A Comparative Analysis Of The Bureaucratic Structures Between Large And Small Secondary Schools

The concept of bureaucracy, here, is viewed as arnmeans of organizing work which permits or encouragesrncoordination. Coordination in turn is achieved inrnhierarchy of graded authority regulated by rules andrndepersonalizing mechanisms. As such bureaucracy is notrna bed of roses for individuals. It is rather a system ofrnadministration which is destined to institutionalize workrnin organizations.rnSchools are the basic organizational units in therneducational institution; they have the role of dividingrnthe work and integrating results. Thus, schools arernbecoming more bureaucratically structured. It isrnsuggested that, the idea of bureaucratization of schoolsrnconfirmed, to a considerable degree, Weber'srnspecification of bureaucracy on the basis of theirrndivision of labour,J their hierarchical structures~ theirrnrules and regulations~ their procedures and thei rrnimpersona~ treatment based on competence. Hence, therneducational version of bureaucracy is seen as a set ofrnsix-dimensions.rnThe study comparatively exami.es the basis of thernbureaucratic model , the dimensions of organizations thatrnare chartacterstically cited as bureaucratic attributesrnby measuring the degree to which these dimensions arernpresent in the two sets of secondary school systems. Itrnis illustrated in the study that a b reaucratic structurernis not unitary variable but it is multidimensional andrnprevalent among the selected twelve secondary schools.rnThe prevalence and emergence of these burea craticrndimensions are also proved to be that the schools arernbureaucratic in a large number of ways. Furthermore, itrnis demonstrated that size is a determining factor whichrninfluences the bureaucratic structures of secondaryrnschools. Thus, all the six-bureaucratic dimensions varyrnin size.rnFinally, the causes of disagreement (conflict ) andrnthe consequent results that reduced teachers commitme crnsuch as, seniority based promotions, lack ofrnreconciliation between the expectations of autonomy andrnindividual responsibility of highly trained professionalsrnwith the hierarchy of authorities, are also examined.rnBased on the previous comments and concluding remark i.rnthe study, in the final chapter, the writer forwards so ernrealistic suggestion and recommendation tha individua_rnteachers need a certain amount of auto 0 y if they are torn• £rncontribute meaningfully to the objectives of the schools.rnHence, school administrators should allow individualrnteachers to have enough autonomy to enhance theirrnprofessional initiative and to encourage the developmentrnof positive and fruitful relationships within the schoolrnsystems . Such necessary leadership styles may resultrnfrom the recognition of the professional status ofrnteachers and a substantial delegation of responsibilityrnin them, and not from polarization of teachers andrndirectors into 'superiors' and 'inferiors.'

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