Table of Contents

Course Guide
Topic 1

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Systems Approach to School Organisation

1.1 Theory
1.1.1 Components of Theory
1.1.2 Theory and Science
1.1.3 Theory and Reality
1.1.4 Theory and Research
1.1.5 Theory and Practice
1.2 A System Perspective
1.2.1 Rational System
1.2.2 Natural System Models
1.3 Open System: An Integration Influence and Dependence
on Environment
1.3.1 Key Properties of an Open System
1.4 Social Systems Model: Basic Assumptions
1.5 Key Elements of School Social System
1.5.1 Structure
1.5.2 Individual
1.5.3 Cognition
1.5.4 Culture
1.5.5 Politics
1.5.6 Technical Core
1.5.7 Environment
1.5.8 Outcomes
1.5.9 Internal Feedback Loop
1.5.10 External Feedback Loop
1.6 The School as a Learning Organisation
1.6.1 Organisational Learning
1.6.2 Six Dimensions of School as a Learning Organisation
1.6.3 Characteristics of School as a Learning Organisation
1.6.4 Principals Transformational Practices
1.6.5 Teacher Leadership and Learning
1.6.6 Student Engagement with School and Learning
1.6.7 The Relationship between Organisation, Teacher and
Student Learning

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The Technical Core: Learning and Teaching

2.1 Learning: A Definition
2.2 A Behavioural Perspective of Learning
2.2.1 Consequences
2.2.2 Reinforcement
2.2.3 Punishment
2.2.4 Antecedents
2.3 Behavioural Approach: Applying in Teaching Process
2.3.1 The Good Behaviour Game
2.3.2 Positive Behavioural Support Based on a
Functional Behavioural Assessment
2.3.3 Learning Objectives
2.3.4 Direct Instruction
2.4 A Cognitive Perspective on Learning
2.4.1 Knowledge and Learning
2.4.2 Sensory Memory
2.4.3 A Current Model of Working Memory
2.4.4 Long-term Memory
2.5 Teaching Applications of The Cognitive Approach
2.5.1 Underlining or Highlighting
2.5.2 Taking Notes
2.5.3 Visual Tools
2.5.4 Mnemonics
2.6 A Constructive Approach to Learning
2.6.1 Types of Constructivism
2.6.2 How is Knowledge Constructed?
2.6.3 Knowledge: Situated or General?
2.7 Teaching Applications of Constructivist Approaches
2.7.1 Problem-based Learning
2.7.2 Cognitive Apprenticeships
2.7.3 Cooperative Learning
2.8 Learning and Teaching: The Reciprocal Link
2.8.1 What is Learning?
2.8.2 What is Teaching?
2.8.3 Teacher Professional Development
2.8.4 Evaluating Your Teaching and Learning Styles
2.8.3 Self Reflection

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Summary
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Structure in School
3.1 Weberian Model of Bureaucracy
3.1.1 Criticisms of the Weberian Bureaucratic Model
3.1.2 The Development of Informal Organisation
3.1.3 A Hypothetical Illustration in Schools
3.1.4 Dual Structure of the Bureaucratic Model
3.1.5 A Feminist Critique of Bureaucracy
3.2 Formal Structure in School
3.2.1 Hall (1962) on Bureaucratic Structure
3.2.2 Hoy and Sweetland (2000, 2001) on Structure
3.2.3 Mintzberg on Structure
3.3 Loose Coupling Perspective
3.3.1 From Loose Coupling to Tight Management
3.4 Professional and Bureaucratic Conflict
3.4.1 Professional and Bureaucratic Orientations
in Schools
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Individuals in School
4.1 Needs
4.1.1 Hierarchy of Needs
4.2 Beliefs
4.2.1 Beliefs about Causality: Attribution Theory
4.2.2 Belief about Ability
4.2.3 Beliefs about Fairness: Equity Theory and
Organisational Justice
4.2.4 Beliefs about Outcomes: Expectancy Theory
4.2.5 Beliefs about Capabilities: Self-efficacy Theory
4.3 Goals
4.3.1 Goal-setting Theory
4.4 Intrinsic and Extrinsic Motivation
4.4.1 Summary of How Needs, Beliefs and Goals
Motivate Individuals
4.5 Leadership Self-Efficacy (LSE)
4.5.1 LSE: Construct Definition and Measurement
4.5.2 LSE Outcomes
4.5.3 Practical Applications

