Power as a "System of Authority" versus Power as a "System of Facilitation".

Autor/inn/en	Dunlap, Diane M.; Goldman, Paul
Titel	Power as a "System of Authority" versus Power as a "System of Facilitation".
Quelle	(1990), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Administrator Responsibility; Administrator Role; Clinical Supervision (of Teachers); Collegiality; Cooperation; Educational Administration; Elementary Secondary Education; Instructional Leadership; Models; Needs Assessment; Organizational Climate; Participative Decision Making; Personnel Management; Power Structure; Professional Development; Program Evaluation; Resource Allocation; School Restructuring; Shared Resources and Services; Special Education; Vertical Organization + Suchen Sie Ihr Suchwort? Kollegialität; Co-operation; Kooperation; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Analogiemodell; Bedarfsermittlung; Organisationsklima; Personalmanagement; Programme evaluation; Programmevaluation; Ressourcenallokation; Schulreformplan; Schulumwandlung; Gemeinwirtschaft; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	An alternative conceptualization of organizational power is proposed. Power as a "system of facilitation," in contrast to power as a "system of authority" is explored and related to educational administration practices. The educational trends of clinical supervision and individualized programming within special education are analyzed to illustrate how the redefinition of power as a facilitative system presents a viable alternative paradigm. Characteristics of facilitative power include increased autonomy and decision making of professional staff, encouragement of innovative problem-solving approaches, and reduction of the centrality of the administrator role. Professional power generated by a system of facilitation, or power through others, is distinguished from formal authority, or power over others. A conclusion is that professional power is most effective in truly professional settings, of which individual autonomy is a primary element. (44 references) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01