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First Correlation Study between Family 1

Organizational/Administrative Functionality and School 2

Productivity of the Young Human Capital at Elementary 3

and Middle School of the South/Center of the 4

US, Territory of Puerto Rico 5

6 7 This quantitative study presents the first correlation between Family Organizational and 8 Administrative Functionality and School Productivity. To evaluate Family Organizational 9 and Administrative Functionality is using the FOAF Scale (Vélez-Candelario, S., 2018) 10 and the overall percent of it. This scale has 90% of the overall value. The intern 11 consistency and the Factor Analysis are, .89 (Cronbach's Alpha) and the Factor Analysis 12 shows a .8 KMO (Kaiser-Mayer-Olkin), recognizing each measured area as an 13 independent factor. To analyze the school productivity, we are using the General Point 14 Average (GPA) at the school of each one of the participant. The study includes a socio-15 demographic document and parent consent. The sample is two-hundred-sixty-five (265) 16 children between six (6) to seventeen (17) years old from public and private schools. It 17 was from the south and center zone of Puerto Rico, with an education system based on the 18 American model (Classbase, 2018). The sample was selected by availability from 19 volunteer families and from Puerto Rico's Department of Education. The hypothesis 20 investigation (Hi) is: Exist a positive correlation between Family 21 Organizational/Administrative Functionality and productivity at school. For the statistical 22 analysis, the sample is submitted in the SPSS 26 version and applies a Pearson's 23 correlation formula. The findings show a positive correlation with a significance level of 24 0.01. The Pearson correlation degree between, FOAF and GPA, is medium, ρ = .341**, 25 (Cohen, 1988; in. Wuensh, K., 2015). The small correlation effect size is one in which 26 there is a real effect, but one which can only be see-through careful study. A large effect 27 size is an effect which is big enough such that it may be visible to the naked eye (Cohen 28 1988; in Walker I., 2007-08). The statistics analysis allowed the acceptance of the Hi 29 confirming the existence of a correlation between FOAF and Productivity at School. 30 31 Keywords: Correlation, Family, Organizational, Administrative, Functionality, GPA 32 33 34

Introduction 35

36 In some ways, the management of the home has never been more challenging. 37

The cost of living and the standard of comfort are going up by leaps and bounds. It 38 is essential today to know something about food values and arrangement of meals 39 that avoid monotony and provides the required variety in nourishment on which 40

the excellent health (and, ultimately, the good temper of the household) depend 41 (Schiff, C. and Ravenhill, A. 1911). How can family leaders fulfill these duties as 42 needed if they are utterly ignorant of the laws of health and child-life? How are 43 they affected by their surrounding environment and all of the other grave and 44

fundamental truths which lie at the root of the successful upbringing and 45

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development of the child? Scientific training in Household Administration can 1

alone save the sorely taxed housewife of today from becoming more than a slave 2 to her domestic responsibilities (Schiff, C. and Ravenhill, A. 1911). Progressive 3 social, commercial, industrial, and, last but not least, educational changes now 4 require that this trained intelligence being foster by organized instruction. Such 5

instruction, whether in the fundamental sciences or the applied arts, must be 6 associated with individual practice in laboratory, studio, workroom, and kitchen; 7 the details to be varied as circumstances dictate (Ravenhill, A. and Schiff, C., 8 1911). 9

Organizational procedures require intelligent activity, which in turn demands 10

self-control. The human being requires emotional intelligence to acquire self-11 control. Creative activity during a human being's household organizational and 12

administrative process cannot take place without emotional intelligence. The 13 family organizational and administration style determines how all family members 14 deal with this, and with the consequences of it. This study recognizes the scientific 15 intra-familiar organizational and administrative areas openly. It measures four 16

specific areas that are analyzing in any other form of organization created by 17 human beings like businesses, schools, churches, etcetera. These four areas are 18

organizational culture, communication, leadership, and the environment. This 19 study recognizes those as part of the management protocol of the intra-familiar 20 setting (Vélez, S., Rosario, I, Méndez, V. and Vargas, L., 2016). The study used a 21

mathematics tool named Family Organizational/Administrative Functionality 22 Scale (Vélez-Candelario, S., 2018) to measure the performance of these four areas 23

inside the household setting using the percent formula, from 0% to 100%. The 24 overall percentage of the FOAF Scale is correlated with the school's General Point 25

