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This practical book discusses the process of solving real problems in complex educational systems and introduces modern management concepts from the private, public, and educational sectors. KET TOPICS: This book makes a practical link between social science theory and the practice of leading educational systems. The orientation is to facilitate understanding of how educational organizations function as learning and socio-political systems, and then provide conceptual and analytical tools to facilitate real-world problem solving. Social and behavioral science frameworks are used to identify and explain three widely held perspectives on the administration of educational organizations: (1) the school as a bureaucratic system, (2) the school as a social system, and (3) the school as an open system. Specific chapters are dedicated to key topics such as communication, leadership, management styles, motivation, organizational memory and learning, educational marketing, institution theory, schools of choice (e.g., charter, voucher, home schooling), and educational change. For educational administrators, and those involved with educational leadership.

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• Preface(p. xiii)
• Plan for the Text(p. xiv)
• About the Author(p. xv)
• 1 Organizational Behavior in Schools: An Overview(p. 1)
• Purpose and Organization of This Book(p. 2)
• Conceptual Frameworks and School Organization(p. 3)
• Knowledge Workers in the Knowledge Industry(p. 9)
• Conclusion(p. 10)
• What Horse's Patoot Designed That?(p. 10)
• Discussion Questions(p. 11)
• Notes(p. 11)
• 2 The School as a Bureaucratic Organization(p. 13)
• Bureaucratic Administration(p. 16)
• The Gospel of Scientific Management(p. 18)
• Scientific Management and the School(p. 21)
• The Bureaucratization of Education in America(p. 23)
• The Limits to Rationality(p. 29)
• Unanticipated Consequences of the Bureaucratic Model(p. 30)
• Rationality and Testing American Education(p. 35)
• Do Organization and Administration Make a Difference?(p. 37)
• Conclusion(p. 38)
• The New Principal(p. 38)
• Discussion Questions(p. 40)
• Notes(p. 40)
• 3 Schools as Sociopolitical Systems(p. 43)
• Informal Groups in Organizations(p. 44)
• The Social System(p. 50)
• Organizational Culture(p. 60)
• Governance and Decision Making(p. 63)
• The School as a Collection of Coalitions(p. 68)
• Governing from the Lowerarchy(p. 70)
• A Contrast of Basic Assumptions(p. 72)
• Conclusion(p. 74)
• The Superintendent's on My Back(p. 74)
• Discussion Questions(p. 75)
• Notes(p. 75)
• 4 The Professional-Bureaucratic Interface: A Case Study(p. 79)
• The Interacting Spheres Model(p. 80)
• Spheres of Influence(p. 83)
• Structural and Cultural Linkages(p. 85)
• Autonomy(p. 85)
• Decision-Making Categories(p. 89)
• Subcoalitions within Spheres of Influence(p. 90)
• Weak Power of the Principalship(p. 94)
• The Negotiated Order(p. 96)
• Behavioral Management across Spheres(p. 98)
• Defending the Spheres(p. 100)
• Conclusion(p. 102)
• Bill Gates's Rules for High School Students(p. 103)
• Discussion Questions(p. 103)
• Notes(p. 104)
• 5 Open System Theory and Schools(p. 107)
• The Concept of System(p. 111)
• Open System Theory(p. 112)
• Cycles of Events(p. 113)
• Cycles of Events in the School(p. 115)
• A Balance-of-Systems Concept(p. 117)
• Environmental Fragmentation(p. 120)
• Open and Closed Systems(p. 122)
• Organizational Equilibrium(p. 124)
• The Problem-Solving Cycle(p. 125)
• A Contrast of Basic Assumptions(p. 129)
• Conclusion(p. 130)
