Bureaucracy in School Administration: A Grounded Theory Study

Abstract

The aim of this study is to put forward a model for an effective bureaucratic administration structure in school administration, based on the interaction between school administration and Weberian bureaucracy. According to the research conducted with the participation of 27 school administrators and grounded theory design, bureaucracy has two aspects in terms of school administration. Bureaucracy contributes to the school administration in terms of maintaining the work in a certain order, giving importance to the field of expertise, allowing everyone to speak the same language by carrying out the work in an official manner, and being a tool in overcoming problems. On the other hand, it causes work to slow down and progress with difficulty because it brings about unfair practices and causes formalism and waste. When the dimensions of Weberian bureaucracy are examined in the context of school administration, 4 of the 6 dimensions - division of labor, rules and regulations, authority hierarchy and rational behavior - continue to function in school administration. However, it is understood that there are problems in school administration regarding specialization and merit. In terms of an effective bureaucratic structure in school administration, a structure that takes both the employee and the school into consideration is required. In order to implement an effective and efficient bureaucracy in school administration, all dimensions of Weberian bureaucracy must be taken into account, based on the balance of authority-responsibility and delegation of authority. Additionally, organizational and individual dimensions should be taken into account.