Structure in Schools

• Basic education organizations or schools are characterized as bureaucratic.

• A. CLASSICAL WEBERIAN BUREAUCRACY
• Max Weber, a German scientist, defines bureaucracy as a highly
structured, formalized, and also an impersonal organization.
• Max Weber bureaucracy ideally has the following characteristics:
• 1. Specialization of labor
• 2. A formal set of rules and regulations
• 3. Well-defined hierarchy within the organization
• 4. Impersonality in the application of rules
• Max Weber listed six major principles of the bureaucratic form such as:
• 1. A formal hierarchical structure. Each level controls the level below it. . A formal hierarchy is
the basis of central planning and centralized decision-making.
• 2. Rules-based Management. The organization uses rules to exert control. The lower levels
seamlessly execute the decisions made at higher levels.
3. Functional Specialty Organization. Specialists do the work. The organization divides employees
into units based on the type of work they do or the skills they possess.
• 4. Up-focused or In-focused Mission. If the mission of the organization is to serve the stockholders,
board or any other agency that empowered it, then it is up-focused. On the other hand, if the
mission is to serve the organization itself and those within it, then it is in-focused.
• 5. Impersonal. Bureaucratic organizations treat all employees equally. They also treat all
customers equally and do not allow individual differences to influence them.
• 6. Employment-based on Technical Qualifications. Selection as well as the promotion of employees
is based on technical qualifications and skills
• Features of Weber’s Bureaucracy
• 1. Administrative Class:
• Bureaucratic organizations generally have administrative class responsible
for maintaining coordinative activities of the members.
• Main features of his class are as follows:
• a. People are paid and are whole time employees;
• b. They receive salary and other prerequisites normally based on their positions;
• c. Their tenure in the organization is determined by the rules and regulations of
the organizations.
• d. They do not have any propriety interest in the organization.
• e They are selected for the purpose of employment based on their competence
• 2. Hierarchy
• Hierarchy is a system of ranking various positions in descending scale
from top to bottom of the organization.
• Follow principle of hierarchy that is each lower office is subject to
control and supervision by higher office.
• Thus, no office is left uncontrolled in the organization. This hierarchy
serves as lines of communication and delegation of authority.
PROTOCOL
• Division of Work.
• Work of the organization is divided on the basis of specialization Each office in the
bureaucratic organization has specific sphere of competence. Example - Research Office
• This involves the following:
• a. A sphere of obligations to perform functions which has been marked of as a part of
systematic division of labor;
• b. The provision of the incumbent with necessary authority to carry out these functions;
and
• c. The necessary means of compulsion are clearly defined and their use is subject to
definite conditions.
• Division of labor - delineation of work
• to ensure that no work is left uncovered.
• 4. Official Rules
• A basic and most emphasized feature of bureaucratic
organization is that administrative process is continuous and governed
by official rules.
• Rules provide the benefits of stability, continuity, and predictability
and each official knows precisely the outcome of his behavior in a
particular matter.
• 6. Official Record
• Bureaucratic organization is characterized by maintenance of
proper official records. The decisions and activities of the
organization are formally recorded and preserved for future
reference. This is made possible by extensive use of filling system in
the organization. An official record is almost regarded as
encyclopedia of various activities performed by the people in the
organization.
•
• Benefits of Bureaucracy
• The following are the advantages of Bureaucracy:
• 1. The rules and procedures are decided for every work it leads to, consistency in
employee behavior.
• 2. The duties and responsibilities of each job are clearly defined.
• 3. The selection process and promotion procedures are based on merit and expertise.
It assists in putting right persons on right jobs. There is optimum utilization of human
resources.
• 4. The division of labor assists workers in becoming experts in their jobs. The
performance of employees improves considerably.
• 5. The enterprise does not suffer when some persons leave it. If one person leaves
then some other occupies that place and the work does not suffer.
• The following are the disadvantages of Bureaucracy:
• 1. This system suffers from too much of red tape and paper work.
• 2. The employees do not develop belongings to the organization.
• 3. The excessive reliance on rules and regulations and adherence to
these policies inhibit initiative and growth of the employees. They are
treated like machines and not like individuals. There is neglect of
human factor.
• 4. The employees become so used to the system, they resist to any
change and introduction of new techniques of operations.
• 7 Types of organizational structures
• 1. Hierarchical org structure- Is the most common type of organizational structure––the chain of command goes from the top (e.g.,
the CEO or manager) down (e.g., entry-level and low-level employees) and each employee has a supervisor.
• 2. Functional org structure-Similar to a hierarchical organizational structure, a functional org structure starts with positions with the
highest levels of responsibility at the top and goes down from there. Each separate department is managed independently.
• 3. Horizontal or flat org structure-A horizontal or flat organizational structure fits companies with few levels between upper
management and staff-level employees. it encourages less supervision and more involvement from all employees.
• 4. Divisional org structures (market-based, product-based, geographic)- In divisional organizational structures, a company’s divisions
have control over their own resources, essentially operating like their own company within the larger organization. Each division can
have its own marketing team, sales team, IT team, etc. This structure works well for large companies as it empowers the various
divisions to make decisions without everyone having to report to just a few executives.
