THE TEACHER AS SCHOOL

CULTURE CATALYST

Discussant:
Neldel Dalumpines
Elmarrie Ann Alburo
Matth Erejer
Teachers’ The Teacher
leaders that as
areSchool
willing Culture Catalyst
to go above and beyond
their general duties. Teacher leaders are the type of
educators that fall under the motif of potentially taking on
additive responsibilities that will help to improve the school
community. By infusing shared leadership in the school
community, responsibility and accountability becomes a
shared belief, that can be utilized as a catalyst for change in
the school community.
 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.
The school environment became structured around
hierarchy, standardization, and specialization. The
bureaucratization of schools makes it difficult to
instigate appropriate and immediate change when it
is required by the changing needs of a society.
Classical Weberian
MAX WEBER Bureaucracy
(1864-1920)

- German sociologist and a political economist, and

hecame 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 ru
les, procedures and regulations for
controlling each business operation
- Weber's bureaucratic
Classical
theoryWeberian
contributesBureaucracy
significantly to the classical
organizational theory which explains that precise organization
structure along with the definite lines of authority is required in an
organization to have an effective workplace.

- "In its ideal form, bureaucracy is impersonal and rational and based
on rules rather than ties of kinship, friendship, or patrimonial or
charismatic authority.

- "Bureaucratic organization can be found in both public and private

institutions."
Max Weber bureaucracy ideally has the following
characteristics:
• Specialization and Division of Labor.
• Hierarchical Authority Structures.
• Rules and Regulations.
• Efficient and uniform requirements.
• Impersonality and Personal Indifference.
• Achievement-based advancement.
 WEBER'S
• Weber listed several MODEL for
preconditions FOR the emergence of
BUREAUCRACY
bureaucracy: the growth in size of the population being
administered, the growth in complexity of the administrative
tasks being carried out, and the existence of a monetary
economy requiring a more efficient administrative system.

• Weber identified in bureaucracies a rational-legal authority

in which legitimacy is seen as coming from a legal order and
the laws enacted within it. This is contrasted with traditional
forms of authority, which arose from phenomena like kinship.
(socialscience.libretext, N/A)
 Weberian Structure in Schools
• Bureaucratic authority at the expense of professional
consideration.
• Authority based on position in the hierarchy.
• Professional structure delegates decision making to
professionals.
• Chaotic structures low bureaucratization and
professionalization.
• Bureaucratic structures compliment technical competence
and specialization of teachers.
• Professional structure is loose fluid and informal.
Hall's Organizational Inventory - (HOI)
 Richard H. Hall (1963) developed an
organizational inventory that measures various
characteristics of the bureaucracy.
 Hall (1963) through his school organizational
inventory (SOI) categorized bureaucracy into six
areas. These are:
(a) hierarchy of authority.
(b) specialization.
(c) rules
(d) impersonality,
(e) procedural specifications
(f) technical competence.
 Formalization of Structure (Hoy & Sweetland)
Formalization

• The formalized organizational structure focuses on roles and

positions rather than the people in the positions.
Formalization is the process of creating a formalized structure
and includes the maintenance of that formal structure over
time.