Average (GPA) percent of the each one of the participants at elementary and 26 middle school grades of the South/Center of the US, the territory of Puerto Rico. 27 For the correlation analysis of Family Organizational/Administrative Functionality 28

and the productivity at school, the study used the Statistical Package of Social 29 Science (SPSS 26 version) computer program to introduce the collected data of the 30

General FOAF Percent and the General Point Average at school of each one of the 31 participants to apply a correlation formula. 32 33

Correlation Analysis 34 35

The correlation analysis estimates a sample correlation coefficient, more 36 specifically the Pearson product moment correlation coefficient. The sample 37

correlation coefficient, denoted r, ranges between -1 and +1 and quantifies the 38 direction and strength of the linear association between the two variables. The 39 correlation between two variables can be positive (i.e., higher levels of one 40 variable are associated with higher levels of the other) or negative (i.e., higher 41 levels of one variable are associated with lower levels of the other). The sign of the 42

correlation coefficient indicates the direction of the association. The magnitude of 43 the correlation coefficient indicates the strength of the association. For example, a 44

correlation of r = 0.9 suggests a strong positive association between two variables, 45

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whereas a correlation of r = -0.2 suggest a weak, negative association. A 1

correlation close to zero suggests no direct association between two continuous 2 variables (Introduction to Correlation and Regression Analysis, 2019). 3

The psychosocial phenomenon analysis in this study and how it emerges, 4 Pearson's correlation formula gives us a specific metric that can be mathematically 5

measured. To control and manage the human daily needs and behavior is pertinent 6 to analyze it correctly and useful to received a piece of certain information that 7 anyone can review and used as an effective instrument. This correlation analysis is 8 the result of the Vélez, S., Rosario, I., Méndez, V. and Vargas, L., (2016) findings 9 of the essential organizational and administrative areas inside the family as an 10

organized community. The Family as a socioeconomic organization has too many 11 things to do and manage every single day as their young human capital school 12

productivity, school psycho-social development, family leader's governmental 13 relations with the school administrative personnel, the household environment, 14 neighborhoods and community influences, and many others. The family's leaders 15 have to administrate efficiently to reach one of the harder goals, increase their 16

young human capital productivity at school. Productivity is not an instantaneous 17 activity in human life; it has an external or internal stimulation named motivation 18

(Velez-Candelario, 2011). 19 According to the Merriam-Webster dictionary (2019), motivation is a 20

motivating force, stimulus, or influence. For Psychology Today (2019), motivation 21

is the desire to act and move toward a goal. It is the difference between waking up 22 before dawn to pound the pavement and lazing around the house all day. It is the 23

crucial element in setting and attaining one's objectives—and research shows that 24 any person can influence the motivation levels and self-control of others. 25

Motivation might be extrinsic, whereby a person is inspiring by outside forces—26 other people or things that transpire. Motivation might be intrinsic, whereby the 27 inspiration comes from within a person. Otherwise, Robbins, S, P. and Coulter M. 28

(2012), defined motivation as the process by which a person's efforts to energized, 29 directed, and sustained toward attaining a goal, this definition has three key 30

elements: energy, direction, and persistence. So become productive at school or in 31 any other activity that has goals to achieve has to be stimulated from inside and 32 outside. 33

34 35

Purpose/ Objectives of the Study 36 37

This study was aimed to see the correlation between two variables: Family 38 Organizational and Administrative Functionality and the GPA at school of their 39 Young Human Capital in the USA territory of Puerto Rico. In specific terms this 40 study tries to: 41 42

- Understand more precisely what is affecting the productivity levels at the school 43 of the young human capital under the supervision of their family leaders. 44

