4. also known as Formal Education
it is society’s primary learning system
the main instrument for the achievement of
the country’s educational goals and
objectives
5. model of a school organization
is distinguished from its environment by
a clearly defined boundary
composed of subunits, elements, and
subsystem that are interrelated within
relatively stable pattern of social order
components of a social system:
boundaries, equilibrium, elements and
activities
6. Members and Elements of the
Educational Community
1. Parents or Guardians who has the
custody of the pupil or student
2. Students who are enrolled in, or a
person engaged in formal study
3. School Personnel, or all persons
working for an educational
institution
4. Schools or Institution recognized
by the State
7. ENVIRONMENT
BOUNDARY
THE SCHOOL BUILDING
E
N
V
I INPUTS
R
O
N
M
E
N
T
1. Elements – Subsystems
-Formal School Structure
Administration & Policy
Classrooms
-Informal Groups
-Individuals
Administrators
Teachers
Other Employees
Students
2. Activities – Behaviors
Administering
Teaching
Maintaining
Learning
Creating
Socializing
BOUNDARY
FEEDBACK LOOP
E
N
V
OUTPUTS
I
R
O
N
M
E
N
T
9. Boundary ---- School Building
Institutio
n
Input
Role
Expectation
s
Intention
Social
Group Climate
System
s
Individual
Personalit
y
Social
Behavior
Needs
Boundary ---- School Building
Structural Elements using GETZELS-GUBA
SYSTEMS MODEL
Output
11. THE TUCKMAN MODEL
INPUT
FACILITIES
CHARACTERISTICS OF:
Students (prior learning)
Teachers (past
experience)
PROCESS
Teacher Style and
Technique
Administrator Style
and Technique
Program Operation
Input, Process and Output of an
Educational System
OUTPUT
Student:
Achievement
Attitudes
Behavior
14. ORGANIZATIONAL STRUCTURE
- Refers to the relatively fixed
relationships that exist among the jobs in
the organization
- It provides a framework for vertical
control and horizontal coordination of the
organization
15. refers to the division of work to be accomplished into
specialized tasks and to organized them into distinct units.
involves systematically moving employees from 1 job to
another
adds breadth to a job by increasing the no. and variety of
activities performed by an employee
adds depth to a job by adding administrative activities (decision
making, staffing, budgeting, reporting) to an employers
responsibility.
16. is the process of combining jobs into
ADVANTAGES: or departments
groups
it promotes skill specialization
it needs to be familiar with only a
JOB SIMILARITY
relatively narrow set of skills
HOMOGENOUS
HETEROGENOUS
DISADVANTAGES:
it reduces communication and
cooperation between departments
conflict emerges as each department
attempt to protect its own area of
authority and responsibility.
17. concerned with the flow of authority
and responsibility within an
organization
TWO PRINCIPLES
Unity of Command
Scalar Principle
20. CONCEPTS OF ORGANIZATIONAL DESIGN
LINE
STAFF
AUTHORITY
AUTHORITY
-relationship in
-the function of
personnel in a
which
superior, exercis staff position is to
create, develop
es direct
and analyze
supervision over information which
a subordinate
flows to line
personnel in the
form of adviser.
21. -when school
administrators retain
most of the
authority, depending
on subordinates to
implement decisions
only.
-administrators
delegate authority
and responsibility
24. Department of Education
Region III – Central Luzon
DIVISION OF TARLAC PROVINCE
San Roque, Tarlac City
ORGANIZATIONAL STRUCTURE OF SCHOOLS DIVISION OF TARLAC PROVINCE
OFFICE OF THE SCHOOLS
DIVISION
SUPERINTENDENT
OFFICE OF THE
AUDITOR
OFFICE OF THE
ASST. SCHOOLS
DIVISION
SUPERINTENDENT
(SECONDARY)
ELEMENTARY
EDUCATION
DIVISION
SECONDARY
EDUCATION
DIVISION
OFFICE OF THE ASST.
