Organizational behavior in the management of educational institutions Professor Dr. Farouk Abdo Faleh Dr. Al-Sayed Muhammad Abdul Majid

Organizational Behavior in the Management of Educational Institutions Professor Dr. Farouk Abdo Faleh Dr. Al-Sayed Mohamed Abdel-Megid Initially, we pose the following question: Who cares about studying behavior? The general answer to this question is that every individual cares about studying human behavior if they want to increase their understanding of themselves, and if they want to increase their understanding of the reality of their fellow human's behavior, and thus become more capable of understanding, dealing, and cooperating with them to achieve common goals. However, for a specific answer to the previous question, it can be said that there are categories of people who must care, and exert effort to study human behavior, to learn about the different facts related to this behavior, and to increase their knowledge of its truth in order to understand, control, and predict it. Modern management: fully relied in its theories, principles, and foundations on studying and understanding human behavior, because the success of administrative work in general depends on the extent of the ability of modern administrative theories to study human behavior. It is worth noting that there is a stage in the development of management that relied on human relations, because human relations are a web of social interactions of human behavior in a specific organizational form. The administrative leader: works alongside their various technical functions to motivate the behavior of their subordinates, and cannot do so unless they know much about human behavior, and understand the nature and reality of this behavior. The administrative leader faces many forms of abnormal or unhealthy behavior, and must investigate the true causes and motives behind it. The administrative leader must be sensitive to behavioral indicators that indicate low morale among employees in an institution, such as increased absenteeism, rumors, large amounts of waste and damage to production, high work rotation rates, and any establishment now has two sides: the material side and the human side. The leader cannot neglect either side. The ability of the administrative leader to deal with both sides of their institution depends on their understanding of the reality and nature of human behavior, its motives, and the factors that move and influence it. Thus, they can direct this behavior for the good of the individual and the group they lead, and achieve a balance between the needs of the individual and the needs of the organization. Economists need: a precise and deep understanding of the reality of human behavior and its motives. While psychologists try to explain why people behave in their own way, as individuals or groups, such explanation is equally important for the economist who wants to know, for example, why people accept a certain commodity more than others? What drives some project owners to fix prices when circumstances allow them to raise them? Why do some people hoard money at certain times more than others? And other such questions. In fact, the economist is interested in considering people's needs and demands within a system that ensures the satisfaction of the greatest possible number of these needs and demands through available limited resources. In all their research and studies, they consider the behavior of different groups of people and the motives behind this behavior. Teachers and educators must have a deep understanding of human behavior, and they must learn about the stages of psychological development that students go through, the demands and needs of each stage, and the prevailing behavior in it. They also need to understand the motives of behavior among the student body to exploit these motives to achieve various educational goals. They also need to understand the motives of abnormal behavior so they can confront it scientifically and effectively. Teachers and educators are usually more interested in behavior because the learning process — which is the primary goal of various educational institutions — is in fact a process of behavior modification resulting from experience. Since learning is behavior modification through experience, understanding students' mental, motor, and social behavior, and perceiving the changes that occur to it, is considered an essential necessity for anyone involved in education and teaching. Politicians are interested in understanding the reality of human behavior and its motives. The more they understand this behavior, the more capable they are of dealing with, directing, controlling, and influencing it. It is also important for politicians to recognize the drivers, motivators, and incentives of behavior, so they can guide individual behavior in the desired direction and modify their attitudes. The success of a politician depends on their ability to direct and motivate mass behavior, stimulate their enthusiasm for the issues they present, and the principles they declare. Undoubtedly, understanding the behavior of the masses, recognizing their needs and demands, and the prevailing thinking pattern enable politicians to deal with, influence, and serve the interests of the masses. Many groups need to understand human behavior and its nature in their work, including salespeople, advertisers, radio and TV workers, religious leaders, and parents. In summary, all humans, regardless of their colors, shapes, levels, functions, roles, positions, classes, scientific, professional, ethical, cultural, and social levels, are preoccupied with understanding and knowing human behavior. 