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- Review the quality of the FOAF Scale (Velez-Candelario, 2018) to collect 1

mathematic data. 2 - Inquire in this topic of the family administrative and organizational quality 3

management that can affect psychological and socioeconomically the 4 members of this group at school and the rest of their socioeconomic 5

community. 6 - Understand with a new perspective the productive and unproductive behavior of 7

the young human capital at school. 8 9 10

Significance of the Study 11 12

The results of this study reveal the first correlated results between Family 13 Organizational/Administrative Functionality and the productivity at school using 14 the General Point Average of their youngest human capital (children at school). 15 With this first study, the dilemma of increase the productivity levels at the school 16

of the young human capital can have a new perspective and a new explanation. 17 The family creator or leader has the responsibility to stimulate their active human 18

resources at school; the need to evaluate the way how they are doing it is 19 imperative. This study also allows us to see the practical use of the mathematic 20 instrument to measure the quality or performance of the management process at 21

home. 22 23

24

Research Questions 25 26 The following research question gave direction to the study: 27 28

1. Is the Family Organizational/Administrative Functionality influencing 29 productivity at school? 30

2. Is the family Organizational and Administrative functionality the Key for better 31 academic performance at home and at school? 32

3. Is the correlation analysis the first step to understand how much influence the 33

family daily household's environment the productivity at school? 34 35 36

Research Hypotheses 37 38 - Hi- Organizational and Administrative functionality at home is positively 39

correlated with the Productivity at School of the family young human capital. 40 - Ho- Organizational and Administrative functionality at home has none 41

correlation with the productivity at school of their young human capital. 42

43 44

The Study Scope 45

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This study was delimited to a sample of two-hundred-sixty-five (265) children 1

between six (6) to seventeen (17) years old from public and private schools. The 2 participants are from the south and center zone of the US, Territory of Puerto Rico, 3 which has an education system based on the American model (Classbase, 2018). 4 The sample was selected by availability from volunteer families and directly from 5

Puerto Rico's Department of Education. They have applied the FOAF Scale as a 6 data collection and a Socio-demographic document that include the General Point 7 Average (GPA) at school. The Family Organizational/Administrative Scale 8 (Velez-Candelario, S., 2018), has a 90% of overall value. The intern consistency 9 and the Factor Analysis of it are, .89 (Cronbach's Alpha) and the Factor Analysis 10

shows a .8 KMO (Kaiser-Mayer-Olkin). Using the SPSS (26 version) computer 11 program is submitted a Pearson's Correlation formula with a correlation 12

significance of .05. 13 14 15

Research design 16

17 This study is a quantitative research with a co-relational study to analyze the 18

relationships that exist between two specifics variables: Family Organizational and 19 Administrative Functionality and the School Productivity using the General Point 20 Average in the group of a young human capital active at elemental and middle 21

school. The population is select from Puerto Rico's educational system; US model 22 system (Hernández, R., Fernández, C. and Baptista, P., 2006). 23

24 25

The Study Area 26 27

This study analyzes the performance and quality of the organizational 28

management and the administrative style in the intra-familiar setting that has 29 young human capital active at school and how this influences their school 30

productivity. For the data collection, the study is using the Family Organizational 31 and Administrative Scale (Velez-Candelario, S., 2018) that measures the quality of 32 the four essential organizational areas: Leadership, Communication, 33

Organizational Culture, and Environment. This scale used the percent as the 34 formula to see the quality of each area individually and the commute of each one 35 as a whole performance. The study makes a correlation analysis to see if their 36 intra-familiar organizational and administrative performance are influencing in 37

their youngest and active human resources productivity at elementary and middle 38 school grades. 39

40 Organizational Behavior and Organizational Theory 41 42

The actions of people at work are called organizational behavior (OB) 43 (Robbins, S.P. and Coulter M., 2012). The Organizational Behavior (OB) is 44

focusing on three major areas; individual behavior, group behavior, and 45

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organizational aspects. Individual behavior includes topics as attitudes, 1

personality, perception, learning, and motivation. The organizational behavior is 2 concerned with group behavior, which includes: norms, roles, team building, 3 leadership, and conflict. The organizational aspects include structure, culture, and 4 human resources policies and practices. This type of behavior is the focus of the 5

study of psychology as a science (Robbins, S.P. and Coulter M., 2012). According 6 to Dictionary.com (2019), organizational psychology is the study of the structure 7 of an organization and of how the people in it interact, usually undertaken in order 8 to improve the organization. Hellriegel, D. and Slocum J.W. (2009) defined the 9 organizational behavior as the study of the individuals and their groups inside an 10

organizational context and the study of the process and internal practices that 11 influence in the individual's affectivity, their team works, and the organizations. 12

