Teacher as a School

Culture Catalyst
UNIT 4
OBJECTIVES
At the end of the lesson the students will be able to:

a. distinguish the influence of the school organization in building a

stronger school community.
b. analyse the importance of harmonious relationship of the members
of the school community based on policies and procedure.
c. describe an approach on how to deal with the students during
changing school culture.
Unlocking of difficult terms
Culture Catalyts

 are a force of positive energy and see the good in everyone

that they interact with. In short, they are good humans who have your
respect and you would work on them time and time again. They are the
key to enhance and unleash performance and engagement, attract and
maintain top-tier talent, and gain a competitive advantage.

Bureaucracy-
 refers to a complex organization that has multilayered systems and
processes. The systems and processes that are put in place effectively
make decision-making slow. They are designed to maintain uniformity
and control within the organization.
Unlocking of difficult terms
Decentralization

It is the orderly assignment of authority, throughout the levels of

management, in an organisation. It describes the way in which power to
take decisions is allocated among various levels in the organisational
hierarchy. In other words, it refers to the dissemination of powers,
functions and responsibility, away from the central location.
 A. Structure in Schools
The structure of the school is defined as the
sum total of the way in which it divides
its labor into distinct task and then
achieves coordination among them.
 
1. Classical Weberian Theory
Max Weber (1864-1920)
- German sociologist and a political economist, and he
came forward with the concept of bureaucracy in
management.
- He was known as the “ Father of bureaucratic
management”.

He Introduced Bureaucracy Theory . He stated that to

manage an organization efficiently, it is essential to
have a clear line of authority along with proper rules,
procedures and regulations for controlling each business
operation
Weber’s Six principle of Bureaucracy

1.Task Specialization
2. Formal Selection
3. Impersonal (Impersonality and personal
Indifference)
4. Hierarchical Layers of Authority
5. Rules and regulations
6. Career orientations
1. Task Specialization
1. Task Specialization
2. Formal Selection
2
3. Impersonal Relationships
Another principle of the Bureaucratic Theory is that the relationships among
employees and between managers and employees must be impersonal. They should
only be of a professional nature and, thereby, distant. Weber included this principle in his
theory because he felt it would eliminate nepotism, politics and outsider involvement. 

The impersonal relationships are a prominent feature of Max Weber’s Bureaucracy.

employees are not allowed to interfere with the affairs of other employees, managers
and the organization. Communication among the employees should not involve
emotions, personal sharing and feelings. The Decision-Making Process must only
involve rationality instead of emotions. 
4. Hierarchical Layers of Authority
5. Rules and Regulations
6. Career Orientations
The weberian model of bureaucracy selects
employees on the basis of technical skills, which
helps optimize human capital. According to max
weber, selecting candidates according to their
competency and skills ensures that the right people
are in the right jobs. 
 
B. Hall’s Organizational Inventory
 Richard H. Hall developed an organizational
inventory that measures various characteristics of
the bureaucracy.
 Hall through his school organizational inventory
(SOI) categorized bureaucracy into six areas.

These are:
1. Hierarchy of authority
2. Specialization
3. Rules
4. Impersonality
5. Procedural specifications
6. Technical competence
 
Six Central Characteristics of Bureaucratic Structure

1. Hierarchy of Authority- This characteristic is demonstrated by the

typical organizational chart which graphically defines and clarifies the
various lines of authority and channels of communication present in
school system.
2. Specialization- Differences in activities are recognized and
specific duties are assigned to an individual (or group of
individual) depending on hid training or expertise.
3. Rules of incumbents-those assuming an organizational role: a
system of rules covering the rights and duties of positional
incumbents.
4. Procedure Specifications - Specialist do the work. Also, the
organization divides employees into unit based on the type of work they do or
the skills they possess.

5. Impersonality (in the application of rules) - Bureaucratic

organizations treat all employees equally. They also treat all customers
equally and do not allow individual differences to influence them.
Impersonality takes personal feeling out of professional situations.

6. Technical Competence – Selection and promotion of employees are

based on the technical competence of employees. Training is also provided
to familiarize the employees with the rules and administrative procedures of
the organization.
 C. Formalization of Structure
(Hoy and Sweetland)
Formalization
 is the process of creating a formalized structure and includes
the maintenance of that formal structure over time.

 refers to the management of an organization through written

rules, regulations, and procedures ( Hoy& Miskels, 2004/2010).
 Two Kinds of Formalization
1.Coercive- a rigid of procedures that punish and attempts to force
compliance.

2. Enabling formalization – refers to the construction of rules,

regulations and procedures in such way that enable employees to
solve the problems they encounter, to take initiative in organizational
processes, and to continue professional improvement.
D. Mintzberg’s Coordinating
Mechanisms of Structure
 An internationally renowned academic, author and
researcher
 professor of Management studies

His famous management theories are:

 10 Managerial Roles
 5’Ps of Strategy

Henry Mintzberg
10 Managerial Roles
1. Figurehead- this role refers to to your responsibility as a manager to
perform task related to social, symbolic or legal matters.
2. Leader- the managerial roles refers to your duty as a manager to
oversee the performance of your staff.
3. Liaison. In the liaison role, you created and maintain internal and
external relationships.
4. Monitor- in the monitor sole you seek information related to your
organization, such as potentially impactful industry changes.
5. Spokesperson - in the spoke person role, you represent your
organization to convey information, such as goals or policies to
external stakeholders.
 10 Managerial Roles
6. Entrepreneur - involves responsibilities related to organizing and
running business process.