• The Tunerville High Zoo(p. 131)
• Discussion Questions(p. 132)
• Notes(p. 132)
• 6 Contingency Theory(p. 135)
• Under Conditions of Uncertainty(p. 136)
• The Context of Contingency Theory(p. 137)
• Organizational Structure and the Environment(p. 139)
• Problem Solving in Organized Anarchies(p. 143)
• Managerial Work Behavior(p. 148)
• Conclusion(p. 149)
• The Flying Horse(p. 150)
• Discussion Questions(p. 150)
• Notes(p. 150)
• 7 Organizational Leadership and the School Administrator(p. 153)
• The Leadership Role(p. 154)
• Leadership in Sociopolitical Groups(p. 159)
• Followership Styles(p. 164)
• Leadership and Gender(p. 165)
• Initiating Structure and Consideration Leadership Styles(p. 166)
• Contingency Theory of Leadership(p. 169)
• Path--Goal Theory of Leadership: A Contingency Theory(p. 174)
• Transformational Leadership Theory(p. 178)
• Conclusion(p. 182)
• A Born Leader(p. 183)
• Discussion Questions(p. 184)
• Notes(p. 185)
• 8 Motivation and Management(p. 190)
• Content Theories of Motivation(p. 191)
• Process Theories of Motivation(p. 198)
• What Energizes Behavior?(p. 203)
• What Channels or Directs Behavior?(p. 205)
• How Is Motivated Behavior Sustained or Terminated?(p. 206)
• Careers and Work Motivation(p. 208)
• Conclusion(p. 212)
• A Burnout Case(p. 213)
• Discussion Questions(p. 214)
• Notes(p. 214)
• 9 Organizational Communication(p. 217)
• S-M-C-R Communication Model(p. 218)
• Classical Theory and Communication(p. 218)
• The Human Relations School and Communication(p. 219)
• Open System Theory and Communication(p. 220)
• Hierarchical Settings(p. 221)
• Barriers to Communication(p. 225)
• Nonverbal Communication(p. 228)
• Communication Analysis(p. 229)
• Conclusion(p. 231)
• Leo's Butcher Shop(p. 232)
• Discussion Questions(p. 232)
• Notes(p. 233)
• 10 Educational Marketing and the Public Schools(p. 234)
• Educational Marketing and How It Differs from Public Relations(p. 235)
• Why Apply Marketing Techniques to Schools?(p. 236)
• Market Forces that Create Bridges or Barriers(p. 240)
• How Would "Choice" Change Current Market Forces?(p. 242)
• How Marketers Contact Segments of the Community(p. 245)
• Conclusion(p. 247)
• Mirror, Mirror, on the Wall...(p. 247)
• Discussion Questions(p. 248)
• Notes(p. 249)
• 11 Conflict and Stress in Education(p. 251)
• Levels and Sources of Conflict(p. 253)
• Structure and Process Conflict Models(p. 256)
• Stress and Performance(p. 258)
• Conflict Analysis(p. 261)
• Conflict Management(p. 261)
• Stress Management(p. 265)
• A Note of Caution(p. 267)
• Conclusion(p. 269)
• We Are Not Amused(p. 270)
• Discussion Questions(p. 271)
• Notes(p. 271)
• 12 Organizational Learning, Institutional Theory, and Reform(p. 274)
• Organizational Memory(p. 274)
• Organizational Learning(p. 276)
• Institutional Theory(p. 279)
• Institutional Theory and Educational Change(p. 286)
• The Smart Educational Organization(p. 289)
• And the Winner Is...(p. 292)
• Discussion Questions(p. 293)
• Notes(p. 293)
• 13 Educational Change(p. 296)
• Restructuring American Education(p. 298)
• The Organizational Environment: The Target of Change(p. 303)
• Resistance to Change at the Organizational Level(p. 307)
• Resistance to Change at the Individual Level(p. 310)
• Planned Change(p. 315)
• The Change Agent(p. 323)
• Organization Development(p. 327)
• School Culture and Situational Conditions of Change(p. 330)
• Three Perspectives on Planned Change(p. 332)
• Conclusion(p. 334)
• The Case of the Dusty Computers(p. 335)
• Discussion Questions(p. 335)
• Notes(p. 336)
• Name Index(p. 340)
• Subject Index(p. 347)