This document discusses different models and perspectives on organizational structure in schools. It covers Max Weber's model of bureaucracy, including its key elements like division of labor, impersonal orientation, and hierarchy of authority. It also discusses critiques of Weber's model, like its neglect of informal organization. Additionally, it outlines Hall's two types of rational organizations, Mintzberg's key parts of an organizational structure, and loose coupling perspective in schools. Overall, the document provides an overview of classic and contemporary theories for analyzing and understanding structure in educational organizations.

1. Structure in Schools
Hoy and Miskel, 2008
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2. Model of Bureaucracy (Formal organization)
Max Weber (1947)
 Division of Labor
Division of labor produces specialization which increases efficiency.
 Impersonal Orientation
Decisions are based on fact and not feelings.
 Hierarchy of Authority
A system of superordination (superiors) and subordination (subordinates) to
guarantee compliance and discipline
 Rules and Regulations
Ensures uniformity of behavior of the employees.
 Career Orientation
Promotion of loyal employees based on seniority and achievement.
(dispassionate decisions)
 Efficiency
Bureaucracy maximizes expertise, rational decisions, and administrative
efficiency.
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3. Weber’s Model of Bureaucracy in Popular TV
He has the office on top floor-
highest source of authority Charismatic authority
rules and
regulations –
stable and
without
personality-
even when
seduced by a
beautiful
woman, he
remains
incorruptible
MAD MEN (TV series)
10/24/2012 Cooper Draper Pryce is the incarnation of Weber’s bureaucratic model
Sterling

4. Critique of Weber’s Model
1. Dysfunctional aspects are not considered
2. Informal organization is neglected
3. Dual structure of bureaucratic model
4. Feminist critique
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5. Dysfunctional Features of Bureaucracy
Function Characteristic Dysfunction
Expertise Division of Labor Boredom
Rationality Impersonal Orientation Lack of morale
Compliance and Hierarchy of Authority Communication
Coordination blocks
Continuity and Rules and Regulations Rigidity and goal
Stability displacement
Incentive Career Orientation Conflict between
achievement and
seniority
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6. Functions and Dysfunctions of Rules
Functions Dysfunctions
Explication Reinforce Apathy(minimum
acceptable )
Screening (buffering) Goal displacement
Legitimate Punishment Create legalism
Leeway Indulgency (leniency)
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7. Informal Organization- “Shadow Organization”
It is the spontaneous development of a social structure
and culture within a formal organization
How does it develop within a formal organization?
Personal relations
Division into cliques (based on feelings, common lounge, age, similar interests, etc)
Social norms (appropriate behavior)
Informal roles( unofficial spokesperson, informal leaders)
Informal communication(the grapevine)
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8. Dual Structure of the Bureaucratic Model
Is bureaucratic administration based primarily on expertise,
or is it based on rules and discipline?
The answer to this question creates the conflict of dual
bureaucracy in Weber’s model.
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9. Feminist Critique
Bureaucracies promote male values at the expense of female ones.
Hierarchy Equalitarian
Impersonality personalized
VS.
Independence dependence
Competition Cooperation
Rationality Emotionality
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10. Structure in Schools -HALL
Two Types of Rational Organizations rather than
One integrated model -Hall(1962)
Bureaucratic Pattern
 Hierarchy of Authority
 Rules for employees
 Procedural Specifications
 Impersonality
Professional Pattern
 Technical Competence
 Specialization
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11. Formal Structure in Schools
Professional Pattern
High Low
High Weberian Authoritarian
Bureaucratic
Pattern
Low Professional Chaotic
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12. Predicted Changes In School Structure
Chaotic Authoritarian Weberian Professional
Organization Organization Organization Organization
Stable Environment
Turbulent Environment
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13. Structure in Schools –Hoy and Sweetland (2000-2001)
School structures can be described along a continuum from enabling to hindering.
Enabling School Structure Hindering School Structure
Enabling Hierarchy Hindering Hierarchy
Enabling formalization (rules & Coercive formalization (rules
procedures) &procedures)
Use Impose top-down
two-way
communication communication
View problems as View problems as
opportunities constraints
Seek mutual solutions Force consensus
Support differences Suspicious of differences
Practice openness Be cautious and closed
Embrace the unexpected Fear the unexpected
Correct mistakes Punish mistakes
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14. Key Parts of Structure- Mintzberg
Strategic
superintendent over a school district
Apex
Coordinators- Accountant-maintenance
instructional supervisors Techno- Middle Support
Structure Line Staff
School principal
Operating Core teachers
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15. Coordinating Mechanisms-Mintzberg
They are the fundamental means organizations use to
monitor and control work. These mechanisms are the glue
the hold the organization together.
 Mutual Adjustment--informal communication
 Direct Supervision--personal command
 Standardization of Work– work program directions
 Standardization of Output--specify work results
 Standardization of Skills--specify training
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16. Five Combinations and Five Basic Structures
(Mintzberg)
Strategic Apex Directive Supervision Simple Structure
Technostructur Stand. of Work Machine Bur.
e Stand. of Skills Professional Bur.
Operating Core Stand. of Outputs Divisional Form
Middle Line Mutual Adjustment Adhocracy
Support Staff
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17. Loose Coupling Perspective
Loose couplings are structural connections among school units in the
bureaucratic structure. Ex. the administration of a school has little influence
on what is happening in the classroom.
Schools are complex organizations with both tight and loose structural
connections.
Bureaucracies tend to be tightly structured.
Professional organizations tend to be more loosely structured.
Tight coupling promotes limits discretion of teachers.
Loose coupling enhances discretion of teachers.
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18. Professional and Bureaucratic Orientations
Professional Orientation Bureaucratic Orientation
Sources of Compatibility between Orientations
• Expertise • Expertise
• Objective perspective • Objective perspective
• Impersonal approach • Impersonal approach
• Service to clients • Service to the organization
Sources of Conflict between Orientations
• Colleague reference group • Hierarchical orientation
• Autonomy in decision making • Disciplined compliance
• Self-imposed control • Subordinated to the organization
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19. Questions/Comments
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