The Collins Dictionary (2019) defines it as the study of the structure of an 13 organization and of how the people in it interact, usually undertaken in order to 14 improve the organization. 15

Organizational psychology has basics organizational theories to analyze and 16

explain organizational behavior. According to Jeffrey Pfeiffer summarized in New 17 Directions for Organization Theory, organizational theory studies provide an 18

interdisciplinary focus in different areas. Within them, the effects of individual 19 characteristics and action on organization, the performance, success, and survival 20 of organizations, the mutual effects of environments, including resource and task, 21

political, and cultural environments on organizations and vice-versa, and concerns 22 with both the epistemology and methodology that undergird research on each of 23

these topics (Inc. 5000, 2019). Another definition exposed that Organizational 24 theory draws from various bodies of knowledge and disciplines. Some types of 25

organizational theories include classical, neoclassical, contingency, systems and 26 organizational structure. The classical perspective of management originated 27 during the Industrial Revolution. It focuses primarily on efficiency and 28

productivity and does not take into account the behavioral attributes of employees; 29 it combines aspects of scientific management, bureaucratic theory, and 30

organizational theory. (Bach Pham, L. 2018). 31 The Neoclassical Organizational Theory is a reaction to the authoritarian 32

structure of the classical theory. It emphasizes the human needs of employees to be 33

happy in the workplace. This theory also allows creativity, individual growth, and 34 motivation, which increases productivity and profits. Managers utilizing the 35 neoclassical approach manipulate the work environment to produce positive 36 results. The Contingency Theory accepts that there is no universally ideal 37

leadership style because each organization faces unique circumstances internally 38 and externally. In Contingency Theory, productivity is a function of a manager’s 39 ability to adapt to environmental changes. This theory allows managers the 40 freedom to make decisions based on current situations. The Systems Theorists 41 believe all organizational components are interrelated. Changes in one component 42

may affect all other components. Systems theory views organizations as open 43 systems in a state of dynamic equilibrium, which are continually changing and 44

adapting to environment and circumstance. Nonlinear relationships between 45

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organizational components create a sophisticated understanding of organizations 1

(Bach Pham, L. 2018). 2 3

The Administration Theories and Management 4 5

Administration or management is a daily human activity (Velez-Candelario, 6 S., 2018). The General Administration Theory is the rational conduct of the 7 activities of an organization, with or without profit. It involves planning, 8 organization (structure), the direction and control of all activities differences by 9 the division of labor, running on an organization. Administration Theory is the 10

field of human knowledge that works with the general study of administration, 11 regardless of whether this applies to organizations for-profit or not. The TGA (for 12

its acronym in English), studying the administration of organizations (Chiavenato, 13 2000). The Merriam Webster dictionary (2019) defined administration as the act or 14 process of administering something; to manage or supervise the execution. 15 Administrative management is concerned with the design and management of an 16

organization. The Administrative management theory attempts to find a rational 17 way to design an organization as a whole. The theory generally calls for a 18

formalized administrative structure, a clear division of labor, and delegation of 19 power and authority to administrators relevant to their areas of responsibilities 20 (Grimsley, S, 2019). According to Grimsley, S, (2019) some of the pioneers of the 21

Scientific Management are: 22 23

• Henri Fayol (1841-1925): Fayol was born in France, where he worked for a 24 coal-mining business. He developed 14 administrative principles for 25

organizational structure and management. 26 • James D. Mooney (1884-1957): Mooney studied mechanical engineering and 27

eventually became a key member of General Motors' top management team. 28

In 1931, he wrote Onward Industry! The book is considered by many 29 scholars to be a significant contribution to organizational management 30

theory. 31 • Luther H. Gulick (1892-1993): Gulick is often considered the 'Dean of Public 32

Administration.' He applied administrative management theory principles to 33

government. 34 35

Otherwise, according to Meriam-Webster Dictionary (2019), management is 36 the act or art of managing: the conduction or supervision of something. To 37

Business Dictionary (2019), management is the organization and coordination of 38 the activities of a business in order to achieve defined objectives. Management 39 involves coordinating and overseeing the work activities of others so that their 40 activities completed efficiently and effectively. 41