• a. Market-based divisional org structure-Divisions are separated by market, industry, or customer type. A large consumer goods
company, like Target or Walmart, might separate its durable goods (clothing, electronics, furniture, etc.) from its food or logistics
divisions.
• b. Product-based divisional org structure- Divisions are separated by product line. For example, a tech company might have a division
dedicated to its cloud offerings, while the rest of the divisions focus on the different software offerings––e.g., Adobe and its creative
suite of Illustrator, Photoshop, InDesign, etc.
• c. Geographic divisional org structure-Divisions are separated by region, territories, or districts, offering more effective localization
and logistics. Companies might establish satellite offices across the country or the globe in order to stay close to their customers.
• 5. Matrix org structure-A matrix organizational chart looks like a grid, and it
shows cross-functional teams that form for special projects. For example, an
engineer may regularly belong to the engineering department (led by an
engineering director) but work on a temporary project (led by a project
manager). The matrix org chart accounts for both of these roles and reporting
relationships.
• 6. Team-based org structure-A team organizational structure is meant to
disrupt the traditional hierarchy, focusing more on problem solving,
cooperation, and giving employees more control.
• 7. Network org structure-A network organizational structure makes sense of
the spread of resources. It can also describe an internal structure that focuses
more on open communication and relationships rather than hierarchy.
• B. MINTZBERG’S COORDINATING MECHANISMS OF STRUCTURE
• 1. Simple Structure.
• the entrepreneurial organization,
• is a vertically organized pyramid with vertical lines of authority.
• Its key characteristics are direct supervision of subordinates, organic organization according to functions
and a lack of formal support structures.
• Authority is concentrated at the peak in the person of the chief executive officer.
• 2. Machine Bureaucracy. The machine bureaucracy gets its name from its high level of work
standardization, making organizational units function together like the parts of a machine.
Companies with mass-produced output use this form. Tasks are standardized and detailed in
operating procedures that allow employees to carry out their work with a minimum of training
• 3. Professional Bureaucracy. The professional bureaucracy is bureaucratic without being
centralized. It relies on highly qualified professionals to carry out the work with a high degree of
independence. The organization achieves its coordination of functions by standardizing the skills
and qualifications required to carry out the work of a particular position.
• 4. Divisionalized Form. Large organizations with diversified products
create divisions to handle related activities.
• -*with a high degree of autonomy to address their particular
situations,
5. Adhocracy.
• flexible, adaptable, and informal organizational structure without
bureaucratic policies or procedures.
*adapts to whatever situation it encounters. Its characteristics
include a lack of formal structure combined with a variety of highly
skilled employees. The adhocracy forms teams to carry out work
• Organization have five prime mechanisms for coordinating the work of their members:
• 1. Direct Supervision. Through specific orders or one-to-many monitoring of the
work processes. This usually means that every worder or group, reports directly to one
manager. A manager may have to supervise several groups, increasing the span of
control.
• 2. Standardization of Skills. To ensure that everyone has the same knowledge and
qualifications.
• 3. Standardization of Work Processes. Every work follows a predefined path and a
set of rules.
• 4. Standardization of Outputs. Sets up measures for the outcomes of the work.
• 5. Mutual Adjustment (Information Communication). Let individuals coordinate
their own work and communication between peers are the crucial activity which makes
this possible.
• C. THE DEPED ORGANIZATIONAL STRUCTURE (based on RA 9155)
• The following provisions of RA 9155 discusses the set up of the organizational structure of the Department of
Education.
• Principles of Shared Governance.
• a. Shared governance is a principle which recognizes that every unit in the education bureaucracy has a particular role,
task, and responsibility inherent in the office and for which it is principally accountable for outcomes;
• b. democratic consultation shall be observed in the decision-making process at appropriate levels. Feedback mechanisms
shall be established to ensure coordination and open communication of the central office with the regional, division, and
school levels;
• c. The principles of accountability and transparency shall be operationalized in the performance of functions and
responsibilities at all levels; and
• d. The communication channels of field offices shall be strengthened to facilitate flow of information and expand linkages
with other government agencies, local government units and nongovernmental organizations for effective governance.
• Governance.
• Powers, Duties and Functions
• The Secretary of the Department of Education shall exercise overall authority and supervision over the operations of
the Department.
• A. National Level. In additional to his/her power under existing laws, the Secretary
of Education shall have authority, accountability, and responsibility for the following:
• (1). Formulating national educational policies;
• (2). Formulating a national basic education plan;
• (3) Promulgating national educational Standards;
• (4). Monitoring and assessing national learning outcomes;
• (5). Undertaking national educational research and studies;
• (6). Enhancing the employment status, professional competence, welfare and
working conditions of all personnel of the Department; and
• (7). Enhancing the total development of learners through local and national programs
and / or projects.
• The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries
whose assignments, duties and responsibilities shall be governed by
law. There shall be at least one undersecretary and one assistant
secretary who shall be career executive service officers chosen from
among the staff of the Department.
