People in Power, Authority, in School and Their Behavior. School Public and Human Relation

1. Behavior of
People in
Authority

2. As school administrators
we need to consider the
proposition that the
filling of role high in
authority to cause a
difference in behavior.

3. “The superior frames
and transmit decision
with the expectation
that they will be
accepted by the
subordinate. The
subordinate expects
some decisions and his
conduct is determined
by them.”

4. 1.Authority based upon
rational grounds.
 position is the center
of authority
authority rest in duly
constituted law and
order

5. 2. Authorities based upon
traditional grounds
Derives from a long history
legitimate sense of rightness
 monarchy is an example of
this type

6. 3. Authorities based upon
charismatic grounds
The leader has exceptional
characteristics
 leader is above all others

7. Types of
Authority
Organization
of Staff
Staff is
obedient to
Rational
Traditional
Charismatic
Bureaucracy
Retainers
Personal staff,
Servant
Rational
delegation
Ad hoc
delegation
Directly no
delegation

8. Impersonality of
Bureaucratic
Leader

9. Administrator in
a bureaucratic
organization owe
their authority
to the position
and not primarily
to their own
talents.

10. In public schools, the
administrator derives his
authority from the
position, be it
superintendent or
principal.
Teachers owe allegiance
to the position of
superintendent and
principal and not the
man.

11. The administrator
being tuned to the
personality behave
in such a way as to
minimize personal
relationship with
teachers, parents
and students.

12. Behavior and Amount
Administrator

13. Recent research has been
very helpful in clarifying
the relationship that exist
in the power structure of
an organization. Suppose
we look in a meeting of
the superintendents
council in a rather large
school system.

14. The council composed of:
Superintendent
Two assistant
superintendents
 Seven principals

15. One of the principals is young
(thirty years old), who just been
appointed to his position. During the
course of the meeting the new
principal doesn’t say very much.
When he does talk, he directs his
comments to the superintendent. He
is very careful not to be critical of
the other people at the table. He
listen very intently to the
superintendent and agrees with him
on practically every point.