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Topic 5

Culture and Climate in Schools

5.1 Organisational Culture
5.1.1 Definition of Organisational Culture
5.1.2 Levels of Organisational Culture
5.1.3 Functions of Culture
5.1.4 School Culture
5.1.5 A Culture of Efficacy
5.1.6 A Culture of Trust
5.1.7 A Culture of Academic Optimism
5.1.8
Changing School Culture
5.2 Organisational Climate
5.2.1 Definition of Organisational Climate
5.2.2 A Climate of Organisational Openness
5.2.3 A Climate of Organisational Health
5.2.4 A Synthesis: The Organisational Climate Index
5.2.5 A Climate of Citizenship
5.3 Changing The Climate of Schools
5.3.1 The Clinical Strategy
5.3.2 The Growth-centred Strategy
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Power and Politics in Schools

6.1 Sources of Authority: Legitimate Power
6.1.1 Authority and Administrative Behaviour in Schools
6.2 Sources of Power
6.3 Administrative Uses of Power
6.4 Mintzbergs Perspective on Power
6.5 A Comparison and Synthesis of Power
Perspectives
6.6 Power and Rationality
6.7 Organisational Power and Politics
6.8 The Power Game
6.8.1 Political Tactics
6.8.2 Persuading and Influencing: Some Basic Principles
6.8.3 Political Games
6.8.4 Conflict Management Styles
Summary

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Topic 7

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Key Terms
References

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External Environments of Schools

7.1 Resource-Dependence Perspective
7.1.1 Availability of Resources
7.1.2 Dependence
7.1.3 Administering Resource Environment
7.1.4 Internal Coping Strategies
7.1.5 Interorganisational Coping Strategies
7.2 Institutional Perspective
7.2.1 Conformity and Institutional Environments
7.2.2 Adapting to External Environments
7.3 Accountability And Educational Reform
7.3.1 Accountability
7.3.2 Federal Reform Initiatives
7.3.3 Effective Adaptation to Accountability Policies
7.4 Crafting Coherence: How Schools Strategically Manage
Multiple, External Demands
7.4.1 Background: The Persistent Problem of Multiple
External Policy Demands
7.4.2 Coherence as Craft
7.4.3 Conclusion and Implications
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Communication in Schools
8.1 A Definition and a General Model of Communication
8.1.1 Components, Variations and Elaboration of the
General Model of Communication Process
8.1.2 Improving Communication Process
8.1.3 Public Speaking: Some Basic Principles
8.1.4 Communication Media: Methods of Exchanging
Symbols
8.1.5 Sources in the Communication Process: Senders
and Receivers
8.1.6 Communicating in Context
8.2 Organisational Perspectives of Communications
8.2.1 Organisational Communication
8.2.2 Purposes of Communication in School Organisations
8.2.3 Communication Network in Schools
8.2.4 Formal Communication Networks in Schools

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8.2.5
8.2.6

Topic 9

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Informal Communication Networks in Schools

Complementary Networks: Formal and Informal
Communication

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Key Terms
References

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Decision-making in Schools
9.1 Leadership and Decision-making
9.2 The Classical Model
9.3 The Administrative Model: A Satisfying Strategy
9.3.1 Decision-Making Process: An Action Cycle
9.4 The Incremental Model
9.5 The Mixed Scanning Model: An Adaptive Strategy
9.6 The Contingency Model
9.7 Swift And Smart Decision-Making Principles
9.8 Decision-Making Cycle: An Extension and
Some Suggestions
9.9 Shared Decision-Making: The Vroom Model
9.9.1 Enhancing the Quality and Acceptance of Decisions
9.9.2 Constraints on Decision-making
9.9.3 Decision-making Styles
9.9.4 Decision-making Trees
9.9.5 Decision-making Structures
9.9.6 Leader Roles
9.9.7 Developing Teachers for Decision-making
9.9.8 Caution on Shared Decision-making: Groupthink
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Leadership in Schools
10.1 Defining Leadership
10.2 The Nature of Administrative Work
10.2.1 Trait and Approach to Leadership
10.2.2 Situations and Leadership
10.2.3 Behaviours and Leadership
10.2.4 Leadership Effectiveness
10.2.5 Contingency Models of Leadership
10.3 Transformational Leadership
10.3.1 Theory and Research about Transformational
Leadership
10.4 Evolutionary Leadership Theory
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10.4.1 Leadership Recommendations from the

Evolutionary Leadership Theory
10.5 Distributed Leadership: According to The Evident
10.5.1 Distributed Leadership
10.5.2 Distributed Leadership Theory
10.5.3 Distributed Leadership and Student Outcomes
10.5.4 Patterns of Distribution
10.5.5 Commentary
Summary
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