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1. BUREAUCRATIC THEORYY
BY MAXWEBER
MAX WEBER'S BUREAUCRATIC THEORY
 Bureaucratic theory was developed by a German Sociologist and political economist
Max Weber (1864-1920)
 According to him, bureaucracy is the most efficient form of organization. The
organization has a well-defined line of authority. lt has clear rules and regulations
which are strictly followed.
BUREAUCRACY
 lt refers to a specialized system and process of maintaining authority within an
organization.
 Bureaucratic processes are most common in Large organizations and Government.
Principles of Bureaucratic theory
 Job specialization
 Authority hierarchy
 Formal selections
 Formal rules and regulations
 Impersonality career orientation
JOB SPECIALIZATION
Jobs are divided into routine, fixed, category based on competence and functional
specialization.
AUTHORITY HEIRARCHY
Officers are organized in hierarchy in which higher officer controls lower position holders
i.e. superior controls subordinates lower staff could be controlled.
FORMAL SELECTION
All organizational members are to be selected on the basis of technical qualifications and
Competence demonstrated by training, education, or formal examination.
FORMAL RULES AND REGULATIONS
To ensure uniformity and to regulate actions of employees, managers must depend heavily
upon formal organizational rules and regulations. Thus, rules of law lead to impersonality in
interpersonal relations.
IMPERSONALITY
Rules and controls applied uniformly, avoiding involvement with personalities and
preferences of employees. Biasness and favoritism is not preferred.

2. CAREER ORIENTATION
 Career building opportunity is offered.
 Promotions and salary hikes are strictly They
 based on technical competence. They worked for a fixed salaries and pursue their
career within the organization.
CRITICISM OF BUREAUCRATIC ORGANIZATION
 Bureaucratic organizations is criticized because of the following reasons:
 Bureaucratic organization is a very rigid type of organization. lt does not give
importance to human relations. It is suitable for government organizations. It is also
suitable for organizations where change is very slow.
CRITICISM OF BUREAUCRATIC ORGANIZATION
 Too much emphasis on rules and regulations. The rules and regulations are rigid and
inflexible.
 There will be unnecessary delay in decision-making due to formalities and rules.
 Bureaucracy involves a lot of paperwork. This results in lot of wastage of time, effort
and money.
Hall's Organizational Inventory
Hall's Organizational Inventory
 It is also known as the Hall-Tonna Values Inventory. It is a tool for assessing an
organization's culture and values.
 It measure bureaucracy. the various characteristics of
 It was developed by Richard Hall and Robert Tonna in the 1970s and is still widely
used today.
The inventory is consist of 40 values and divided by eight categories. Respondents are
asked to rate the importance of each value to their organization on a scale from 1 to 7.
1. Achievement
2. Self-actualizing
3. Humanistic-encouraging
4. Affiliative
5. Conventional
6. Dependent
7. Avoidance
8. Oppositional
Achievement: Values related to personal and organizational success.

3. Examples:
 Setting and achieving ambitious goals
 Focusing on quality and continuous improvement
 Rewarding high performance and productivity
Self-Actualizing: Values related to personal growth and fulfillment.
Examples:
 Encouraging employees to pursue their passions and interests
 Providing opportunities for learning and development
 Fostering a sense of purpose and meaning in work
Humanistic-Encouraging: Values related to empathy, respect, and interpersonal
relationships.
Examples:
 Building strong relationships with customers and stakeholders
 Encouraging open communication and collaboration
 Fostering a supportive and inclusive work environment
Affiliative: Values related to teamwork and social connections.
Examples:
 Emphasizing teamwork and collaboration
 Promoting a sense of camaraderie and shared identity
 Celebrating successes and milestones together
Conventional: Values related to tradition and stability.
Examples:
 Respecting established norms and customs
 Following established policies and procedures
 Focusing on stability and predictability
Dependent: Values related to conformity and obedience.
Examples:

