Culture and change in educational organizations (Professional cultures and…
Culture and change in educational organizations
Concept and dimensions of organizational culture
The concept of organizational culture helps us understand what keeps cohesion or disunity in the social life of the school. It can help us understand the framework that favors the presence or absence of collaboration or coordination among the members of the school organization.
Among the dimensions of the organizational culture can be mentioned:
· The curriculum building process
· The organizational conditions of the center
· Teachers and their professional development
· Relations with families and the environment.
Professional cultures and the organization of teaching work
An organization does not usually have a unified culture. Each department, occupational or work community, with the passage of time, develops its own subculture (language, norms, perspectives and ends, perceptual differences, etc.)
To overestimate the structural side of culture is to leave aside the potential autonomy of the cultures of each occupational subcommunity within the organization. The culture is thus configured as mediating factor between the structural and individual / group components.
We can speak of the dominant culture of an organization insofar as its basic values (ethos or mores) are shared by the majority of the members of the organization.
The organization of the teaching work its main importance is based on the planning since this is present in all activities and specifically in the teaching work, since it allows the articulation and coherence of the times, contents, activities, evaluations, etc.
Relationships as a dimension of school organization
Relationships as a dimension of school organization comprise the formal set of relationships between the constitutive elements of the system, ie those elements of the school.
Leadership in education implies a permanent exercise of co-responsibility, sharing and confluence of wills in the perspective of the general interest over the private ones.
In education the exercise of leadership is closely related to its acceptance by the members of a group.
While the authority figure of the teacher, in the most common case, can substitute (and in fact replace) the accepted leadership, it is not enough in the end to be able to do without the ability, the acceptance, and a degree Of convincing on the part of the group, that the leader is exercising a legitimate and corresponding authority with the function that the own group has designated to him.
Organizational Change as Cultural Change
Organizational change is necessary insofar as they facilitate or hinder curricular decision-making and institutional restructuring and / or reconstruction leads us to consider the educational organization as a cultural reality rather than as a structural unit of the educational system.
The idea of educational change is, in itself, an organizational change because it always entails a reconstruction of the organizational culture.
The processes of innovation and change in
Educational organizations: different models
The processes of innovation involves a deliberate, systematic and explicit process that introduces changes in ideas, conceptions, goals, contents and educational practices to achieve specific goals and obtain educational improvements "
It also implies a set of complex interventions, with a certain degree of intentionality and systematization in which there are dynamic, oriented relationships. To change attitudes, ideas, cultures, contents, models and pedagogical practices.
Innovation is assumed as an intentional or deliberate process, planned and evaluated in relation to its pedagogical and social objectives, in the understanding that brings something new to the context in which it is applied. "