human res!urces.

) T"E 4.0AN/GAT/4NAL 1;1TE5

a- ch!!ls are $!rmal !r*ani/ati!ns.

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'- Like !ther $!rmal !r*ani/ati!ns( sch!!ls have needsB !ver and a'!ve th!se *iven t!

them 'y pe!ple.

c- ch!!ls achieve their purp!ses thr!u*h pe!ple wh! are di$$erentiated 'y task( r!le and

$uncti!n.

d- Pe!ple and sch!!ls are put int! m!ti!n 'y p!wer and auth!rity000 '!th internal( such as

m!tivati!n( and e#ternal( such as c!erci!n.

e- +ertain !r*ani/ati!nal pers!nalities emer*e 'ased !n h!w the sch!!l is !r*ani/ed( h!w

p!wer is distri'uted and used( and what *!als enE!y a privile*ed p!siti!n 000 which help

identi$y !ne sch!!l $r!m an!ther.

$- he inter$ace c!mm!n '!undary- 'etween pers!n and !r*ani/ati!n varies $r!m sch!!l t!sch!!l and $r!m pers!n t! pers!n( dependin* !n a num'er !$ $act!rs.

*-=imensi!ns !$ !r*ani/ati!n p!wer distri'uti!n and use( and the character !$ interacti!n

'etween human 'ein* and !r*ani/ati!n have critical e$$ects !n the nature and 8uality !$

!r*ani/ati!nal e$$!rt( educati!nal decisi!n0makin*( and administrative e$$ectiveness.

*) T"E P4L/T/+AL 1;1TE5

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a- ch!!ls !perate in a p!litical envir!nment and are themselves p!litical !r*ani/ati!ns.

0'- "$ c!ncern t! sch!!l administrat!rs is the sch!!l4s vulnera'ility t! !utside p!litical

$!rces.

c- 3nternal p!litics are *reatly ma*ni$ied these days. hey $!rces the sch!!l administrat!rint! the r!le !$ 'ar*ainer and ne*!tiat!r rather than leader9 he pr!'lem is n!t !ne !$

either<'ut !ne !$ 'alance.

0d- P!litical 'ehavi!r within sch!!ls can 'e mana*ed 'y 'uildin* and nurturin*

!r*ani/ati!nal patri!tism.

+!mment9 his re8uires cl!ser matchin* !$ individual *!als and aspirati!ns with th!se !$

the sch!!l 0 a leadership( n!t 'ar*ainin* task.

() T"E A+T/4N 1;1TE5

a- Plannin*( decidin*( and leadin* are the main c!mp!nents !$ the acti!n system.

'- he acti!n system pr!vides insi*hts int! devel!pin* acti!n strate*ies which are directed

t!ward the achievement !$ pe!ple4s *!als( educati!nal *!als( and sch!!l *!als.

c- Administrative e$$ectiveness depends up!n !ne4s leadership $uncti!ns are per$!rmed( thatleadership emer*es $r!m a variety !$ s!urces and is n!t held t! 'e the e#clusive pr!vince !$

sch!!l administrat!rs.

d- Leaders 'rin* t! their E!'s a sense !$ visi!n and purp!se which adds rich meanin* t!

their lives( the lives !$ !thers( and the activities !$ the sch!!l.

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+!mment9

a- A critical 8uality !$ any leader is that he is pr!$!undly c!nvinced that his visi!n !$ what

!u*ht t! 'e !r c!uld 'e has a dramatic si*ni$icance $!r the lives !$ th!se $!r and with wh!m

he w!rks.

'- he is cau*ht up with the drama and e#citement !$ what she and her su'!rdinates are

d!in*( and she c!mmunicates and shares them with su'!rdinates.

c- When speakin* !$ educati!nal leaders( we must add the 8uality !$ a c!ntinu!us( lived

e#perience !$ learnin*( in which the educati!nal leader shares with his su'!rdinates his /est

$!r e#pandin* his !wn understandin* and appreciati!n !$ the human epic.

+opyri$ht &'- 7y William Allan Kritsonis

All .i$hts .eserved23orever

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william allan kritsonis, phd - lecture notes

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