Educational Administration: Theory, Research, and Practice

576 Pages·2007·4.921 MB·English

by  Wayne K. Hoy, Cecil G. Miskel

Cases for Leadership and Leadership Standards
Student
Learning
Professional In-School Community General
Case for Vision Development Environment Collaboration Ethics Context
Leadership Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6
Rash Decision? X X X X X
(p. 34)
Cooperative X X X
Learning (p. 83)
Problems at West X X X X X
High (p. 128)
Reverse the X X
Decline (p. 169)
Surprise at X X X X X
St. Clair (p. 213)
Conflict at WHS X X X X X X
(p. 250)
AReading War X X X X
(p. 285)
AMandate for X X X X
Higher Accountability
(p. 320)
Teachers Council X X X X
(p. 348)
Special Treatment? X X X X X
(p. 374)
Scandal at Placido X X X X
High (p. 411)
Leadership and X X X X X X
Reform (p. 452)
Anonymous Letter X X X X X
(p. 474)
Snubbing Creationists? X X X X X X
(p. 476)
Crossing the Line X X X X X
or Only a Crush?
(p. 478)
Leading to Change, X X X X X X
Changing to Lead
(p. 481)
Motivational X X X X X X
Challenge (p. 482)
Parental Demand X X X X X
(p. 484)
Dilemma at Urban X X X X X X
High (p. 486)
Litigation, Religion, X X X X X
& Politics (p. 487)

