Max webber

This is a study of the bureaucratic characteristics of Turkish elementary and twinklingary cultivates Little is known just about the government activity and intro of these educatetimes. This study Is d beginning In an effort to develop d body of literature In these schools. Max Webers (in Gerth Mills, 1946) thinking and Halls (1961) operationalization of bureaucratism socio- frugal class the theoretical chthonianstructure for the study.Beca spend the construct of alienation is the main construct that has been hatfulvas with relation to bureaucracy, this study also examines the relationships between ureaucracy and feel of power as a amount of alienation. Context giving medications surround us. Bureaucracy Is d radiation diagram for organlzlng human activities for a desired end. It is a sociological phenomenon that has evolved throughout the report ot clvlllzauon. As a sociological cocksucker It has been used to bulld pyramids, to invade nations, to bring round ill nesses, to keep criminals incarcerated, to land on Mars, to massacre millions, to educate. nd so on. It Is the asshole of power, an effective device to control and direct human effort and behavior. The bureaucratic theory of Max Weber has been a point of departure for the ontogenesis and odification of placement social organisation to Influence the flow of Interrelationships within placements (Hall, 1963). The degree of bureaucracy in an organization tick offs the stick outaries tor human action. These boundaries that regulate great deals treedom have a spin-off known as alienation.The construct of alienation has been studied with relation to bureaucracy. It has been show that people who hit in bureaucracies have a limited separate In what they do. For good or for evil, bureaucracy is the machinery to control human behavior. What matters is how to use this device without alienating people. chools ar one of the practices of bureaucracy where a tremendous portion of our l ives is spent Schools prep atomic number 18 youth for bureaucracies. If the schools are the places that prepare people tor bureaucratized lite. hen, the teachers in them are the agents of bureaucracies. If teachers are alienated, society whitethorn also be alienated It is possible that certain problems ascribed to bureaucracies can be related to d certain degree of bureaucracy In organizations. All organizations are bureaucratic toa degree. Human lite, even before It begins and after It ends, is in contact with bureaucratic organizations. Organizations will ontinue to dominate and alienate our lives It is worthwhile to sympathise what bureaucracy Is and what problems are associated with It. ureducracles surround The orlgln ot the Bureaucratic Theory Since translations of Max Webers plys into the English linguistic process during the second part of the 1940s, a vast literature on organizations, In general, and on bureaucracy, 1 Of6 In partlcular, nas Deen generated. Max weDer (Ge in favor of bureaucratic organization argued as Tollows The decisive reason for the advantage of bureaucratic organization has always been its purely technological superity over any stock of organization. The fully developed bureaucratic mechanism compares with other organizations exactly as does the machine with the non-mechanical modes of production.Precision, speed, unam monstrousuity, knowledge of files, continuity, discretion, unity, strict subordination, reduction of friction, and of material and personal cost these are raised to the optimum point in the strictly bureaucratic administration, and especially in its monocratic form. As compared with the collegiate, honorific, and avocation forms of administration, trained bureaucracy is superior on all these points. (p. 214) Max Weber (Etzioni, 1961) listed organisational attributes that when present, constitute the bureaucratic form of organization. 1 A continuous organization of official functions bound by rules. A specific sphere of competence. 3 The organization of offices follows the leading of hierarchy that is, each lower office is under the control and control of a higher one. 4 The rules which regulate the conduct of an office may be technical rules or norms. 5 It is a matter of tenet that members of the administrative staff should be completely separated from ownership of the inwardness of production or administration. In order to enhance the organizational openhandeddom, the resources of the organization have to be free of any remote control and the positions cannot be monopolized by any incumbent. 7 Administrative acts, decisions, and any rules are suppose and recorded in writing. (pp. 53-54) Based on the theory developed by Max Weber, enquiryers used bureaucratic theory as an analytical tool to examine organizational structure. Until the 1960s, case studies were used to assess bureaucratic characteristics of organizations. These studies were called uni propal approach to the study o f organization. inquiryers who used the unidimensional approach believed that all characteristics of bureaucracy must be present to a high degree in an organization before it can be called a bureaucracy.During the late mid-fifties this approach was questioned. Researchers started to think that all characteristics of bureaucracy index not be present in an organization at the same time. Some characteristics can be stronger than others. Characteristics could be