4.  Emphasizing hierarchy and authority
 Expecting compliance with rules and regulations
 Discouraging deviation from established norms and practices
Avoidance: Values related to minimizing risk and uncertainty.
Examples:
 Focusing on avoiding mistakes and errors
 Being cautious and risk-averse in decision-making
 Minimizing exposure to potential threats and hazards
Oppositional: Values related to challenge and confrontation.
Examples:
 Encouraging constructive dissent and debate
 Challenging the status quo and questioning assumptions
 Advocating for change and reform when necessary
It's worth noting that different organizations may place different levels of importance on
these values, and that the values may interact with each other in complex ways. In addition,
the examples provided above are not exhaustive and are intended to give a general sense of
each value.
What is the importance of the Hall's Organizational Inventory?
 The results of the inventory can help organizations identify their strengths and
weaknesses, as well as areas where there may be a lack of alignment between values
and behaviour
 The information can be used to guide strategic planning, organizational
development, and culture change efforts.
Note:
 It's worth noting that the inventory is just one tool among many for assessing
organizational culture and values, and it should be used in conjunction with other
methods to gain a more comprehensive understanding.
 The inventory is only as accurate as the responses it receives, so it's important to
ensure that respondents are honest and thoughtful in their answers.
Specialization
 It is about the people in organization which have their specific job to do.

5.  Aside from doing their part and where they are assigned, they will become expert in
doing it by working n it repeatedly.
 The organization has to divide the tasks in every individual with different functions in
order to build a functional and progressive education.
 For example, in school, there's a principal, teachers, school guard, janitors, staff and
so on. We can see that all of them have different tasks and responsibilities in school.
Mintzberg's Coordinating
 Coordination is a fundamental activity in organizing work and a classical term in the
organizational vocabulary (Groth, 1999).
 Coordination can be seen as action performed in order to: "Bring different elements
of a complex activity or organization into a harmonious or efficient relationship"
(Oxford Concise Dictionary, 1999).
Henry Mintzberg suggests that organizations can be differentiated along three basic
dimensions:
(1) the key part of the organization, that is, the part of the organization that plays the major
role in determining its success or failure;
(2) the prime coordinating mechanism, that is, the major method the organization uses to
coordinate its activities; and
(3) the type of decentralization used, that is, the extent to which the organization involves
subordinates in the decision-making process.
Henry Mintzberg (1992, 2009) suggests that organizations can be differentiated along three
basic dimensions:
1. The key part of the organization
2. Prime Coordinating Mechanism
3. Type of Decentralization
1. The key part of the organization
The strategic apex is top management and its support staff. The operative core are the
workers who actually carry out the organization's tasks.
The middle line is middle and lower-level management. The techno structure are analysts
such as engineers, accountants, planners, researchers, and personnel managers.
The support staff are the people who provide indirect services.
Strategic Apex: The strategic apex in a school would typically refer to the top-level
leadership, such as the school principal, superintendent, or school board. They are
responsible for setting the overall vision, goals, and policies of the school. They make

6. strategic decisions regarding curriculum, budgeting, staffing, and the overall direction of the
school.
Operative Core: In a school, the operative core comprises the teachers and other staff
members directly involved in delivering educational services to students. This includes
classroom teachers, subject teachers, librarians, guidance counselors, and other
instructional personnel. They are responsible for implementing the curriculum, teaching
students, assessing their progress, and providing support and guidance.
Middle Line: The middle line in a school consists of middle-level management and
administrative staff who bridge the gap between the strategic apex and the operative core.
This can include positions such as department heads, coordinators, grade-level or subject-
level team leaders, and other administrators. They facilitate communication, coordinate
activities, provide support to teachers, and ensure the smooth functioning of the school.
Techno Structure: The techno structure in a school comprises professionals who provide
specialized support services to enhance the educational environment. This may include
roles such as IT technicians responsible for managing and maintaining computer systems,
curriculum specialists who develop and update instructional materials, educational
researchers who conduct studies and provide insights, and personnel responsible for
student assessments and data analysis.
Support Staff: Support staff in a school includes individuals who provide indirect services to
support the overall functioning of the school. This can include administrative assistants,
receptionists, custodians, maintenance staff, cafeteria staff, and other personnel who help
with administrative tasks, facility management, and other support services.
2. Prime Coordinating Mechanism
 Direct supervision means that one individual is responsible of the work of others.
 Standardization of work process exists when the content of work is specified or
programmed.
 Standardization of skills exists when the kind of training necessary to do the work is
specified.
 Standardization of output exists when the results of the work are specified.
 Mutual adjustment exists when work is coordinated through informal
communication.
3. Type of Decentralization
 Vertical decentralization is the distribution of power down the chain of command, or
shared authority between superordinate and subordinates in any organization.
 Horizontal decentralization is the extent to which non administrators (including staff)
make decisions, shared authority between line and staff.
 Selective decentralization is the extent to which decision-making power is delegated
to different units within the organization.
Functions of Culture