Eighth Edition
A
EDUCATIONAL
ADMINISTRATION
Theory, Research, and Practice
Wayne K. Hoy
The Ohio State University
Cecil G. Miskel
Emeritus
The University of Michigan
EDUCATIONALADMINISTRATION: THEORY, RESEARCH, AND PRACTICE
Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New
York, NY, 10020. Copyright © 2008, 2005, 2001, 1996, 1991, 1987, 1982, 1978by The McGraw-Hill Companies, Inc. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not
limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 7
ISBN 978-0-07-340374-8
MHID 0-07-340374-1
Editor in Chief:Emily Barrosse
Executive editor:David S. Patterson
Development editor: Jill Eccher
Executive marketing manager:SarahMartin
Project manager: Jill Eccher
Lead production supervisor: Randy Hurst
Cover design: AndreiPasternak
Cover image: Epoxy/Getty Images
Typeface: 10/12 Palatino
PMS Color: 2736
Compositor: ICC Macmillan Inc.
Printer: RR Donnelley & Sons
Library of Congress Cataloging-in-Publication Data
Hoy, Wayne K.
Educational administration: theory, research, and practice/Wayne K. Hoy, Cecil G.
Miskel—8th ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-07-340374-8 (softcover)
1. School management and organization—United States. I. Miskel, Cecil G. II Title.
LB2805.H715 2008
371.2’00973—dc22
2007002484
www.mhhe.com
A
DEDICATION
To Anita Woolfolk Hoy
Simply the best.
Wayne
To Sue Miskel
I continue to dedicate this work to Sue—my wife, true love,
and best friend for the past 40 years. She has been an
unwavering supporter and contributor throughout our academic
career. Sue made so many achievements possible that I am
forever indebted.
Cecil
A
A
ABOUT THE AUTHORS
Wayne K. Hoy received his B. S. from Lock Haven State College in 1959 and his D. Ed. from The
Pennsylvania State University in 1965. After teaching at Oklahoma State University for several
years, he moved to Rutgers University in 1968, where he was a distinguished professor, depart-
ment chair, and Associate Dean for Academic Affairs. In 1994, he was selected as the Novice G.
Fawcett Chair in Educational Administration at The Ohio State University. His primary pro-
fessional interests are theory and research in administration, the sociology of organizations, and
the social psychology of administration.
In 1973, he received the Lindback Foundation Award for Distinguished Teaching from
Rutgers University; in 1987, he received the Alumni Award for Professional Research from the
Rutgers University Graduate School of Education; in 1991, he received the Excellence in
Education Award from The Pennsylvania State University; in 1992, he received the Meritorious
Research Award from the Eastern Educational Research Association; and in 1996, he became an
Alumni Fellow of The Pennsylvania State University. He is past secretary-treasurer of the
National Conference of Professors of Educational Administration (NCPEA) and is past president
of the University Council for Educational Administration (UCEA). In November 2003 he was
awarded the Roald Campbell Lifetime Achievement Award in Educational Administration.
Professor Hoy is coauthor with D. J. Willower and T. L. Eidell of The School and Pupil Control
Ideology(1967);withPatrickForsyth,EffectiveSupervision:TheoryintoPractice(1986);withC.J.Tarter
and R. Kottkamp, Open Schools—Healthy Schools: Measuring Organizational Climate(1991); with C.J.
Tarter, Administrators Solving the Problems of Practice(1995, 2004) and The Road to Open and Healthy
Schools(1997); with D. Sabo, Quality Middle Schools(1998); and with his wife, Anita Woolfolk Hoy,
Instructional Leadership: AResearch-Based Guide to Learning in Schools,2nd edition (2006). He is also
on the editorial boards of the Journal of Educational Administration and Leadership and Policy in
Schools.
Cecil G. Miskel became dean emeritus and professor emeritus of Educational Administration
and Policy on February 1, 2006. He was the Dean of the School of Education at Michigan from 1988
to 1998. He served the University of Utah as a professor and chairperson of the Department
ofEducational Administration from 1982 to 1983 and professor and dean of the Graduate School of
Education from 1983 to 1988. During his 12 years at the University of Kansas, he held positions as
assistant, associate, and full professor of educational administration as well as associate dean for
research administration and associate vice-chancellor for research, graduate studies, and public
service. His public school experience includes being a science teacher and principal in the Seiling,
Oklahoma Public Schools.
iv
About the Authors v
Professor Miskel graduated from a small rural high school in Camargo, Oklahoma, now
closed. He holds an undergraduate degree in science education from the University of Oklahoma,
and Master of Science and Doctor of Education degrees from Oklahoma State University.
Throughout his career, he taught graduate classes and guided scholarly inquiry in school
organization, administration, and policy. He served as editor of the Educational Administration
Quarterly for the 1987 and 1988 volumes and was a member of its editorial board for nine years.
Professor Miskel has received the William Davis Award for the most outstanding article published
in Volumes 16, 19, and 41 of the Educational Administration Quarterly. In addition to being a
coauthor of the eight editions of Educational Administration: Theory, Research, and Practice, Professor
Miskel has published widely in a variety of scholarly journals. Professors Hoy and Miskel also
were editors of five volumes of Theory and Research in Educational Administration(2002–2006).
A
BRIEF CONTENTS
Preface xiii
CHAPTER 1 The School as a Social System 1
CHAPTER 2 The Technical Core: Learning and Teaching 41
CHAPTER 3 Structure in Schools 89
CHAPTER 4 Individuals in Schools 135
CHAPTER 5 Culture and Climate in Schools 175
CHAPTER 6 Power and Politics in Schools 218
CHAPTER 7 External Environments of Schools 255
CHAPTER 8 School Effectiveness, Accountability, and Improvement 291
CHAPTER 9 Decision Making in Schools 324
CHAPTER 10 Shared Decision Making: Empowering Teachers 355
CHAPTER 11 Communication in Schools 379
CHAPTER 12 Leadership in Schools 417
CHAPTER 13 One Last Time: AReview of the School as a
Social System 458
ACollection of Cases for Educational Leadership 474
Bibliography B–1
Name Index I–1
Subject Index I–7
vi
A
CONTENTS
Preface xiii Key Assumptions and Principles 37
Test Yourself 38
A
Suggested Readings 38
CHAPTER 1 The School as a Social Portfolio Exercise 39
System 1 Notes 39
Theory 2 A
Theory and Science 2
CHAPTER 2 The Technical Core:
Theory and Reality 4
Learning and Teaching 41
Theory and Research 5
Learning: ADefinition 42
Theory and Practice 7
ASystems Perspective 8 ABehavioral Perspective on Learning 43
Rational System: AMachine Model 9 Consequences 44
Natural System: An Organic Model 13 Antecedents 47
Open System: An Integration 18 Teaching Applications of the
Behavioral Approach 48
Key Properties of Open Systems 20
Positive Behavior Support Based on a
Social-Systems Model: Basic Assumptions 22
Functional Behavioral Assessment 48
KeyElementsoftheSchoolSocialSystem 24
Learning Objectives 50
Structure 25
Direct Instruction 51
Individual 26
ACognitive Perspective on Learning 54
Culture 28
Knowledge and Learning 54
Politics 28
Sensory Memory 57
Technical Core: Teaching and Learning 29
Working Memory 58
Environment 29
Long-Term Memory 59
Outcomes 30
Teaching Applications of the Cognitive
Internal Feedback Loops 31 Approach 64
External Feedback Loops 32
Underlining or Highlighting 66
The School as a Learning Organization 33
Taking Notes 66
ACase for Leadership: Rash Decision? 34 Visual Tools 67
Conclusion 36 Mnemonics 67
vii
viii Contents
AConstructivist Approach to Learning 69 Formal Structure in Schools 103
Types of Constructivism 69 Hall on Bureaucratic Structure 104
How Is Knowledge Constructed? 72 Hoy and Sweetland on Structure 108
Knowledge: Situated or General? 72 Mintzberg on Structure 114
Teaching Applications of Constructivist Loose Coupling Perspective 122
Approaches 75 Professional and Bureaucratic
Inquiry and Problem-Based Learning 76 Conflict 124
Cognitive Apprenticeships 78 Professional and Bureaucratic Orientations
Cooperative Learning 79 in Schools 125
ACase for Leadership: Cooperative ACase for Leadership: Problems at
Learning: Sound Practice or Social West High 128
Experiment? 83 Conclusion 130
Conclusion 84 Key Assumptions and Principles 131
Key Assumptions and Principles 86 Test Yourself 131
Test Yourself 87 Suggested Readings 132
Suggested Readings 87 Portfolio Exercise 133
Portfolio Exercise 88 Notes 133
Note 88
A
A
CHAPTER 4 Individuals in Schools 135
CHAPTER 3 Structure in Schools 89
Needs 136
Weberian Model of Bureaucracy 90 Hierarchy of Needs: Basic Needs 137
Division of Labor and Specialization 90 Needs and Worker Satisfaction 140
Impersonal Orientation 90 Need for Achievement 142
Hierarchy of Authority 91 Need for Autonomy 144
Rules and Regulations 91 Beliefs 146
Career Orientation 91 Beliefs about Causality: Attribution
Efficiency 91 Theory 146
Ideal Type 92 Beliefs about Ability 150
Criticisms of the Weberian Bureaucratic Beliefs about Fairness: Equity Theory and
Model 92 Organizational Justice 151
Functions and Dysfunctions of the Model 93 BeliefsaboutOutcomes:ExpectancyTheory 153
Functions and Dysfunctions of Rules 94 Beliefs about Capabilities: Self-Efficacy
Theory 157
Neglect of the Informal Organization 97
Goals 162
Dual Structure of the
Bureaucratic Model 102 Goal-Setting Theory 163
AFeminist Critique of Bureaucracy 102 Intrinsic and Extrinsic Motivation 167