We already know that coordination and overseeing the work of others is what 42

distinguishes a managerial position from a non-managerial one. However, this 43 does not mean that managers can do what they want anytime, any ware, or in any 44

way. Instead, management involves ensuring that work activities are completed 45

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efficiently and effectively by people responsible for doing them, or at least that is 1

what managers aspire to do (Robbins, S.P. and Coulter, M. (2012). Robbins, S.P., 2 Decenzo, D.A. and Wolter R, (2013), also defined management as the process of 3 getting things done, effectively and efficiently, through and with other people. 4 Several terms of this definition warrant some discussion; process, efficiently, and 5

effectively. The terms process in the definition of management represents the 6 primary activities that supervisors perform. We call these the management 7 functions. According to Henri Fayol, all managers perform five management 8 functions: plan, organized, command, coordination, and control (Dunod 1916; 9 cited in Robbins, S.P., Decenzo, D.A. and Wolter R, 2013). He explained that 10

because organizations exist to achieve some purposes, some has to define that 11 purpose and the means for its achievement. A manager is someone. The planning 12

functions encompass defining an organization's goals, establish an overall strategy 13 for achieving these goals, and developing a comprehensive hierarchy of plans to 14 integrate and coordinate activities. Managers also have to divide work into 15 manageable components and coordinate results to achieve objectives, this is the 16

organizing focus. Finally, when managers motivate their human capital, direct the 17 activities of others, select the most effective communication channel, or resolve 18

conflicts among members, they are engaging in leading. 19 20

Supervision and Leadership 21

22 The Business Dictionary (2019) defined supervisor as the person in the first-23

line management who monitors and regulates human capital in their performance 24 of assigned or delegated tasks. Supervisors are usually authorized to recommend 25

and effect hiring, disciplining, promoting, punishing, rewarding, and other 26 associated activities regarding the human capital in their departments. To Robbins, 27 S.P., Decenzo, D.A. and Wolter R, (2013) the supervisor is the key person, a 28

person in the middle, just other human resources, and a behavioral specialist. They 29 explained that the supervisor as a critical person serves as the critical 30

communication link in the organization chain authority. As a person in the middle, 31 supervisors must interact and reconcile the opposing forces and competing 32 expectations from higher management and the rest of human capital below 33

management. Some people see supervisors as another human resource rather than 34 as management. The behavioral specialist role is one of the essential abilities 35 needed by supervisors. Robbins, S.P., Decenzo, D.A. and Wolter R, (2013), 36 explained that the supervisor needs strong abilities in interpersonal skills and that 37

they are looking at as a behavioral specialist. 38 According to Katz R. (1974; cited in Robbins, S.P., Decenzo, D.A. and Wolter 39

R, 2013), the supervisors need necessary competencies; technical, interpersonal, 40 conceptual, and political competencies. The technical competencies include; 41 strategic planning, developing the organization's overall structure and culture, 42

maintaining relations with major's customers or other organizations. The 43 interpersonal competency is the ability to: work with people, understand their 44

needs, communicate well, and motivate others. The conceptual competency is the 45

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mental ability to analyze and diagnose complex situations. These situations 1

include seeing that the organization is a complex system of many interrelated parts 2 and that the organization itself is part of an extensive social system that involves 3 the community and the nation's economy. The political competency is the ability 4 to enhance his or her power, build a power base and establish the "right" 5

connections in the organization. 6 The leadership subject has so many visions to define it. Krus, K. (2013) 7

exposed that leadership has nothing to do with seniority or one’s position in the 8 hierarchy of a company. Leadership has nothing to do with titles, with personal 9 attributes and is not management (Druker, P.; cited at Krus, K. 2013). He said that 10

the only definition of a leader is someone who has followers. Bennis, W. (cited at 11 Krus, K. 2013) exposed that leadership is the capacity to translate vision into 12

reality. Otherwise, Gates, B. (cited at Krus, K. 2013) explained that as we look 13 ahead into the next century, leaders will be those who empower others. Maxwell, 14 J. (cited at Kruse, K. 2013) defined leadership as an influence - nothing more, 15 nothing less. Leadership is a process of social influence which maximizes efforts 16

of others towards the achievement of a goal (Kruse, K. 2013). Leadership is the 17 ability to demonstrate when somebody influences others to act in a particular way. 18