1. Human behavior: its concept, nature, and forms Contents: Introduction The nature of human behavior What do we mean by behavior? Elements and components of human behavior Forms and types of human behavior Human behavior and administrative work Behavior and social class Behavior and human nature The mind-body problem Distinct features of human nature 2. Organizational behavior (attitude - interpretation) Introduction Stages of development of management theories Stage focusing on production or traditional management Main influences on management Traditional management approach Scientific management theory Administrative division theories Fayol's administrative principles Bureaucracy theories Critique of management theories at this stage Impact of the traditional stage on educational and school management Trend toward human relations in management Impact of the human relations stage on educational and school management Trend toward organizational behavior theories in management (behavioral school) Probabilistic compromise approach Many modern management theories Quantitative approach in management Systems approach in management Organizing administrative behavior Organizational behavior: concept Elements of organizing administrative behavior Principles of organizing administrative behavior Types of organizing administrative behavior Features of organizational behavior 3. Institutions (organizations) and workgroup dynamics Origin and formation of organizations Types of organizations Social responsibility of organizations Internal environment of organizations Group dynamics Definition of group Characteristics of groups Factors of group formation Group cohesion Types of groups Work group Characteristics of work groups Informal organization Building a work team Importance of building a work team Steps to build a work team Human relations in workplaces Definition of human relations Reasons for interest in human relations within organizations Morale among workers Morale, attitudes, and behavior Concept of morale Indicators of morale Continuous evaluation of morale Negative signs of morale Signs of interest in human relations Effective human relations and their impact on behavior and productivity Constraints in work organizations and their impact on workers' behavior and human relations Some forms of restrictions and boundaries on workers' behavior and conduct Impact of restrictions and boundaries on behavior and human relations in organizations Conflict management in workplaces Nature of conflict in organizations Causes of conflict in the workplace Types of conflict How to manage conflict Nature of conflict between workers and management and how to manage it Practical features of collective bargaining General principles and foundations of negotiation Forms and types of negotiations Key elements of integrative bargaining Obstacles to negotiation Collective bargaining as a union concept 4. Analysis of human interaction in light of management and communication concepts Introduction Reliance on logic and scientific thinking Basic logic in management work Integration in management work Comprehensive future productivity Effective management Effective manager Pattern of effective administrative work Fundamentals of contemporary management Information, goals, means, decision, communication Goals of communication Concept of management in light of effective communication Effective communication in educational and school management 5. The impact of personality, values, and attitudes on organizing administrative behavior Personality Values Attitudes Psychological and social factors 6. Making educational decisions Introduction First: Management theory as a social process Second: Management as a decision-making process Third: Management as functions and components 7. Administrative leadership and organizing behavior in educational institutions Introduction Administrative leadership Autocratic style Personal traits of the manager in the autocratic style Democratic style Personal traits of the manager in the democratic style Tribal (chaotic) style Personal traits of the manager in the tribal style Administrative network Management by objectives Management styles from an Islamic perspective Elements of administrative work Leadership styles Conservative style Liberated style Flexible style Facing change Components of administrative success Administrative leadership skills 8. The role of educational management in achieving job satisfaction Introduction Concept of job satisfaction and its importance Different elements of satisfaction Performance appraisal: concept and determinants Performance appraisal: components and requirements Performance evaluation approaches Performance evaluation axes Performance appraisal methods Methods of individual performance evaluation Traditional methods of performance appraisal Trait or characteristic-based evaluation method General ranking method Comparison method among workers Forced distribution method Modern performance evaluation methods Mandatory selection method Critical incident method Joint evaluation method Performance appraisal using management by objectives Closed model for performance evaluation Open system for performance evaluation Measuring organizational effectiveness Performance problems: concept, types, causes Causes of performance problems Methods to address low performance Job commitment Relationship between organizational commitment and job satisfaction 9. Organizational climate and occupational pressures in educational management Introduction First: Concept of organizational climate Second: Importance of organizational climate in educational institutions Third: Characteristics of organizational climate Fourth: Dimensions of organizational climate Fifth: Methods of measuring organizational climate Sixth: Concept of occupational pressures Seventh: Elements and patterns of occupational pressures Eighth: Effects of occupational pressures Ninth: Impact of occupational pressures on performance Tenth: Costs of occupational pressures Eleventh: Facing occupational pressures 10. The role of delegation in improving administrative skills Introduction Concept of delegation Goals of delegation Features of delegation Principles of delegation Role of delegation in improving administrative practices First: Legislation of delegation Second: Obstacles to delegation Third: Methods of effective delegation Fourth: Delegation and improvement of administrative processes in educational institutions Fifth: Delegation and reduction of administrative problems 11. Innovation and change in the management of educational institutions Introduction Innovation and change in educational management Relationship between innovation and change Characteristics of effective educational innovation and change Goals of educational innovation and change Standards for innovation and change General considerations for standards of educational renewal Sources of innovation and change in educational institutions Educational and societal needs and problems International and global needs and problems Results and recommendations of scientific research and studies Summary and conclusions