7. Disturbance handler- when your organization faces unexpected

challenges.

8. Resource collaborator- this role are responsible for managing and

distributing resources.

9. Negotiator- in this role, you participate in or direct negotiation situation.

10. Disseminator- this role, you receive messages from internal and
external resources that you convey to the appropriate individuals.
Mintzberg’s 5ps of Startegy
 What is Coordination Mechanism?
 is a subsystem of the social system that coordinates
the activities of the person or organizations within it.
3 basic Dimensions of Organizations
 the key part of organization
 The prime coordination mechanism
 The type of decentralization
 Mintzberg’s Model of key of the part of the organizations

1. STRATEGIC APEX- it is the top management and its support staff

2. OPERATIVE CORE- are the workers who actually carry out the
organizations tasks.
3. MIDDLE LINE- is the middle and lower level management
4. TECHNOSTRUCTURE- are those in school districts and
divisions.
5. SUPPORT STAFF- are the people who provide indirect services
 PRIME COORDINATING MECHANISM
• Direct Supervision- means that one individual is responsible of
the work of others.

• Standardization of work progress- it exist when the content of

work is specified or programmed.

• Standardization of skills- it exist when the kind of training

necessary to do the work is specified.
 The Three types of Decentralization
1.VERTICAL DECENTRALIZATION- is the distribution of power down the chain
of command, shared authority between super ordinates and subordinates in any
organization
2. HORIZONTAL DECENTRALIZATION- is the extent to which non
administrators(including staff) make decisions or shared authority between line
and staff.
3. SELECTIVE DECENTRALIZATION- is the extent to which the decision-
making power is delegated to different units within the organization.
E. The DEPED ORGANIZATIONAL
STRUCTURE ( Based on Republic
Act 9155)
 NATIONAL
 DIVISION
 SCHOOL
What is Republic Act 9155?
 is an instituting a frame work of Governance for basic
education establishing authority and accountability, renaming
the Department of Education Culture and Sports (DECS) as
the Department of Education (DEPED) and for other purposes

RA 9155 provides the two Frame works for:

• School head empowerment by strengthening their leadership
roles.
• School based management within the context of transparency
and local accountability.
The goal of Basic Education
 provide the school age population and the youth with skills,
knowledge and values to become caring , self reliant,
productive and patriotic citizens.

DEpEd Management Structure

Two Major Components:

1. CENTRAL OFFICE- maintains the overall administration of

basic education at the national level.
2. FIELD OFFICES- are responsible for the regional and local
coordination and administration of the departments mandate.
The Department Operates with four Undersecretaries in the
areas of:

1.Programs and Projects and Structure;

2. Regional Operations;
3. Finance and Administration;
4. Legal Affairs

RA 9155
 It is hereby declared the policy of the state to protect and
promote the rights of all citizens to quality basic of education
accessible to all by providing all Filipino children a free and
compulsory education in the elementary level and free
education in the high school level.
Sec.7 powers, duties and functions
 the secretary of the Department of Education shall exercise overall
authority and decision over the operation of the department.

A. National Level
 Formulating national education policies
 Formulating a national basic education plan
 Promulgating a national educational standards
 Monitoring and assessing national learning outcomes
 Undertaking research projects and developing a managing region
wide projects which may be funded through official development
assistance and/or other funding agencies
 Ensuring strict compliance with prescribed national criteria for the
recruitment, selection and training of all staff in the region and
divisions.
B. Regional Level
 Defining a regional education policy framework which reflects the values,
needs and expectation of the communities they serve;
 Developing a regional basic education plan;
 Developing a regional education standards with a view towards
benchmarking for international competitiveness;

C. Division Level
 Developing and implementing division education development plans;
 Planning and manning the effective efficient use of all personnel, physical and
fiscal resources of the division, including professional staff development;
 Hiring, placing and evaluating all division supervisors and schools district
supervisors as all employees of the division, both teaching and non teaching
personnel, including school heads, except for assistant division
superintendent;
D. School District Level
 Providing professional and instructional advice and support to the school heads
and teachers/ facilitators of schools learning centers in the district or cluster
thereof;
 Curricula supervision; and
 Performing such other functions as may be assigned by proper authorities.

E. Implementing the school curriculum and being accountable for the higher
outcomes.
 Setting mission, vision, goal, and objectives of the school
 Creating an environment within the school that is conducive to teaching and
learning
 Implementing the school curriculum and being accountable for higher learning
outcomes;
 Developing the school education program and school improvement;
 Offering educational programs, projects, and services which provide equitable
opportunities for all learners in the community.