independent of each other. Bureaucratic characteristics or dimensions could farm different configurations of bureaucracies. Since the 1960s, imensional approaches to study bureaucracy have been used. Hall (1961) was among the first to measure bureaucratic dimensions in organizations empirically.Hall (1961) was the first to develop a survey doer to measure the degree of bureaucratization in organizations. After an extensive literature review, he identified sestet dimensions of bureaucracy hierarchy of berth, division of lab or, rules and regulations, procedural speclTlcatlons, Impersonallty, ana tecnnlcal competence. HIS pecker (Organizational Inventory) has 62 items. All dimensions have 10 items xcept for hierarchy of authority, which has 12 items. modify versions of his instrument have been used in educational activityal settings to assess school bureaucratization.Researchers have added more items to his instrument during modifications. Halls instrument was first modified by the Canadian look intoer, MacKay (1964), to measure half a dozen dimensions of bureaucracy in educational settings. In Canada, Robinson (1966), Kolesar (1967) and Punch (1967) continued to use and refine the Mackays instrument. These Canadian researchers were followed by Anderson (1970), Isherwood ( 1971), and Sousa (1980) in the U. S. Researchers using modified versions of Halls instrument have consistently found sise dimensions of bureaucracy agglomerated around ii overall higher-order dimensions.Hall (1961) warned that one of the six dimensions could be an abureaucratic dimension. He found that the technical 4 competence dimension was inversely correlated with three dimensions. Mackay (1964) and Robinson (1966) also found that the dimensions did not fit under a single overall dimension. Punch (1967) found that six dimensions form two higher order dimensions. Hierarchy of authority, rules and regulations, procedural pecifications, and impersonality forgather together while division of labor and technical competence clustered together.The higher order dimension formed by the first set of dimensions is a measure of bureaucratization while the higher order dimension formed by the second set of dimensions is a partial measure of professionalism. Isherwood and igniter (1973) confirmed that Halls six dimensions cluster under two separate second order dimensions. Purpose The purpose of this study is to explore the utility of Halls conceptualization of bureaucracy in analyzing the organizational struct ure of Turkish elementary and econdary schools. Research on educational organizations in Turkey is not as right as it is in the western countries.Turkey adopted its centralized ministry system from European nations. No empirical studies were found on structural characteristics of Turkish exoteric schools. Researchers do not have an empirical base to help them understand how organizations function. It is hoped that this study will start a literature base on the subject and provide a tool to assess the organizational structure of schools that is desperately needed in Turkey. Also an empirical llustration from Turkey might provide a useful addition to the literature because the literature on school organizations in developing countries is very limited.Researchers know little about how school bureaucracy functions in other cultures. Questions How are the bureaucratic dimensions of Turkish elementary and secondary schools related? What are the relationships between the bureaucratic dim ensions of Turkish elementary schools and the demographic variables? wnat are tne relatlonsnlps Detween tne Dureaucratlc Olmenslons 0T lur s elementary and secondary schools and teachers sense of power? 5 Definitions Major Variables A bureaucracy is an organizational form designed to accomplish large-scale administrative tasks by systematically set up the black market of many individuals (Blau, 1956).Hierarchy of authority (HA) is the consummation to which the locus of decision do is prestructured by the organization(Hall, 1968, p. 95). Division of labor or specialization (DL) is the extent to which mold tasks are subdivided by functional specialization within the organization (Hall, 1968, p. 95). Rule enforcement or rules and regulations (RR) is the degree to which the behaviors of organizational members re subject to organizational control (Hall, 1968 p. 95).Procedural specification (PS) is the extent to which organizational members must follow organizationally defined techni ques in dealing with situations they encounter (Hall, 1968, p. 95). Impersonality (IM) is the extent to which both organizational members and outsiders are treated without regard to individual qualities(Hall, 1968, p. 95). This dimension has two explicit factors. (1) Friendly climate (CLM) is the degree to which relations in the organization are friendly and warm. (2) Formality (FRM) is the degree to which nteractions among people are formal and free from emotions.The second factor was accepted as the measure of impersonality. The friendliness of the school climate is most likely to be an outcome variable rather than a structural variable. This variable was analyzed separately. Promotions based on technical competence (TC) is the extent to which organizationally defined universalistic standards are apply in the personnel selection and advancement (Hall, 1968, p. 95). Control is the degree to which bureaucratic authority is utilized to regulate teacher behaviors.Expertise is the d egree to which professional authority is utilized to regulate teacher Sense of power (SP) is the extent to which a teacher believes he/she is able to influence the course of events in the school that holds significance for him/her (Moeller 1962). 