7.  Culture as Norms
 Culture as Shared Values
 Culture as Tacit Assumptions
Culture as Norms
Examples of Norms:
 Never criticize colleagues in public
 Support your colleagues
 Handle your own discipline problems
 Be available for your students after school
 Support the principal
 Get to school early in the morning
 Be in the hall by your room as classes change
Culture as Shared Values
Examples of Core Values
 Commitment to the school
 Commitment to teaching
 Cooperation and teamwork
 Trust and group loyalty
 Egalitarianism
 Serve your students
 High academic achievement
Culture as Tacit Assumptions
Examples of Tacit Assumptions
 Teachers are capable of making decisions in the best interests of students.
 Truth is determined through debate, which often produces conflict and the testing of
ideas in an open forum.
 Teachers are family; they accept, respect, and take care of each other
Functions of Culture
Creates distinctions among organizations
Provides the organization with a sense of identity
Enhances stability in the social system
Social glue that binds the organization together
Provides standards of behavior

8. Kimbrough and Todd (1967) criticized bureaucratic structures in schools and stated nine
claims as to why schools should not be bureaucratic organizations:
(a) The inability to legitimize differences in ideas among the personnel depresses creativity;
(b) New ideas generated from within would possibly be subject to scrutiny by the
official hierarchy, especially if those ideas were in conflict with perceived rational teaching
behavior;
When we say that the inability to legitimize differences in ideas among personnel depresses
creativity, we are referring to the negative impact that occurs when organizations fail to
recognize and value diverse perspectives and alternative ideas. This lack of recognition stifles
creativity and hampers the generation of innovative solutions and approaches.
In a creative and innovative environment, it is essential to foster an atmosphere where
individuals feel comfortable expressing their ideas, even if they differ from the prevailing
norms or conventional thinking. When diverse viewpoints are welcomed and encouraged, it
creates a space for the exploration of new possibilities and the emergence of fresh insights.
However, in organizations where differences in ideas are not legitimized or respected,
individuals may be discouraged from sharing their unique perspectives or unconventional
thoughts. This can be due to various factors, such as a fear of judgment, a lack of psychological
safety, or a belief that only certain ideas are considered valid.
When creativity is suppressed in this way, it restricts the potential for new and innovative
solutions to emerge. It limits the organization's ability to adapt to change, solve complex
problems, and seize new opportunities. Without a supportive environment that embraces
diverse perspectives, creativity becomes constrained, and employees may conform to
established norms rather than exploring alternative approaches.
On the other hand, when organizations create a culture that values and legitimizes differences
in ideas, it cultivates an environment where individuals feel empowered to express their
creativity. This can lead to increased collaboration, constructive debates, and the generation
of novel ideas. By embracing diverse viewpoints, organizations can tap into the collective
intelligence of their personnel and foster a culture of innovation.

9. In summary, the inability to legitimize differences in ideas among personnel creates a barrier
to creativity. Organizations that fail to recognize and value diverse perspectives may
experience a suppression of innovative thinking, limiting their ability to adapt, grow, and
thrive in an ever-changing environment. On the contrary, organizations that encourage and
embrace diverse ideas can unlock the full creative potential of their personnel and foster a
culture of innovation.
(c) Bureaucracy does not adequately allow for personal growth and the development of
mature healthy personalities;
When we say that bureaucracy does not adequately allow for personal growth and the
development of mature healthy personalities, we are referring to the limitations of
bureaucratic structures in supporting individual development, self-expression, and overall
well-being.
Bureaucratic organizations are characterized by rigid hierarchies, standardized procedures,
and a focus on rules and regulations. They often prioritize efficiency, uniformity, and
adherence to established protocols. While this structure can bring stability and consistency
to an organization, it may hinder the personal growth and flourishing of individuals within the
system.
Personal growth involves the continuous development of one's skills, knowledge, and
abilities, as well as the exploration of one's interests, passions, and values. It requires
opportunities for learning, self-reflection, and experimentation. However, bureaucratic
structures can limit these opportunities by emphasizing conformity and obedience to
established rules and procedures, leaving little room for individual growth and self-
expression.
Moreover, bureaucracy tends to have a top-down decision-making approach, where decisions
are made by a limited number of individuals at the top of the hierarchy. This can lead to a lack
of autonomy and agency for individuals lower in the hierarchy, limiting their ability to take
initiative, make decisions, and contribute their unique talents and perspectives. This lack of
empowerment can hinder personal growth and the development of independent thinking.
Furthermore, the strict adherence to rules and regulations in bureaucratic organizations can
create a culture that discourages risk-taking, innovation, and creativity. Individuals may feel

