1. Chapter 14 One Last Time: a Review of the School as a Social System
W. K. Hoy © 2003, 2008, 2011
© 2013 McGraw-Hill Companies. All Rights Reserved.
McGraw-Hill/Irwin

2. Social System Model for Schools
Environment
Inputs
Transformation Process
Outputs
Environmental constraints
Human and
capital resources
Mission and
board policy
Materials and methods
Structural System
(Bureaucratic Expectations)
Achievement
Job satisfaction
Absenteeism
Dropout rate
Overall quality
Learning
Teaching
Cultural
System
(Shared
Orientations)
Political
System
(Power
Relations)
Learning
Teaching
Individual System
(Cognition and Motivation)
Discrepancy between Actual and Expected Performance
W. K. Hoy © 2003, 2008, 2011

3. Internal Elements of School Social System
Structure and Authority
Individuals and Motivation
Culture and Climate
Power and Politics
Teaching and Learning
W. K. Hoy © 2003, 2008, 2011

4. External Environments of School Social System
Legislative Forces
Economic Forces
Political Forces
Resources
Institutions
Community Agencies
W. K. Hoy © 2003, 2008, 2011

5. School Effectiveness Academic Achievement
Student Social Emotional Development
Teacher Satisfaction
Ability to Adapt and Innovate
Subjective and Objective Measures
Harmonious and Efficient Operation
Effectiveness is the congruence between the desired and actual performance of organization.
W. K. Hoy © 2003, 2008, 2011

6. Key Processes of the School Social System
Deciding
Empowering
Communicating
Leading
W. K. Hoy © 2003, 2008, 2011

7. Major Organizational Dilemmas
A an organizational dilemma occurs when when the organization is forced to make choices between two alternatives both of which are desirable, but the selection of one alternative undermines the other.
Organizational dilemmas are unsolvable and call for coping and balancing strategies.
Organizations dilemmas are endemic to organizations, but they often serve as the impetus for change.
Organizational Dilemmas
Coordination and Communication
Bureaucratic Discipline and Professional Expertise
Administrative Planning and Individual Initiative
Learning as Behavior and Cognition
Order and Freedom
W. K. Hoy © 2003, 2008, 2011

8. Leadership Dilemmas
Leaders are confronted with dilemma of order and freedom.
Leaders must integrate the faces of order—control, consistency, unity, planning, coordination, integration, and stability—while encouraging the faces of freedom—ambiguity, autonomy, diversity, spontaneity, communication, specialization, and change.
Order creates a world of rules, plans, purpose, and coordinated action.
Freedom fashions a world of imagination, innovation, creativity, vision, dreams, and hope.
Effective leaders find a way to preserve the benefits of each and avoid the pitfalls of both.
W. K. Hoy © 2003, 2008, 2011

9. Practical Imperatives
Use multiple perspectives to frame school challenges: Framing a problem is often the key to its solution.
Harness administration to teaching and learning: Teaching and learning is what schools are about.
Apply behavioral, cognitive, and constructivist perspectives appropriately to match learning objectives, activities, and outcomes: There is no one best way to either learn or teach.
Develop enabling school structures and processes: They facilitate rather hinder teaching and learning.
Move from bureaucratic to professional control: Teacher judgment should eventually substitute for administrative control.
The informal organization is the source of ingenious solutions: Exhaust informal options in solving problems before resorting the formal procedures.
Build trust and foster authenticity and openness in behavior: Trust is pivotal to success in schools.
Support teacher motivation by developing teacher self-efficacy, realistic goals, persistence, resilience, and constructive feedback: Together they provide potent motivation.
Become politically savvy to the reality of organizational politics: Politics is a fact of organizational life—be a skillful player.
Build a culture academic optimism anchored in trust, efficacy, and academic emphasis: Such optimism improves achievement for all students.
W. K. Hoy © 2003, 2008, 2011

10. Practical Imperatives
Use environmental resources to the benefit the school: There is a mother load of talent in the environment.
Monitor the effectiveness of the school in terms of standardized tests scores, value-added achievement, and social emotional development of students: All are important indicators of effectiveness.
Use satisficing models to make decisions: Optimizing is impossible.
Strike a balance between decisive action and reflective analysis: Lean toward action.
Bring rationality, consistency, and flexibility to your decisions: Situations change and so should decisions.
Empower teachers to make decisions when they have expertise, interest, and can be trusted to make a decision in the best interests of the school: Teachers provide a creative source for problem solving.
Follow oral communications with written summaries of understanding: Clarity and redundancy avoid misunderstandings.
Know your leadership style and be flexible: There is no one best way to lead.
Be inspirational, intellectual, idealistic, and tailor you leadership to your subordinates: Transformative change requires it.
Find the appropriate balance for the basic administrative dilemmas of coordination and communication, bureaucratic discipline and professional expertise, and administrative planning and individual initiative, and learning as behavior and cognition: Dilemmas have no final solutions only balanced actions.
W. K. Hoy © 2003, 2008, 2011