STR UC T U R E I N S C HO O L

CHAPTER 3
IN T E R N AT IO N A L C ONTEXTS
– E DU CAT IO N A L L EADERSHIP IN
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SUBTOPICS
Professional and
Weberian Model Cricticisms of Formal Structure Loose Coupling Bureaucratic
of Bureaucracy Weberian in Schools Perspective
Conflict
 Division of
Labor &
Specialization

Ideal Type Impersonal

Orientation

Weberian
Model of
Bureaucracy Hierarchy
Efficiency of
Authority

Career Rules and

Orientation Regulations
 Functions and
Dysfunctions of
the Model

A Feminist
Critique of Functions and
Bureaucracy Dysfunctions of
(gender bias)
Rules
CRITICISM OF THE
WEBERIAN OF
BUREAUCRACY

Dual Structure
of the
Bureaucratic Neglect of the
Model Informal
Organization
(internal
inconsistencies)
FUNCTIONS AND DYSFUNCTIONS OF
THE MODEL
Bureaucratic
Characteristic Function Dysfunction

Division of Labor Expertise Boredom

Impersonal Orientation Rationality Lack of morale
Discipline Compliance and
Hierarchy of Authority Communication blocks
Coordination
Rules and Regulations Continuity and Uniformity Rigidity and goal displacement
Conflict between achievement
Career Orientation Incentive
and seniority
FUNCTIONS AND DYSFUNCTIONS OF
RULES
Functions Dysfunctions
Explication Apathy reinforcement
Screening Goal displacement
Punishment-legitimizing Legalism
Leeway Indulgency
NEGLECT OF THE INFORMAL ORGANIZATION

INFORMAL ORGANIZATION: A SYSTEM OF INTERPERSONAL RELATIONS THAT

FORMS SPONTANEOUSLY WITHIN ALL FORMAL ORGANIZATIONS.
 FORMAL SYSTEM INFORMAL SYSTEM

Activities Interactions Activities Interactions

Sentiments Sentiments

Hierarchy Informal structure

Division of labor
Formalization
Impersonality
Formal communication
Formal leadership
Division into cliques
Informal norms
Personal relations
Informal communication
Informal leadership

ELEMENTS OF THE FORMAL AND INFORMAL ORGANIZATION

 DUAL STRUCTURE OF THE
BUREAUCRATIC MODEL

• Internal inconsistencies – contradictions among certain bureaucratic principles of

organization.

• Weber failed to distinguish bureaucratic from professional principles (Blau; Scott, 2003)

• Bureaucratic discipline and professional expertise are alternative methods for coping
with uncertainty.
A FEMINIST CRITIQUE OF BUREAUCRACY

Woman Are Disadvantaged

Perpetuate Systems Of Male Domination

Feminine Characteristics As Subordinates

FORMAL STRUCTURE IN SCHOOL

Hall on Bureaucratic Structure

Hoy and Sweetland on Structure

Mintzberg on Structure
Hall on Bureaucratic
Two Types of Rational Organization in the School Setting

Organizational Characteristics Organizational Patterns

Hierarchy of authority Bureaucratic
Rules for incumbents
Procedural specifications
Impersonality
Technical competence Professional
Specialization
Organizational Types

Professional
Pattern

High Low

High Weberian Authoritarian

Bureaucratic
Pattern
Low Professional Chaotic
Changing School Structures

Chaotic Authoritarian Weberian Professional

Structure Structure Structure Structure

Stable Environment

Turbulent Environment
Hoy & Sweetland on Structure
Organizational Types

Enabling Structure

Enabling Hindering

Mindful, but Hindering

Mindful Learning Organization
Mindful Organization
Organization
Mindless Mindless Organization Autocratic Organization
Mindful Organization
Reluctant to
Sensitive to core
Focus on failure accept
operation
simplification

Committed to Deferring to
resilience expertise
Two Types of School Structure : Enabling and Hindering
Enabling Structure Hindering Structure
Promotes Flexible rules and procedures Enforces rigid rules and procedures
View problems as learning opportunities Views problems as constraints
Formalization Values differences Demands consensus
Encourages initiative Punishes mistakes
Fosters trust Fosters suspicion
Facilities problem solving Demands compliance
Promotes cooperation Embraces control
Encourages openness Fosters mistrust
Centralization
Protect teachers Punishes teachers
Encourages innovation Discourages changes
Seeks collaboration Rules Autocratically
Participative decision making Unilateral decision making
Processes
Problem solving Enforcement
Teacher trust Teacher distrust
Truthfulness and authenticity Truth spinning and deception
Context
Cohesiveness Conflict
Teacher sense of power Teacher sense of powerlessness
Mintzberg on Structure
Coordinating Mechanisms

Mutual adjustment
• Workers coordinate their effort by informal discussion & adjustment

Direct supervision
• Coordination trough personal command

Standardization of work
• The process of developing the plan is described carefully step by step

Standardization of output
• Specifying the results

Standardization of skills
• Specifying the kind of training required to do the work
Mintzberg’s 5 Basic Elements of Structure

Strategic Apex

e r

Su
ctu

pp
t ru
Middle

or
S

tS
Line

o-

t af
hn

f
Te

Operating Core
Mintzberg’s Perspective Applied to Schools

Simple Machine
Structure Bureaucracy

Professional Divisionalized
Adhocracy
Bureaucracy Form
LOOSE COUPLING PERSPECTIVE
• Loose coupling: connotes weak or infrequent ties between elements that are minimally
interdependent.

• Karl e. Weick (1976) & howard E. Aidrich (1979): the nexus between the elements of the
subsystems within the organization is loose. Therefore, educational institutions is a form
of 'loose coupling’ organization.

• Elements include positions, offices, responsibilities, opportunities, rewards, and

sanctions and it is the couplings among these elements that presumably hold the
organization together.
Loosely coupled: There is a dependency between the components but the
relationship is weak.
 PROFESSIONAL ORIENTATION BUREAUCRATIC ORIENTATION
Technical expertise Technical expertise
Objective perspective Objective perspective
Impersonal and impartial approach Impersonal and impartial approach
Service to clients Service to the organization
MAJOR SOURCES OF CONFLICT
Colleague-oriented reference group Hierarchical orientation
Autonomy in decision making Disciplined compliance
Self-imposed standards of control Subordination to the organization

PROFESSIONAL AND BUREAUCRATIC CONFLICT

PROFESSIONAL AND BUREAUCRATIC
ORIENTATIONS IN SCHOOLS
The conflict is between professional expertise and autonomy and bureaucratic discipline and control.

Bureaucratic structure of the school tends to be authoritarian > teacher authority will continue to be a
major source of tension.

If the organizational structure becomes more professional > more chance to improve conflict and
tension.