10. pressured to prioritize compliance over personal growth or may fear negative consequences
for deviating from established norms. This stifling environment can impede the development
of mature, healthy personalities that are adaptable, resilient, and capable of embracing
change and uncertainty.
In contrast, environments that prioritize personal growth and the development of mature
healthy personalities often encourage autonomy, empowerment, and self-expression. They
provide opportunities for individuals to take on new challenges, pursue their passions, and
contribute their unique perspectives. These environments value individual well-being and
recognize that personal growth is essential for both professional success and overall
happiness.
In summary, bureaucracy may not adequately allow for personal growth and the
development of mature healthy personalities due to its emphasis on conformity, limited
autonomy, and a rigid adherence to rules and procedures. Creating environments that
support personal growth requires fostering autonomy, empowerment, and self-expression,
and valuing individual well-being as essential components of a thriving organizational culture.
(d) Bureaucratic organizations do not have adequate structures or processes for the review
of decisions;
When we say that bureaucratic organizations do not have adequate structures or processes
for the review of decisions, we are highlighting the limitations of bureaucratic systems in
effectively evaluating and reassessing the choices and actions made within the organization.
Bureaucratic organizations typically have hierarchical structures with clear lines of authority
and decision-making processes. However, these structures often prioritize efficiency and
adherence to established rules and regulations, which can result in limited mechanisms for
reviewing decisions that have been made.
Inadequate structures or processes for decision review can have several consequences. First,
it can lead to a lack of accountability. When decisions are made within a bureaucratic
framework, there may be limited opportunities for critical evaluation, feedback, or revision.
This can make it difficult to identify and address errors, biases, or ineffective practices that
may be present in decision-making processes.
Second, the absence of robust review mechanisms can hinder organizational learning and
improvement. Without opportunities for reflection and analysis, organizations may miss out

11. on valuable insights and feedback that could contribute to the refinement of decision-making
processes and the identification of more effective approaches.
Third, the lack of decision review structures can create a perception of rigidity and inflexibility
within the organization. Employees may feel disempowered or unable to challenge or
question decisions, which can lead to reduced morale and diminished engagement.
In contrast, organizations that prioritize effective decision review structures and processes
typically incorporate mechanisms such as regular evaluations, performance assessments,
feedback loops, and opportunities for reconsideration and adaptation. These mechanisms
provide avenues for assessing the outcomes and impacts of decisions, identifying areas for
improvement, and fostering a culture of continuous learning and growth.
In summary, when we say that bureaucratic organizations do not have adequate structures
or processes for decision review, we are highlighting the limitations of these structures in
terms of accountability, learning, and flexibility. Implementing effective decision review
mechanisms is crucial for promoting transparency, accountability, and organizational
improvement.
(e) Bureaucratic organizations are unable to accommodate the diversity of external
inputs needed for democratic school systems;
When we say that bureaucratic organizations are unable to accommodate the diversity of
external inputs needed for democratic school systems, we are referring to the limitations of
bureaucratic structures in incorporating diverse perspectives and adapting to the needs and
desires of the community.
Bureaucratic organizations are characterized by hierarchical structures, rigid procedures, and
a top-down decision-making approach. They tend to rely on standardized rules and
regulations, which may hinder their ability to effectively address the diverse range of inputs
and preferences that exist within a democratic society.
In the context of school systems, a democratic approach emphasizes the importance of
including various stakeholders, such as parents, students, teachers, and community
members, in decision-making processes. It recognizes the value of diverse perspectives, local
knowledge, and individual needs when shaping educational policies and practices.

