This document discusses power structures that influence schools. It outlines four main power structures: 1) The state/province which establishes orderly programs and backs local board decisions, 2) The local community which dictates attitudes and determines the extent of controversial issues discussed, 3) The board of education which exercises power over staff based on education laws and its own rules and regulations as well as some members' positions in the community, and 4) School administrators whose power is directly derived from the board of education and who are "strong" based on the authority granted by the board.

2. Power
“ The act of men going
about the business of
moving other men to
act.”

3. Postulate
is a self evident truth.

4. Hunter’s statement about
power
1. Power involves relationship between
individuals and groups, both
controlled and controlling.

5. Hunter’s statement about
power
2. Power is structured socially, into individual
relationship between government and economic
authorities on national, state and local levels.

6. Hunter’s statement about
power
3. Power is relatively constant factor in
social relationship with policies as
variables.

7. Hunter’s statement about
power
4. Power of the individual must be
structured into associational, institutional
patterns to be effective.

8. Power Validated Hypotheses
1. He also pint out an interesting fact that behind the
power are smaller group of men who frame the policy
for the exert power.
2. Power is exercised as necessary function in social
relationships. Exercise of power is limited and directed
by the formulation and special policy within the a
framework of social sanctioned authority.
3. In given power unit(organization) a smaller number of
individual will be found formulating and extending
policy than those exercising power.

9. Categories of Power

10. Three types of power :
coercion or compulsion, especially
with the use or threat of violence.
exhibiting powerful or
controlling tendencies
control or influence (a
person or situation) cleverly, unfairly, or
unscrupulously.

11. How Diagnose
Power Structure?

12. If an analysis of power structure is
undertaken while the community is
under stress, more harm than good might
result.
Proper timing is essential to the success
of any of the following techniques.

13. Techniques # 1.
Outside Survey Group
Superintendent a desired a list of the power holders
in his community. He and the board of education is
in the process of forming a citizens committee to
study an aspect of the school program. Although he
has been in a community for a years and felt he
knew the community structure fairly well, he
wanted to check his knowledge. The students will
take a survey in the community and ask some
questions made by the superintendent.

14. Some questions to ask:
1. Would you please name the people whom
you consider to be a community leader.
2. If you wanted to bring about change in
the community to whom would you talk
to?
3. Do you consider the superintendent of
school to be community leader?

15. This method has the advantage of
having trained interviews
collecting data and trained
professional analyze the data.It
also provide the superintendent
with reliable objective data.

16. Techniques # 2
Student Reports
This method is very interesting but not
validated. Some teachers asking students in
fifth and sixth grades to list the people who
consider to be community leader. Those
school administrators who indicate that
they have used it feel has some merit.

17. Techniques # 3
Sociological Analysis
This type of analysis deals with determining
the prestige group s in the community and
the leaders of these groups.

18. The community is divided into 7
distinct social classes.
1. The fine old families
2. Nouveau riche
3. Well to do professional class
4. Poor but respectable
5. No good
6. High prestige
7. Most influential

19. The school administrator
can make an analysis of
his community as is
mentioned through the
use of booklet, student
status and social class.

20. The booklet contains “Social Class
in the Community” which discuss the
characteristics of each class and two
methods in determining social class.
There is also a section “The School
and Social Class” which indicates
how social structure affects
classroom.

21. Power
Structures
Affect Schools

22. There are several power structures which
influence a school system and we will look at
each briefly.
1. State / Province
2. Local Community / Town
3. The Board of Education
4. The School Administrators

23. State / Province
Behind each school is the power of the
state. This is reflected in orderliness of
the programs. Behind each local board of
education is the state and the rulings the
boards makes can be backed up with this
repressive power.

24. Local Community / Town
It more and customs dictate the attitude of teachers
toward students, of administrative over teachers,
and the atmosphere of the school. The local
community can withhold funds or can be very
generous. It determines the course of events in the
classroom, that is, the extent to which controversial
issues will be discussed. Although it does this
through its authorities, the board of education, there
is always present, though not verbally the power of
the community.

25. The Board of Education
The source of the power which the board
exercises over the staff is generally the state
education law and the rules and regulation of
the board itself. The power is also resides in
some of the members of the board itself. Whose
power may also in turn stems from their
positions in the community or in some cases,
from their personalities.

26. The School Administrators
The school administrators derives his power
directly from the board of education. He is
“strong” to the degree that the board allows him
to use the power which it has by law and by
virtue of its position in the community. The
administrator is the one who selects teacher from
group of candidates and recommends him to the
board of educators.