Thought direction, encouragement, sensitivity, consideration, and support, 19 someone inspires their followers to accept challenges and achieve goals that may 20 be view as difficult to achieve. As a leader, the person is also someone who sees 21

and can get the best out of others- helping them develop a sense of personal and 22 professional accomplishment. Being a leader means building a commitment to 23

goal attainment among those being leading, as well as a strong desire for them to 24 continue following (Robbins, S.P., Decenzo, D.A. and Wolter R, 2013). 25

26 Household Scientific administration and management 27 28

According to Encyclopaedia Brittanica.com (2019), household management 29 refers to the various tasks and chores associated with the organization, financial 30

management, and day-to-day operations of a home. Isabella Mary Mayson (March 31 12, 1836 – January 1865), universally known as Mrs. Beeton, was the author of 32 Mrs. Beeton’s Book of Household Management. In London, she is introducing to 33

Samuel Orchard Beeton, a publisher of books and popular magazines, whom she 34 married on 10 July 1856. Mrs. Beeton began to write articles on cooking and 35 household management for her husband’s publications. In 1859–1861, she wrote a 36 monthly supplement to The Englishwoman’s Domestic Magazine. In October 37

1861, the supplements published as a single volume. The Book of Household 38 Management Comprising information for the Mistress, Housekeeper, Cook, 39 Kitchen-Maid, Butler, Footman, Coachman, Valet, Upper and Under House-40 Maids, Lady’s-Maid, Maid-of-all-Work, Laundry-Maid, Nurse and Nurse-Maid, 41 Monthly Wet and Sick Nurses, etc. etc.—also Sanitary, Medical, & Legal 42

Memoranda: with a History of the Origin, Properties, and Uses of all Things 43 Connected with Home Life and Comfort (Mrs beeton.com, 2012). 44

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By the middle of the 19 century, as part of the modern history in America, the 1

scientific administration was everywhere, and women who have the opportunity of 2 the formal education as Marion Talbot held firm convictions about education and 3 the role of women on it. One of only a handful of women in American university 4 administration, she advised female students at the University of Chicago to take 5

full advantage of their academic opportunities. In assuming a new role in society, 6 women needed both personal self-confidence and the best professional education. 7 Talbot, M., expected the University of Chicago to provide these in an environment 8 in which they could be enhancing and developing. Although Talbot advocated a 9 continuing role for women in the home, her views were not traditional. Borrowing 10

from progressive models of efficiency and scientific management and exploiting 11 the new technology appearing at the time, modern women had the domestic tools 12

to escape the drudgery of the past. Marion Talbot taught that a home could be 13 "administered" in an effective way without compromising its vital role as a 14 cultural hearth. Talbot M. argued that equality should mean simply that and 15 nothing else. She expected no more and no less than anyone else received. Her 16

courses in household administration were explicitly open to both men and women, 17 and she criticized decisions that she felt patronized any specific group (The 18

University of Chicago Centennial Catalog, 2019). 19 Shaw, W.N., (1911: in Ravenhill, A.. and Schiff, C., 1911) exposed that the 20

scientific method seeks to establish relations between isolated facts or phenomena, 21

and the relation generally takes the form of cause and effect. He explained that the 22 persons with scientific training are accustomed to examining the grounds for 23

considering this relation of cause and effect in circumstances which are selected to 24 exhibit the reality of the relation. From that training it becomes possible for them 25

when confronted with circumstances presenting some difficulty, to form a better 26 opinion as to what is the cause of the difficulty that they could if they are 27 confronting with the same difficulty without the previous training. The fact that 28

every person is accustomed to refer every event to some cause; if it is an illness, 29 the occasion for contracting the illness is defining; if it is an unforeseen event in 30

the domestic economy or if a reason is nearly always forthcoming strikes any 31 attentive observer of human nature. Plenty of reasons offered for domestic 32 incidents have no better ground of fact. 33