12. However, bureaucratic organizations often struggle to incorporate and accommodate this
diversity of external inputs. Their hierarchical nature can lead to centralized decision-making,
where a limited number of individuals at the top make choices that may not adequately
represent the needs and desires of the wider community. This can result in a lack of
responsiveness to local contexts and limited opportunities for meaningful participation from
different stakeholders.
Furthermore, bureaucratic structures can be slow to adapt and change. They are often bound
by bureaucratic procedures, regulations, and standardized approaches, which can hinder
innovation and responsiveness to evolving educational needs. This can lead to a rigid and
inflexible system that may not be able to effectively respond to the diverse demands of a
democratic school system.
In summary, bureaucratic organizations may struggle to accommodate the diversity of
external inputs needed for democratic school systems due to their hierarchical decision-
making processes, centralized decision-making authority, and a tendency to rely on
standardized approaches that may not fully consider the diverse needs and perspectives of
the community.
(f) The extrinsic reward system stimulates conformity rather than innovation
When we say that the extrinsic reward system stimulates conformity rather than innovation,
we are referring to the idea that when individuals are primarily motivated by external
rewards, such as bonuses, promotions, or recognition, it can discourage them from taking
risks, thinking creatively, and pursuing innovative ideas.
Extrinsic rewards are external incentives provided by an organization to motivate employees.
These rewards are typically tied to specific performance metrics or achievements. In some
cases, extrinsic rewards may be used as a means to encourage conformity and adherence to
established norms, procedures, and expectations.
Conformity refers to the tendency to align with prevailing norms and expectations, often
seeking approval or rewards by adhering to established practices. When the focus is primarily
on extrinsic rewards, individuals may be inclined to prioritize actions or behaviors that are
more likely to lead to those rewards, even if it means conforming to existing methods or
avoiding risks.

13. Innovation, on the other hand, involves the generation and implementation of new ideas,
approaches, or solutions. It requires a willingness to challenge the status quo, take calculated
risks, and think creatively. However, an excessive reliance on extrinsic rewards can create a
risk-averse environment where individuals may be hesitant to deviate from established
practices or propose innovative ideas that may not align with current norms or expectations.
When individuals are primarily motivated by extrinsic rewards, they may focus on meeting
specific targets or criteria to attain those rewards. This can lead to a narrower mindset
focused on short-term goals rather than long-term innovation. It may discourage individuals
from taking the initiative to explore new possibilities, experiment with alternative
approaches, or challenge existing assumptions.
Furthermore, extrinsic rewards can undermine intrinsic motivation—the internal drive and
passion individuals have for their work. Research has shown that when individuals are
motivated by intrinsic factors such as a sense of purpose, autonomy, and mastery, they are
more likely to engage in innovative thinking and pursue creative solutions. However, an
overemphasis on extrinsic rewards can diminish intrinsic motivation and lead to a decrease in
innovative behavior.
To foster innovation, organizations need to balance extrinsic rewards with intrinsic
motivators. This involves creating a supportive environment that encourages risk-taking,
fosters creativity, and values the contribution of new ideas. Recognizing and rewarding
individuals based on their innovative efforts and providing opportunities for autonomy,
learning, and growth can help stimulate a culture of innovation.
In summary, the statement that the extrinsic reward system stimulates conformity rather
than innovation suggests that when individuals are primarily motivated by external rewards,
it can discourage them from taking risks, thinking creatively, and pursuing innovative ideas.
Balancing extrinsic rewards with intrinsic motivators and creating an environment that
supports and encourages innovation is crucial for fostering creativity and driving
organizational growth.
(h) Bureaucracy does not take the informal organization into account
When we say that bureaucracy does not take the informal organization into account, we are
referring to the tendency of bureaucratic structures to overlook or disregard the informal
networks, relationships, and communication channels that exist within an organization.

