Function & component of a theory

1. FUNCTION & COMPONENT OF A THEORY By: ALIVIANO, FLORIEVEE L. TARAYA, WENDELL

2. Overview EDUCATIONAL ADMINISTRATION

3. A. What is a theory? A supported principle , educated guess , mental plan rather than actual practice . -MW Dictionary Is NOT a common sense, wild speculation or a conceptions of the ideals. Is a set of interrelated concepts , assumptions and generalizations that systematically describes and explains behavior in educational organization. - Griffiths 1959

4. 3 important things that defines theory: Theory logically consists of concepts , assumptions and generalization . The major function of theory is to describe , explain , and predict behavior . Theory is heuristic for it stimulates and guides the further development of knowledge.

5. In general Theory is concerned with the systematic description and explanation of a particular phenomenon.

6. B. Functions & components of theory to educational administration.

7. Functions of theory To provide general explanation for phenomena - it is the ultimate function of a theory where it explains the structure and dynamics of organizational life.

8. 2. To guide empirical research -by providing conceptual underpinnings for the development of hypothesis in which are dev eloped to check the proposed theoretical explanations with objective reality.

9. 3. To provide for cumulative research - which provides for the development of knowledge by building upon earlier research and by refining , reformulating , and elaborating the theory.

10. 4. To guide action in the sense of providing the basis of making decisions about practical everyday questions - concepts and theories enable the practitioner to make sense out of the complexities of reality and thus provide for strategic and rational action.

11. Components of theory CONCEPT ASSUMPTION GENERALIZATION

12. A. CONCEPT (is a term that has been given an abstract generalized meaning..) In administration, for instance, such as leadership , informal organization , and satisfaction are given generalized meanings which nevertheless are used to describe behavior in the real world. In other words, CONCEPTS are THOUGHTS !

13. Paul Davidson Reynolds (1971) “Theoretical Concept Advantages” Researchers, theorists and practitioners can agree on the meaning of such terms. Concept , being abstract and general are ensured of their being independent of any unique temporal or spatial setting.

14. B. ASSUMPTION i s a statement that is accepted as true without proof and without necessarily being self-evident . This is because an assumption may be definitional in character ; that is, it is a definition of a given word. WHY ?

15. C. GENERALIZATION i s a statement or proposition that indicates the mutual relationship of two or more concepts. A generalization links concepts in a meaningful fashion. Generalizations are of four kinds, (1) assumptions, (2) hypotheses, (3) principles and (4) Laws.

16. INFORMATION & IMPLICATION ON EDUCATION THEORIES Educational administration is the field of study and practice concerned with the management of educational institutions. Positions in this field include principal , assistant principal , dean , program director and curriculum coordinator . For anyone involved in educational administration, theories provide an explanation of how things work , guide research and inform practice .

17. Lipham and Hoeh (1974) have drawn several implications for the application of organization theory by the school principal. * Traditional *Classical *Exercise of Power * Axiomic *Organizational Change

18. The school Principal should recognize that the traditional or hierarchical scalar view of the school is an inaccurate oversimplification. 2. It is clear that other classical organizational concepts- unity of command, span of control, and the line-staff relationship have limited utility when applied to the school. INSTITUTIONAL----MANAGERIAL----TECHNICAL EXPERIMENT WITH NEW STRUCURES & MECHANISMS

19. 3. In the exercise of power within the school, the principal should examine the extent to which he makes appeals either to authority and status or prestige and influence . 4. From the axiomatic theory of formal organizations, the perspective principal is able to realize that the administration of the school involves complex organizational factors that require a series of ordered “trade-offs”. REVEAL TRUST, OPENNESS, & AUTHENTICITY… MOVE THE SCHOOL IN DYNAMIC RATHER THAN MECHANISTIC ORGANIZATION.

20. 5. From the studies of organizational change the principal must realize that it is not enough to be a proponent of change. ANALYSE THE CHANGE ITSELF & UTILIZED PROCESS APPROPRIATE TO THAT CHANGE…

21. Thank You!