6 Teachers friendship with school administrators was metric by responses to the line of reasoning, I have a friendship with school administrators outside the school, on a five-point Likert type scale ranging from 1 = unimpeachably wrong to 5 = definitely accurate . Demographic Variables Name of city is the school district where the teacher works.It is operationalized as the name of the township Karabuk (1), Safranbolu (2), Eflani (3), Eskipazar (4), Yenice (5), and Ovacik (6). Number of sessions is a two-category variable. Teachers were grouped into two categories ( ) teacners wno work at scnools tnat run one sesslon a cay ana teachers who work at schools that run two sessions a day. Level of the school refers to grades in the teachers school. Teachers in elementary school (K-5) were coded as one, teachers in middle schools (6-8) were coded as two, and teachers in high schools (9-11) were coded as three.Size variables are (1) the number of teachers who are on the payroll of the teachers school, (2) number of students enrolled in the teachers school, (3) student-teacher ratio in the teachers school, (4) number of classrooms in the teachers school, and (5) number of administrators in the teachers school. Age of the teachers school is the number of years passed since the foundation of the school. urbanization is a three-level categorical variable teachers who work in urban schools, teachers who work in suburban schools, and teachers who work in rural schools. Urban was coded as one, suburban was coded as two, and rural was coded s three.Occupation of principals father was a five-level categorical variable teachers who work under principals whose fathers were farmers (coded 1), teachers who work under principals whos e fathers were blasphemous collar workers (coded 2), teachers who work under principals whose fathers were small note owners (coded 3), teachers who work under principals whose fathers were civil servants (coded 4), and teachers who work under principals whose fathers were professionals (code 5). 7 Sex is the gender of the teacher. phallic teachers were coded as one while female teachers were coded two.Socio-economic status of teacher was measured by three variables (1) growing up location of teacher, (2) number of sisters and brothers of teacher, and (3) fathers commercial enterprise of teacher. The grown-up location of teacher was operationalized as rural (1), town (2), city (3), big city (4), and all (5). Fathers occupation was categorized as small business owner (1), civil servant (2), blue-collar worker (3), and farmer (4). Socio economic status of students (SES) is the teachers principals perception of students socioeconomic status measured on a five point likert type scal e.Principals ere asked to rate students in their school on a five-point scale ranging from very poor (1) to very wealthy (5). political ties of teachers were measured on a five-point Likert- type scale. Teachers were asked to respond to following statement l know influential people who can help me if I am in trouble in this school. Response options ranged from definitely inaccurate (1) to definitely accurate (5). Experience of teacher was measured by quaternary variables (1) age of teacher, (2) constitutional service years of teacher in learn, (3) descend years in administrative positions and (4) ork experience outside teaching.The last variable, the work experience outside teaching, was a categorical variable. Teachers who had work experience outside teaching were assigned one while teachers who did not have work experience outside teaching were assigned two. Overall alienation from work was utilized to cnec tne vallOl ty 0T sense 0T power scale. leacners were asKea to respons e to tne following question Do you wish your child to pursue a career in teaching? Those who said yes were assigned two and those who said no were assigned one. Teachers provenance had two possible responses. Those who were innate(p) in the province, Karabuk, were assigned a two. Those who were born outside the province were assigned a one. Training had three electromotive force responses. Teachers who were not have from teacher colleges were assigned a one, teachers who were not graduate from teacher colleges but 8 earned teaching certificate by attending extra training were assigned a two, and regular teachers who were graduated from teacher colleges were assigned a three. Experience of principals had three measures (1) age of teachers principal, (2) total ears in administrative positions, and (3) total service years in education sector.These measures were obtained during school visitations. Percentage of male is the percentage of male teachers in teachers school. Organiza tion of the Study The relevant literature is reviewed in the second chapter. The third chapter deals with instrumentality and methodology. The findings of the pilot study are reported in the fourth chapter. The findings of the research sample are in the fifth chapter. After discussions of findings, recommendations for further research are presented in the sixth chapter.