14. Formal organizations are characterized by official structures, hierarchies, and established
procedures. These structures are designed to facilitate efficiency, standardization, and
adherence to rules and regulations. Bureaucratic systems typically emphasize formal roles,
reporting lines, and official communication channels.
However, within any organization, there is also an informal organization that consists of
informal relationships, networks, and communication patterns that develop organically
among employees. These informal aspects may include friendships, mentorships, social
connections, and informal communication channels such as informal meetings or discussions.
The informal organization can play a significant role in influencing how work gets done,
facilitating knowledge sharing, problem-solving, and collaboration. It can also contribute to
employee engagement, morale, and job satisfaction. Informal networks often allow for the
exchange of information, support, and expertise that may not be captured within formal
structures.
Unfortunately, bureaucratic structures often overlook or underestimate the importance of
the informal organization. They may focus primarily on the formal roles and processes,
considering the informal aspects as irrelevant or even disruptive to the established hierarchy
and procedures.
This oversight can have several implications. First, it can hinder effective communication and
collaboration. Informal networks often cut across formal lines of authority, enabling
information to flow more quickly and effectively. When the informal organization is not taken
into account, valuable insights and expertise may be overlooked, and communication gaps
may arise.
Second, neglecting the informal organization can impact employee satisfaction and
motivation. Informal relationships and connections contribute to a sense of belonging, trust,
and support within the workplace. When these aspects are disregarded, employees may feel
disconnected and undervalued, leading to decreased job satisfaction and lower levels of
engagement.
Lastly, failing to recognize the informal organization can limit the organization's ability to
adapt and innovate. Informal networks often facilitate the sharing of innovative ideas,
alternative approaches, and cross-functional collaboration. By neglecting these informal

15. dynamics, bureaucratic organizations may miss out on valuable opportunities for creativity
and adaptability.
In summary, when we say that bureaucracy does not take the informal organization into
account, we mean that bureaucratic structures often overlook the importance of informal
relationships, networks, and communication channels within an organization. Failing to
recognize and leverage the informal organization can hinder effective communication,
employee satisfaction, and organizational adaptability. Organizations that understand and
embrace the informal aspects alongside formal structures are better positioned to harness
the full potential of their employees and foster a more productive and engaged work
environment.
The Teacher as School Culture Catalyst
School leaders are constantly trying to find alternative ways to leverage and explore
teacher leadership potential in their school building(s). Teacher leaders that are willing
to go above and beyond their general duties. Teacher leaders are the type of
educators that fall under the motif of potentially taking on additive responsibilities that
will help to improve the school community. By infusing shared leadership in the
school community, responsibility and accountability becomes a shared belief, that can
be utilized as a catalyst for change in the school community.
At the end of this module, pre- service teachers should be able to:
1. discuss the concepts that influence school organization as a part of a larger
organization in response to community contexts;
2. describe various functions and roles of various members of the school community
based on policies and procedures to foster harmonious working relationships; and
3. explain concepts on school culture and climate.
A. Structure in Schools
A bureaucracy is a large, formal, secondary organization characterized by a
hierarchy of authority, a clear division of labor, explicit rules, and impersonal
interactions between its members. In theory, bureaucracies are meritocracies that
improve efficiency, ensure equal opportunities, and increase efficiency.
In reality, some individuals benefit from structural privileges and social origins like
a dominant race, language, or culture to which some other individuals may not have
access. The foundations of the current educational system originated in the Industrial
Revolution.

16. The school environment became structured around hierarchy, standardization,
and specialization. The bureaucratization of schools makes it difficult to instigate
appropriate and immediate change when it is required by the changing needs of a
society. In a pluralistic society, disseminating the dominant culture through public
education is a topic of heated social debate.
Religious, cultural, and ethnic groups can feel marginalized and alienated when
they are forced to conform to bureaucratic structures. Advances in information
technologies provide constant connectivity to the virtual world. Schools have begun
to take advantage of these virtual tools as enhancements and replacements of
physical school structures and face-to-face learning experiences.
1. Classical Weberian Bureaucracy
What is a Bureaucracy?
• Weber's bureaucratic theory contributes significantly to the classical organizational
theory which explains that precise organization structure along with the definite lines
of authority is required in an organization to have an effective workplace.
• It is specific form of organization defined by complexity, division of labor,
permanence, professional management, hierarchical coordination and control, strict
chain of command, and legal authority.
In its ideal form, bureaucracy is impersonal and rational and based on rules rather
than ties of kinship, friendship, or patrimonial or charismatic authority.
• Bureaucratic organization can be found in both public and private institutions.=
Max Weber bureaucracy ideally has the following characteristics:
• Specialization and Division of Labor.
• Hierarchical Authority Structures.
• Rules and Regulations.
• Efficient and uniform requirements.
• Impersonality and Personal Indifference.
• Achievement-based advancement.
WEBER’S MODEL FOR BUREAUCRACY
• Weber listed several preconditions for the emergence of bureaucracy: the growth in
size of the population being administered, the growth in complexity of the
administrative tasks being carried out, and the existence of a monetary economy
requiring a more efficient administrative system.

