Max Weber's Contribution to Educational Administration
Educational administration, according to Van der Westtuizen (1999:36) is…………In this case the government should take care of this through the necessary legislation providing for the proper functioning system. This will also entail legislation which provide for the matters such as the necessary decentralization, financing, maintenance of facilities, teacher training, compulsory education, differentiated education and general control over education. Weber contributes to the educational administration through his Weberian Bureaucratic Model, in which bureaucracy is defined as a concept in sociology and political science referring to the way that administrative execution and enforcement of legal rules are socially organized.
Max Weber in his Bureaucratic model considers the structure of offices and management of organization such as schools as both public and private. He tries to construct a stereotype of an educational organization through the use of five characteristics that he deems should be possessed in a school. He also ventures his discussion into the characteristics of a bureaucratic official which to be thought as a bureaucratic, should qualify these characteristics. A person possessing such characteristics is then judged as a qualified and appropriate in office. However, if dispossessed of these characteristics, he is not fit for such position in office.
Wayne (1978:111) opines that Weber introduces five important characteristics of a functional educational bureaucracy. Weber first requires educational organizations to have a consistent system of abstract rules which have normally been intentionally established. And administration of laws should be held to consist in the application of these rules to particular cases and systems of rules should cover the rights and duties inherent in each position, so as to coordinate activities in the hierarchy. This system should also provide continuity of operations when there are changes in personnel. However, rules
Max Weber in his Bureaucratic model considers the structure of offices and management of organization such as schools as both public and private. He tries to construct a stereotype of an educational organization through the use of five characteristics that he deems should be possessed in a school. He also ventures his discussion into the characteristics of a bureaucratic official which to be thought as a bureaucratic, should qualify these characteristics. A person possessing such characteristics is then judged as a qualified and appropriate in office. However, if dispossessed of these characteristics, he is not fit for such position in office.
Wayne (1978:111) opines that Weber introduces five important characteristics of a functional educational bureaucracy. Weber first requires educational organizations to have a consistent system of abstract rules which have normally been intentionally established. And administration of laws should be held to consist in the application of these rules to particular cases and systems of rules should cover the rights and duties inherent in each position, so as to coordinate activities in the hierarchy. This system should also provide continuity of operations when there are changes in personnel. However, rules
Bibliography: Anderson, J. G. 1968. Bureaucracy in Education. Baltimore: The Johns Hopkins Van der Westtuizen, P. C. (ed.) 1999. Effective School Management. Pretoria: Haum Tertiary Wayne, K. H. 1987. Educational Administration: Theory Research and Practice. New York: Random House