• Formalization refers to the management of an organization

through written rules, regulations, and procedures (Hoy &
Miskel, 2004ff2010).
Kimbrough and Todd (1967) criticized bureaucratic structures in schools
and stated nine claims as to why schools should not be bureaucratic
organizations:
1. The inability to legitimize differences in ideas among the
personnel depresses creativity;
2. New ideas generated from within would possibly be subject to scrutiny
by the official hierarchy, especially if those ideas were in conflict with
perceived rational teaching behavior;
3. Bureaucracy does not adequately allow for personal growth and the
development of mature healthy personalities;
4. Bureaucratic organizations do not have adequate structures or
processes for the review of decisions;
5. Bureaucratic organizations are unable to accommodate the diversity of
external inputs needed for democratic school systems;
6. The extrinsic reward system stimulates conformity rather than
innovation;
7. Prior organizational resource commitments to subunits within the
organization make it difficult to develop innovative solutions to new
problems;
8. Bureaucracy does not take the informal organization into account; and
9. lines of communication are often closed because of hierarchical
divisions
Two kinds of Formalization
1. Coercive- A rigid set of procedures that
punishes and attempts to force compliance.
2. Enabling- A flexible set of best practices
that enables one to deal more effectively with
inevitable problems.
Enabling and Hindering Structures
→Enabling Organization, Enabling Hierarchy, Enabling
Rules
➤ Use two-way communication
➤ View problems as opportunities
➤Seek mutual solutions
➤Support differences
➤ Practice openness
➤ Embrace the unexpected
→Hindering Organization, Hindering Hierarchy, Coercive
Rules & Procedures
➤ Impose top-down communication
➤ View problem as constraints
➤Force consensus
➤ Suspicious of differences
➤ Be cautious and closed
➤ Fear the unexpected
➤ Punish mistakes
Mintzberg's Coordinating Mechanism 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
 Mintzberg's Coordinating Mechanism of
Structure
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
 Mintzberg's Coordinating Mechanism of
Structure
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 5P`s of Strategy
 Mintzberg's Coordinating Mechanism of
Structure
Coordination is a fundamental activity in organizing
work and a classical term in the organizational
vocabulary (Groth, 1999; Kärreman, 1996).
Coordination can be seen as action performed in order
to: "Bring different elements of a complex activity or
organization into a harmonious or efficient
relationship" (Oxford Concise Dictionary, 1999). The
latter set of mechanisms from Mintzberg which put
forward mutual adjustment, direct supervision, and
standardization of skills, work processes, results, and
norms, have a large impact on organizational theory
literature.
 Mintzberg's Coordinating Mechanism of
Structure
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
1. The key part of the organization- that is, the part of the
organization that plays the major role in determining its success
or failure
• Strategic apex - is top management and its support staff.
• Operative core - are the workers who actually carry out the
organization's tasks.
• Middle line - is middle and lower-level management.
• Techno structure - are analysts such as engineers,
accountants, planners, researchers, and personnel managers.
• Support staff - are the people who provide indirect services.
2. The prime coordinating mechanism

• Direct supervision means that one individual is responsible of the

work of others.
• Standardization of work process exists when the content of work is
specified or programmed.
• Standardization of skills exists when the kind of training necessary to
do the work is specified.
• Standardization of output exists when the results of the work are
specified. Because the "raw material" that is processed by the operative
core (teacher) consists of people (students), not things,
standardizations.
• Mutual adjustment exists when work is coordinated through informal
communication.
3. Type of Decentralization
• Vertical decentralization is the distribution of
power down the chain of command, or shared
authority between superordinate and subordinates is
any organization.
• Horizontal decentralization is the extent to
which non administrators (including stuff) make
decisions, shared authority between line and staff.
• Selective decentralization is the extent to which
decision-making power is delegated to different
units within the organization.
The DepEd Organizational Structure (based on Republic Act No. 9155)

NATIONAL
DIVISION
SCHOOL
 The DepEd Organizational Structure (based on Republic Act No. 9155)

Republic Act No. 9155 (RA 9155), An Act Instituting A Framework of

Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of Education, Culture and
Sports as the Department of Education, and for Other Purposes,
otherwise known as the Governance of Basic Education Act of 2001,
was issued. It provided a framework for the governance of education,
decentralizing governance to the field, and making the schools and
learning centers the heart of the education system. The law also
established the authority and accountability of the various organization
levels of the Department of Education (DepEd). (Department of
Education, 2015)
The DepEd Organizational Structure (based on Republic Act No. 9155)

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 DepEd Organizational Structure (based on Republic Act No. 9155)

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 DepEd Organizational Structure (based on Republic Act No. 9155)

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
 Rationale of the Organizational Structures

The approved organizational structures are

consistent with the provisions of RA 9155 in
applying the principles of decentralization and
shared governance to ensure accountability
and relevance to the context, and development
needs of the learners and stakeholders of the
various organizational levels.
 The DepEd Organizational Structure (based on Republic Act No. 9155)

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
ORGANIZATIONAL STRUCTURE (NATIONAL LEVEL)
 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;
REGIONAL LEVEL
 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;
DIVISION LEVEL
 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
Implementing the school curriculum and being accountable for the higher outcome

 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