17. • Weber identified in bureaucracies a rational-legal authority in which legitimacy is
seen as coming from a legal order and the laws enacted within it. This is contrasted
with traditional forms of authority, which arose from phenomena like kinship.
• Rationalization describes a transition in society, wherein traditional motivators of
behavior, like values, beliefs, and emotions, are replaced with rational calculations.
• Weber termed the increasing rationalization in Western societies an <iron cage=
that traps individuals in systems based solely on efficiency, rational calculation and
control. Weberian Structure in Schools
• Bureaucratic authority at the expense of professional consideration.
• Authority based on position in the hierarchy.
• Professional structure delegates decision making to professionals.
• Chaotic structures low bureaucratization and professionalization.
• Bureaucratic structures compliment technical competence and specialization of
teachers.
• Professional structure is loose fluid and informal.
2. Hall’s Organizational Inventory - (HOI) is used to measure organizational
(school) bureaucracy. Richard H. Hall (1963) developed an organizational inventory
that measures various characteristics of the bureaucracy. Hall (1963) through his
school organizational inventory (SOI) categorized bureaucracy into six areas. These
are
(a) hierarchy of authority.
(b)specialization.
(c) rules (d) impersonality,
(e) procedural specifications,
(i) technical competence.
2. Formalization of Structure (Hoy & Sweetland)
Formalization
The formalized organizational structure focuses on roles and positions
rather than the people in the positions. Formalization is the process of creating a
formalized structure and includes the maintenance of that formal structure over time.

18. Formalization of an organizational structure is commonly initiated in an attempt to
rationalize the decision-making process. The formalized organization is critical for the
organization in which issues are known and changes are implemented slowly and
purposefully.
Formalization refers to the management of an organization through written
rules, regulations, and procedures (Hoy & Miskel, 2004/2010). Hoy and Sweetland
(2001) divided formalization into two aspects: coercive and enabling. The
coercive nature of bureaucratic school structures is associated with bureaucratic
rules, procedures, and regulations which restrict employee autonomy by forcing them
to display compliance behaviors, and punishing those who do not comply (Adler &
Borys, 1996). Hoy (2003) stated that the dominance of coercive rules and
procedures in bureaucratic organizations could have a negative impact on
collaboration, motivation, communication, and organizational trust. Therefore, it is
safe to argue that organizational rules in coercive formalization reinforce employee
compliance behavior, punish those who do not abide by the rules, and closely control
employee behavior (Hoy & Sweetland, 2001). Kimbrough and Todd (1967) criticized
bureaucratic structures in schools and stated nine claims as to why schools should not
be bureaucratic organizations:
(a) The inability to legitimize differences in ideas among the personnel depresses
creativity;
(b) New ideas generated from within would possibly be subject to scrutiny by the
official hierarchy, especially if those ideas were in conflict with perceived rational
teaching behavior;
(c) Bureaucracy does not adequately allow for personal growth and the development
of mature healthy personalities;
(d) Bureaucratic organizations do not have adequate structures or processes for the
review of decisions;
(e) Bureaucratic organizations are unable to accommodate the diversity of
external inputs needed for democratic school systems;
(f) The extrinsic reward system stimulates conformity rather than innovation;
(g) Prior organizational resource commitments to subunits within the
organization make it difficult to develop innovative solutions to new problems;
(h) Bureaucracy does not take the informal organization into account; and
(i) lines of communication are often closed because of hierarchical divisions.
Enabling formalization refers to the construction of rules, regulations, and procedures
in such a way that enable employees to solve the problems they encounter, to take
initiative in organizational processes, and to continue professional improvement

