Organizational behavior in education involves the study of individuals in an organizational context, including the structure of a school, performance measurement, and response to changes. It requires strong leadership, fair performance metrics, and the ability to manage change without sacrificing education quality.
Organizational behavior is a term that can have several definitions, although the classic one is the study of individuals in an organizational context. All organizations have some kind of corporate behavior – it exists everywhere, even as organizational behavior in education. Here, the term defines the structure of a school, the process by which the school measures performance and how an educational institution responds to changes. Every school is different, with organizational behavior depending on school size, type, importance of facility and other factors. Individuals are the common driving force behind organizational behavior.
An educational institution is like any other organization – full of people who lead the activities within the group. Organizational behavior in education often has a fairly standard structure, such as a principal, vice principal, curriculum coordinator, and other administrative figures. All of these individuals are responsible for setting the tone in the institution. A lack of leadership or ethics can come from the top, which can create fractures in the institution. A strong administrative team is needed to set and apply the correct tone in the organization in order to achieve its objectives.
A common – and sometimes controversial – aspect of educational institutions is how well teachers and educators meet certain performance metrics. The performance of all teachers and educators must be properly measured to ensure that students receive the best education possible. Organizational behavior in education helps administration create a fair and equitable process by which they measure each worker’s performance. The process can be extensive and quite intense, measuring different aspects such as performance in the classroom, service to the school and outside activities performed on top of the normal teaching activities. Periodic reviews are often the norm in educational institutions.
Change is an internal or external force that no institution can escape, even those in the education sector. Part of the activities that exist in organizational behavior in education is to define the factors that drive change. In education, this may include curriculum changes, adjustments to state requirements, finding new teachers for retirees, and managing increases in student enrollment. All of these factors and others – such as changes in school districts or the opening of new educational institutions – are part of this process. School administrators and higher education teachers need to be able to manage these changes without sacrificing the quality of education imparted to students at school.
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