• B. Regional Level. There shall be as many regional offices as may be provided by law. Each regional office
shall have a director, an assistant director and an office staff for program promotion and support,
planning, administrative and fiscal services.
• Consistent with the national educational policies, plans and standards, the regional director shall
have authority, accountability and responsibility for the following:
• 1. Defining a regional educational policy framework which reflects the values, needs and expectations of
the communities they serve’
• 2. Developing a regional basic education plan;
• 3. Developing regional educational standards with a view towards bench-marking for international
competitiveness.
• 4. Monitoring, evaluating and assessing regional learning outcomes;
• 5. Undertaking research projects and developing and managing region wide projects which may be
funded through official development assistance and/or other funding agencies;
• 6. Ensuring strict compliance with prescribed national criteria for the recruitment, selection and training
of all staff in the region and divisions;
• 7. Formulating, in coordination with the regional development council. The budget to support the regional
educational plan which shall take into
account the educational plans of the divisions and districts;
• 8. Determining the organization component of the divisions and districts and approving the proposed staffing
pattern of all employees in the divisions and
districts;
• 9. Hiring, placing and evaluating all employees in the regional office, except for the position of assistant
director;
• 10. Evaluating all schools division superintendents and assistant division superintendents in the region;
• 11. Planning and managing the effective and efficient use of all personnel, physical and fiscal resources of
the regional office, including professional
staff development;
• 12. Managing the database and management information system of the region;
• 13. Approving the establishment of public and private elementary and
high schools and learning centers; and
• 14. Performing such other functions as may be assigned by proper authorities.
• C. Division Level. A division shall consist of a province or a city which shall
have a schools division superintendent, at least one assistant schools division

superintendent and an office staff for programs promotion, planning,

administrative, fiscal, legal, ancillary, and other support services. Consistent
with the national educational policies, plans and standards the schools
division superintendents shall have authority accountability and
responsibility for the following:
• 1. Developing and implementing division education development plans;
• 2. Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the division, including professional staff
development;
• 3. Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and non- teaching
personnel, including school heads, except for the assistant division superintendent;
• 4. Monitoring the utilization of funds provided by the national government and the
local government units to the schools and learning centers;
• 5. Ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialists’
• 6. Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education;
• 7. Supervising the operations of all public and private elementary, secondary and
integrated schools, and learning centers; and
• 8. Performing such other functions as may be assigned by proper authorities.
• E. School Level. There shall be a school head for all public elementary
schools and public high schools or a cluster thereof. The
establishment of integrated schools from existing public elementary
and public high schools shall be encouraged. The school head, who
may assisted
• by an assistant school head, shall be both an instructional leader and
administrative manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality educational
programs, projects and services. A core of non- teaching staff shall
handle the school’s administrative, fiscal and auxiliary services.
• Consistent with the national educational policies, plans and standards, the school heads
shall have authority, accountability and responsibility for the following:
• 1. Setting the mission, vision, goals and objectives of the school;
• 2. Creating an environment within the school that is conducive to teaching and learning;
• 3. Implementing the school curriculum and being accountable for higher learning
outcomes;
• 4. Developing the school education program and school improvement plan;
• 5. Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community;
• 6. Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
• 7. Administering and managing all personnel, physical and fiscal resources of the school;
• 8. Recommending the staffing complement of the school based on its needs;
• 9. Encouraging staff development;
• 10. Establishing school and community networks and encouraging the active
participation of teachers organizations, non-academic personnel of public schools,
and parents-teachers-community associations;
• 11. Accepting donations, gifts, bequests, and grants for the purpose of upgrading
teachers’ learning facilitators’ competencies, improving and expanding school
facilitates and providing instructional materials and equipment. Such donations or
grants must be reported to the appropriate district supervisors and division
superintendents; and
• 12. Performing such other functions as may be assigned by proper authorities.
•
• G. Stanley Hall is considered as the "father of adolescence" and known for the Hall’s Organizational Inventory
(HOI) which is used to measure organizational (school) bureaucracy. HOI has six domains
• 1). A Division of Labor Based on Functional Specialization- the job specification was based on the functional
specialization that entailed the work tasks within the organization;
• 2). A Well-Defined Hierarchy of Authority- the pre-structured hierarchical order within the organization and
determined the process of decision making in the organization;
• 3). A System of Rules Covering the Rights and Duties of Employees- these rules will spell out clearly the
allowable behaviors and benefits allotted to performing such tasks;
• 4). Systematic Procedures for Dealing with Work Situations- a standard of procedures to ensure clear lines of
authority and accountability within the organization. These procedures denoted the common approach in
dealing with various work situations that they dealt with;
• 5). Impersonal Approach to Interpersonal Relations and the Promotion of Rational Behavior according to
Organizational Goals- the basic premise was detaching personal element when dealing with members in the
organization in all decision-making and policy-making processes and lastly
• 6). Promotion and Selection based on Technical Competence- personnel selection and advancement were
based on the accepted expertise and proficiency.
• Thank you for listening