19. (Adler & Borys, 1996). According to Hoy and Miskel (2004/2010), in enabling
formalization, the bureaucratic rules are more flexible and the employee needs are
taken into consideration. Hoy and Sweetland (2001) also argued that enabling
formalization assists in encouraging employee collaboration in organizational
processes and creates a working environment based on mutual trust and respect.
Two kinds of Formalization
1. Coercive ➢ A rigid set of procedures that punishes and attempts to force
compliance.
2. Enabling ➢ A flexible set of best practices that enables one to deal more effectively
with inevitable problems.
Enabling and Hindering Structures
1. Enabling Organization, Enabling Hierarchy, Enabling Rules
➢ Use two-way communication
➢ View problems as opportunities
➢ Seek mutual solutions
➢Support differences
➢ Practice openness
➢ Embrace the unexpected
➢ Correct mistakes
2. Hindering Organization, Hindering Hierarchy, Coercive Rules &
Procedures
➢ Impose top-down communication
➢ View problem as constraints
➢ Force consensus
➢ Suspicious of differences
➢ Be cautious and closed
➢ Fear the unexpected

20. ➢ Punish mistakes
The Teacher as an Organizational Leader
The notion of teacher leadership is not new, but recently it has been transformed. In
the past, teacher leadership roles have been limited in scope and established at the
prerogative of school administrators. Teachers have long served as team leaders,
department chairs, association leaders and curriculum developers. In these roles teachers
have often served as "representatives" rather than "leaders" who enact change (Livingston,
1992). In addition, leadership roles for teachers have traditionally lacked flexibility and
required a lengthy, ongoing commitment of time and energy. Often the decision to take on
leadership tasks has been accompanied by a decision to get out of teaching and into
administration.
A. Defining Leadership
Leadership is a critical aspect of all social endeavors. In schools, talented
leadership is essential to student achievement. School leadership impacts all facets of
education: teacher motivation, shaping the conditions and the environment in which
teaching and learning occurs, and interaction with the broader community.
Leadership is a complex process by which a person influences others to
accomplish a mission, task, or objectives and directs the organization in a way that
makes it more cohesive and coherent. A person carries out this process by applying her
leadership attributes. (belief, values, ethics, characters, knowledge, and skills)
Leadership is the ability of an executive to direct, guide, and influence the
behavior and work of others in order to achieve specific goals in a given situation. A
manager's ability to inspire trust and zeal in his or her subordinates is known as leadership.
Leadership is the ability to influence the behavior of others. It is also defined as
the ability to persuade a group to work toward a common goal. Leaders must create
future visions and inspire organizational members to want to achieve those visions.
Leadership is an influence relationship among leaders and followers resulting in
outcomes that reflect shared purposes.
Principle of Leadership
1. Know yourself and seek self-improvement- in order to know yourself, you have
to understand your be, know, and do attributes. Seeking self- improvement means
continually strengthening your attributes.
2. Be technically proficient- as a leader, you must know your job and have a solid
familiarity with your employees’ job.

21. 3. Seek responsibility and take responsibility for your action- analyze the situation, take
corrective action, and move to the next question.
4. Make sound and timely decision- use good problem solving, decision-making, and
planning tools.
5. Set the example - be a good role model, they must not only hear what they are
expected to do, but also see.
6. Know your people and look out for their well-being – know human nature and the
importance of sincerity caring for your workers.
7. Keep your people informed - know how to communicate to your people
8. Develop a sense of responsibility in your people - develop goods characters traits
within your people that will help them carry out their professional responsibility.
9. Ensures that tasks are understood, supervised, and accomplished - communication
is the key to this responsibility.
10. Train your people as a team- although many so-called leader call their
organization, department, section, they are not really teams, they are just a group of
people doing their jobs.
11. Use the full capabilities of your organization- by developing a team spirit, you
will be able to employ your organization, department, section, to its fullest capabilities.
FOUR FACTORS OF LEADERSHIP
✓ Followers- Followers are the subordinates of a head. Leader must know his people.
✓ Leader- Leader must know his people. The fundamental starting point is having a good
understanding of human nature, such as needs, emotions, and motivation.
✓ Communication- Communication maintains good relationship between leader and
followers as well as shows the leader efficiency. A head lead through two-way
communication.
✓ Situation- The situation normally has a greater effect on a leader's action than his or
her traits. This is because while traits may have an impressive stability over a period of
time, they have little consistency across situations.