Shaw, W.N., (1911: cited at Schiff, C. and Ravenhill, A. 1911) talked about a 34 good deal of the comfort of a modern house turns upon a right judgment as regards 35 cause and effect, and therefore some preparation which will fit the household 36 leaders to appreciate the rights and wrongs of domestic reasoning is an 37

indispensable qualification for success. The ability for this is mostly a question of 38 the habit of mind or training; and for our purpose, the training must include those 39 departments of knowledge, the laws of which find daily expression in the diverse 40 experiences of domestic life. The ultimate foundation for these laws is to being 41 found in the study of Physics, which deals with those changes in the state of matter 42

which stop short of the alteration of its composition of Chemistry. This deals with 43 changes involving alteration of the composition of the substances under 44

consideration; and of Physiology, which is the identification of the processes 45

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which take place in living animals and plants and their relation to the laws of 1

physics and chemistry. Without knowledge of the fundamental principles of these 2 sciences and of the methods by which those principles are establishing, it is not to 3 be expecting that any person can deal adequately with the collective experiences of 4 life. 5

In 2018 Vélez-Candelario, S. exposed that the full recognition of the scientific 6 method as a tool to develop the family organizational needs is a necessary action. 7 She also explained that scientific administration theories and organizational 8 psychology theories are capable instruments to apply in the household scenery to 9 increase the efficiency in the daily life activity at the household, preventing 10

divorce and many other psychosocial issues. According to Vélez-Candelario, S. et 11 al. (2015), if the intra-familiar setting is not able to administrate and develop their 12

young human capital to work at school, stimulating them to be productive, the 13 micro and macro economy will receive the consequences of unproductive and 14 dysfunctional future human resources. Vélez-Candelario, S. in her dissertation 15 published on April 2016, as Family, Human Capital and Industrial/Organizational 16

Psychology, examined if the family as a social organization has the same areas to 17 administrate and organize than the any other organize human social group. She 18

found that the family has the same administrative and the organizational areas to 19 administrate and organize than any other human organization, like the workplace 20 or business. Vélez-Candelario, S. et al. (2016) found that families have the four 21

vital areas as any other organize human group; leadership, communication, 22 organizational culture, and the environment as areas that need an adequate 23

functionality and quality performance. She also found that a family delineates their 24 mission, their vision, and their goals, even when they do not create a formal 25

organizational policies handbook. 26 27 Administration and development of the Human Capital at Home 28

29 The administration and development of the human capital do not start at the 30

workplace; it starts at home from their first day of life and continues at school 31 below their family leader's supervision and household psychosocial, cultural and 32 physical influences (Velez-Candelario, 2011). According to Encyclopaeda 33

Britannica (2019), Gary S. Becker (1957) is an American economist that applied 34 the methods of economics to aspects of human behavior. Previously he considered 35 more or less the exclusive domain of sociology, criminology, anthropology, and 36 demography. Becker’s central premise is that rational economic choices, based on 37

self-interest, govern most aspects of human behavior—not just the purchasing and 38 investment decisions traditionally thought to influence economic behavior. In his 39 dissertation, published in 1957 as The Economics of Discrimination, Becker 40 examined racial discrimination in labor markets, concluding that discrimination 41 has costs for both the victim and the perpetrator. In Human Capital (1964), he 42

argued that an individual’s investment in education and training is analogous to a 43 company’s investment in new machinery or equipment. In studies such as A 44

Treatise on the Family (1981), Becker analyzed the household as a sort of factory, 45

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producing goods and services such as meals, shelter, and childcare. Applying 1

theories of production to household behavior, he was able to make predictions 2 about family size, divorce, and the role of women in the workplace. Subsequent 3 work focused on such subjects as criminal behavior and addiction. 4

Human Capital and Economic Global Working Group (2012) present: The 5

Family Economics and Human Capital in Family research. They exposed that 6 changes in cohort size alone appear to explain a significant fraction of the 7 variation in marriage rates over time. That poverty may be starkly higher at the 8 individual level than it is when measured at the household level only. Parents may 9 under-invest in children not only because they are time constrained, but also 10

because they underestimate the value of such investments. They expressed that a 11 primary function of the family unit is the production of children, with the parental 12

investment of both time and resources being one of the most important inputs. 13 How much investment parents put into children has lasting consequences for the 14 child’s human capital development and future earning capacity. 15

