INTEGRATING ORGANIZATIONAL BEHAVIOR THEORIES INTO EDUCATIONAL SETTINGS: IMPLICATIONS FOR LEADERSHIP, MOTIVATION, AND INSTITUTIONAL CULTURE

Abstract

Organizational Behavior's ability to enhance performance through motivation and leadership effectiveness downshifts focuses OB theories and frameworks to Maslow's Hierarchy, Herzberg's Two-Factor, McGregor's X and Y, Contingency, and Systems theories to understand how these theories are applied. This paper focuses on the cross-application of OB theories in a few educational institutions. The teaching and learning processes in these schools and universities as well as the leadership, communications, motivation, teamwork, and culture of the schools and universities are supported through OB theories. This paper focuses on the cross-application of OB theories in a few educational institutions. Maslow's model focuses on the engaging and self-actualizing teachers motivation and psychological needs participants. Negative and positive McGregor’s’s and Herzberg’s frameworks on teacher satisfaction and commitment support teacher success managerial and motivational construct of Y and participative leadership. Contingency and Systems Theory Serves the educational manager with a frame for both situational adaptive and holistic. These essences of educational subsystems and externals interdependence foster Relational Paradigm. Innovation, collaboration and effectiveness lose traction without the OB diversity, change, resource rigidity, and culture controls. The integration of OB parameters fosters inclusion, adaptability, and continuous improvement enhancing both pair OB outcomes institutional performance, student learning. It is necessary to incorporate OB frameworks to change educational institutions into responsive, people-oriented learning environments that address the challenges of contemporary education.