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ORGANIZATION IN SCHOOL IN SCHOOL ORGANIZATION

The School a Organization for Education

The school represents a particular type of social system organization
All attempts to achieve two main social goals: achieve their goals and stay on time. It is based on the attitudes, perceptions, beliefs, motivations and expectations of people. Later we will see how it works in schools are characterized by attitudes and beliefs of teachers, principals, students and support staff.

Sometimes there is disagreement among members of a social organization around their goals and performance standards of its members, resulting in wide variability in the conduct of members and the organization's objectives. However, ensuring the effective functioning of the organization is relative stability in their objectives and conduct of its members.
A social perspective of education includes a look at social organizations serving the role (role) of its members, the rules prescribing such behaviors and values \u200b\u200bon which those standards are based (Katz and Kahn, 1966).

The school as an organization is characterized by: • Purpose and mission

• Hierarchical structure: roles system
• Subsystems

• Communication • Conflict
• Motivational Patterns
• Organisational culture: values, norms and roles

The role structure is made up of teachers, students, administrators and staff and service. These roles are assigned tasks that are considered to contribute to achieving the mission of the organization of schools: educating students and remain functional organization.

norms and values \u200b\u200bof the school integrate the various roles that the philosophy underlying the organization in relation to their tasks.
Despite the common features of any other social organization, the College has another distinguishing it as:
* The complex nature of the objectives are not sufficiently precise and measurable.
* When School aims to prepare for life, or the development of students and this is reflected in the goals levels and degrees of education, not clearly described the teacher's everyday behavior, its contribution to achieving that objective. Also you can not measure the success of the teacher in fulfilling its role as not only depend on their performance but represents a collective effort involving many people, other teachers, support staff to teaching and administrative service with different educational qualifications.

variability learning motivation of students to enter school.
is expressed in students with low motivation of this disruptive behavior inside and outside the classroom, in compliance unsystematic teaching assignments in the execution or extracurricular activities, participation in formal school life in contrast with the more motivated students to the study expressed satisfaction with the performance of tasks and school activities and the process itself learn. Parents and teachers call for children and young people to strive in the present for the future that still is not satisfied in their subjectivity and is expected to self-regulate their behavior, but they succeed or with external regulators (demands of adults) show little interest and become source of conflict.

performance relative invisibility of the role of teacher. It is noted that although achieving the objectives of the contest required the efforts of many, not enough interdependence among teachers, the quality of performance of a teacher does not affect (apparently) directly with the proper performance of other professional teachers. Some speak of "each teacher has his little book", others refer to it in the classroom what happens is solely up to the teacher and students and even some teachers who expressed his students, "that does not speak ". Fortunately, this is the exception not the rule. However, we draw attention to the school organization does not encourage anything that might that interdependence but, at present in our country are being created what conditions. From the above, it could explain a routine behavior, little creative teacher in the classroom alone monotonously repeated year after year the same classes with professional impoverishment and the negative effect on students.
The compulsory schooling.
not entering school or continuing in it for a personal decision of students. Parents prepare their children for this moment, in some cases not enough due to lack of guidance for action in this direction, and over the years of schooling, not always the activity of study is located at the top of the hierarchy motivation, however, the student attends class, studies and travels through various levels of education.

activities, events, events that occur in the School are evaluated by teachers, principals, students, parents and society.
activity study is one of the activities of school leadership development, adolescent and youth. The assessment of others and of himself dependent on individual progress. The success or failure rates of children's assessment of an authority figure like the teacher about the success or failure affects the child's school relations with parents; in position in the peer group and their self-worth.

The activity of the teacher also is evaluated by management and in recent years has incorporated the views of students in the formal evaluation.
Meanwhile, parents and society as a whole make judgments of value the quality of the management of the institution and teachers.

The school makes an assessment institution and evaluated by the company by the experts and the general population in terms of fulfillment of expectations around performance have all.

What is the importance of the domain of the distinctiveness of the school as an institution to the work of psychologist?
Consider these features allow a more comprehensive approach of the school reality, understanding their problems and make choices work for school intervention.
Lets not pass the threshold of the school in the dark but familiar with the specific characteristics that might facilitate the understanding of the successes, conflicts, problems that occur in it. Also note these characteristics influence in deciding which areas to make the diagnosis. By adopting the intervention strategy in solving problems. In short, places the specialist in the institutional context to understand their impacts on individual subjectivity and group of school protagonists of the plot.

Moreover, understanding the school as a labor organization and institution promotes the understanding of school events, aware of the organizational factors of social context, organizational climate, roles and expectations, personal characteristics, motivation and needs of both faculty and students.

The answer to the questions listed below to guide psychologists in their actions at school: What are the characteristics of the community in which the school is located? Culture population of which comes from both staff and students? Does the school size and its effect on student participation in school activities and extracurricular activities? inter lay eyes on the school organization.