16

17 Study population and sample selection 18 19

The population selection process was by availability within private and public 20 system schools collaboration and a single family's student's participation. A 21

collaboration contract with three School Principals of Puerto Rico's Department of 22 Education was completed. A parent's consent document is submitted. The school's 23

principals open the access of their authorized participants at school after receiving 24 their student's adult family leader's signed consent document. 25

26 27

The data collection and Pearson's Correlation analysis method 28 29

The data collection was complete with a sociodemographic document; it 30

includes the General Point Average at school of each participant. The Family 31 Organizational and Administrative Functionality Scale (Vélez-Candelario, 2018) is 32 applying too. This scale has a 90% of overall scale value. The Intern Consistency 33

and the Factor Analysis of this scale are .89 (Cronbach's Alpha) and the Factor 34 Analysis process shows a .8 KMO (Kaiser- Mayer- Olkin) by each area that the 35 FOAF Scale measure, recognizing each one as an independent factor. For the 36 statistical analysis, the sample is submitted in the SPSS 26 version and applies 37

Pearson's Correlation formula. 38

39 40

Results 41 42

The findings show a positive correlation between FOAF and School 43 Productivity (GPA) with a significance level of 0.01. The Pearson correlation 44

degree between these two variables in this study is medium, r = .341, (Cohen, 45

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1988; in.K.Wuensh,2015). The small correlation effect size is one in which there a 1

real effect is but which can only see through careful study. A significant effect size 2 is an effect which is big enough, and consistent enough, that may be able to see it 3 the naked eye (Cohen 1988; in I.Walker, 2007-08). The statistics analysis allowed 4 the acceptance of the Hi (Hypothesis Investigation) confirming that exist a real and 5

a detectable effect of correlation between FOAF and School Productivity. 6 7 I Table: Completed-265 (N) - GPA and FOAF Scale Correlation: in an elementary 8 and middle school grades, Private and Public Education System in the US, 9 Territory of Puerto Rico 10 Correlations 11 Correlations 12 GPA FOAF General % 13 GPA Pearson Correlation 1 14 .341**_____________________________________________ 15 Sig. (2-tailed) .000 16 N 265 265 17 FOAF General % Pearson Correlation .341** 1 18 Sig. (2-tailed) .000 19 N 265 265 20 **. Correlation is significant at the 0.01 level (2-21 tailed)._________________________________ 22 23

24

Discussion 25 26

After acquiring a positive correlation result between Family Administrative 27

and Organizational Functionality performance at home and the GPA performance 28 at school is essential concern about the relevance of the family daily administrative 29 basics as one of the medullar activity that stimulates the cognitive capacity in the 30

young human capital at school. These findings allow us to open a new vision of 31 the power of influence of the intra-familiar management activity in their family 32

younger human resources at school. Cohen (1988; in I.Walker, 2007-08) is very 33 clear when explained that the small correlation effect size is one in which there is a 34

real effect but which you can only see through careful study and, that the large 35

effect size is an effect which is big enough or consistent, that you may be able to 36 see with the naked eye (Cohen). It means that in a medium size correlation these 37 two variables are influencing each other affecting the environment of the 38 household setting and their members. 39

The family is not just an organized human society with the same areas to 40

manage than any other human organization it is the place where the youngest 41 human resources in the actual economic development put their energies and 42 confidence to become trained and motivated to reach their goals (Vélez, S., 43 Rosario, I, Mendez, V. and Vargas, L., 2016). The way and style of the 44 organizational and administrative process have an influence that can make a 45

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positive or a negative impact on our young human capital prosperity (Vélez-1

Candelario, 2011). 2 3 4

Conclusion 5 6

The family leadership style, communication system, physical environment, 7 and organizational culture are medullar areas to manage in the household as in any 8 other human being organization. The management performance of those will 9 define how functional will be the household human capital commitment. The high 10

performance of these areas helps the organizational development of the group 11 giving to the young human capital at school an enjoyable place to rest, work and 12

produce minimizing the stress inside of it and in the school setting. Low stress 13 helps to increase productivity in the workplace and at school. The human beings 14 need a family with healthy and functional family management, where each one of 15

the components feels secure, care, motivated and organize. 16

17

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