EAD 800 Organization Theory Valbonne 2004 Susan Printy Michigan State University

Today’s Topics Myers Briggs Classification Theory and Hypotheses Sets

Theory A theory is a general explanation of how something works. Science is a dynamic process of developing, through experimentation and observation, an interconnected set of propositions, that in turn produces further experimentation and observation.

Theory Theory is a “body of interrelated, consistent generalizations that serves to explain.” -Willower, 1975 “Theory is a set of interrelated concepts, assumptions, and generalizations that systematically describes and explains regularities in behavior in educational organizations.” -Hoy & Miskel, 2001

Theory Theory logically comprises concepts, assumptions, and generalizations. Theory’s function is to describe, explain, and predict regularities in behavior. Theory is heuristic; that is, it stimulates and guides the further development of knowledge.

Theory Knowledge Reflective practice Representations of reality Theories in use

Theory Components of Theory Concepts Generalizations Assumptions

Theory Concepts: Terms that have been given abstract, generalized meanings. e.g., standardization, leadership, motivation, culture, power, authority, community.

Theory Concepts Constitutive definitions – defining a concept in terms of other words or concepts Operational definition – defining a concept in a way that is measurable.

Theory Assumptions: Statements that are taken for granted or accepted as true. e.g., Strong leadership is necessary for good schools.

Theory Generalizations: Statements that indicate the relationship between two or more concepts. A generalization links concepts in a meaningful fashion.

Theory Assumptions are generalizations if they specify the relationship among two or more concepts. Hypotheses are generalizations with limited empirical support. Principles are generalizations with substantial empirical support.

Theory Theory and Research “Scientific research is systematic, controlled, empirical, and critical investigation of hypothetical propositions about the presumed relations among natural phenomena.” - Kerlinger, 1986

Theory and Research Hypotheses: The more high school teachers interact with other teachers outside of their department, the more competent they feel. Teachers who participate in more activities valued by their communities will feel more competent to modify their instruction in response to student needs.

Theory and Research Variables – how a concept is measured Each hypothesis specifies the relationship between at least two variables.

Theory and Research The more high school teachers interact with other teachers outside of their department, the more competent they feel to modify their instruction. Variable 1: Level of interaction Variable 2: Level of competence Relationship: As 1 increases, 2 increases

Theory and Research Hypotheses: Bridge the gap between theory and research and provide a means to test theory against observed reality.

Theory and Research Hypothesis: Developed from theory Represent the researcher’s bias Researcher seeks to support the hypothesis through research Theory is both the beginning and the end of scientific research.

Theory and Practice Theory is related to practice in at least three ways: it is a frame of reference for the practitioner; it provides a general mode of analysis of practical events; it guides decision-making.

Variables in hypotheses: Helpful ideas and terms: Object – to whom or what does the property apply? Property – a set of values that set objects apart from one another Mode of variation – variation in kind (categories) or by degree Elaboration – list the categories or describe the dimension

Dissection table for a variable ObjectPublic school superintendents PropertyOrientation to the superintendency Mode of VariationKind Elaboration a. Place bound b. Career bound

Relationships between variables Both variables in kind; for instance, between gender and teacher orientation (autocratic vs. permissive). A permissive approach to classroom management is more effective with female students than with male students.

Relationships between variables One variable in kind and one in degree Academic achievement will be greater among pupils taught by autocratic teachers than among pupils taught by permissive teachers.

Relationships between variables Both variables in degree The larger the school’s faculty, the fewer intimate friends a teacher will have among his or her colleagues.

Sorting out the variables In studies concerned with causal relationships, there will be one or more independent variables, and one or more dependent variables. Independent variables – causes or predictors Dependent variables – effects, or outcomes