SCHOOLS DIVISION
SUPERINTENDENT
(ELEMENTARY)
ALTERNATIVE
LEARNING
SYSTEM
DIVISION
HEALTH
AND
NUTRITION
UNIT
PLANNING
UNIT
ADMINISTRATIVE
DIVISION
BUDGET
AND
FINANCE
DIVISION
PERSONNEL
UNIT
ELEMENTARY &
SECONDARY SCHOOLS
LEGAL UNIT
CASHIER
UNIT
SUPPLY
UNIT
RECORDS
UNIT
27. R.A. No. 9155 or GOVERNANCE OF
BASIC EDUCATION ACT OF 2001
NATIONAL LEVEL
Policy + Principle
REGI
ON
DIVISIO
N
SCHOOLS and
LEARNING CENTERS
Programs, Projects,
and Services
Principle of SHARED
GOVERNANCE
- It is a principle which recognizes
that every unit in the education
bureaucracy has a particular
role, task and responsibility and
accountable for outcomes.
28. R.A. 9155 or GOVERNANCE OF BASIC
EDUCATION ACT OF 2001
NATIONAL
LEVEL
Secretary of
Education
Bro. Armin A.
Luistro, Fsc
REGION
DIVISION
Regional Director
Schools Division
Superintendent
SCHOOL DISTRICT
LEVEL
SCHOOL LEVEL
District
Supervisors
School Head /
Principal
Dr. Isabelita Borres
CESO IV
Dr. Antonieta B. Tiotuico,
CESO V
29. FUNCTIONS OF SCHOOL PRINCIPALS
1. Supervise and direct all school personnel
2. Lead in the development and implementation of
all educational programs of the school
3. Promote efficiency of teaching and learning in all
classes through in-service
training, observations, visits, etc.
4. Leads in the evaluation of achievements towards
the growth of the school.
30. ELEMENTARY LEVEL:
Principal I – 11-24 teachers
Principal II – 25-49 teachers
Principal III – 50 or more
SECONDARY LEVEL:
Principal I – 11-24 teachers
Principal II – 25-99 teachers
Principal III – 100-174 teachers
Principal IV – 175 and above
31. FUNCTIONS OF DISTRICT
SUPERVISORS
Supervises pre-elementary and
elementary classes with prior
authority from the division/city
schools superintendent
Evaluates educational
achievements in the district
Preparing and ensuring the proper
distribution of instructional
materials, equipment and supplies
for the district
32. FUNCTIONS OF REGIONAL
DIRECTORS
Defining regional policy framework
Approving on the establishment of public
and private elementary and high
schools, and learning centers
Evaluating all SDS and ASDS in the region
33. FUNCTIONS OF SCHOOLS DIVISION
SUPERINTENDENT
Transmits and recommends approval of
principal budgets in his division through
the regional office.
Exercise general administration and
supervision of school.
Approves classroom teaching
appointments,
Make periodic visits to schools to check
compliance and implementation of
curricular requirements
Approves vouchers, payrolls and
requisitions
35. what has to be done
how it is to be done
substance
process
36.
37. Establish Goals and Objectives
Identify the Problem
Develop alternative solutions
Evaluate alternative
Choose an Alternative
Implement the Decision
Evaluation and Control
38. 5 Decision-Making Competencies of the
School Manager
skill in differentiating among types of decisions
skill in determining the amount and type of information
needed to reach a decision
skill in determining the appropriate involvement of
other people in reaching decisions
skill in establishing priorities for action
skill in anticipating consequences of decisions
39. PERSONALITY FACTORS IN DECISION MAKING
by: Eduard Spranger
1.
2.
3.
4.
5.
6.
The economic
The aesthetic
The theoretical
The social
The political
The religious
41. Aquino, Gaudencio V. “EDUCATIONAL
ADMINISTRATION:THEORY AND PRACTICE.” Rex
Bookstore:Manila.2002 pp.118-150
Cherrington, David J. “ORGANIZATIONAL BEHAVIOR: THE
MANAGEMENT OF
INDIVIDUAL PERFORMANCE.”
Massachusetts.1989.pp.515-524,607-627
Lunenberg, Fred and Allan Ornstein. “EDUCATIONAL
ADMINISTRATION
CONCEPTS AND PRACTICES. 4th
Edition.2004. California
Sims, Ronald, et.al., “READINGS IN ORGANIZATIONAL
BEHAVIOR.”
1992.Massachusetts.
Wagner III, John A. and John R. Hollenbeck. “MANAGEMENT
OF ORGANIZATIONAL BEHAVIOR. 2nd Edition. 1992: New
Jersey.
http://www.gov.ph/2001/08/11/republic-act-no-9155/
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