This paper examines and compares the sources of power within two distinct organizational settings: the American public school system and the corporate environment. Beginning with the federal oversight provided by the U.S. Department of Education and the Securities and Exchange Commission, respectively, the paper traces authority through state departments, superintendents, school boards, principals, and teachers on one side, and through CEOs, boards of directors, and shareholders on the other. The paper also considers the roles of stakeholders — including parents, students, taxpayers, customers, and employees — in shaping organizational decisions. Despite their different ultimate goals, both systems share a hierarchical structure, regulatory accountability, and stakeholder influence.
The sources of power within an organization can have a lasting impact on what that organization accomplishes. Both corporations and public schools have various sources of power that shape the way each organization performs. This paper describes the various sources of power in the administration of a corporation compared to the public school system, examining the individual roles in each organization and the specific powers those roles carry.
Public schools are one of the cornerstones of American society. Public school administrators have a tremendous responsibility to ensure that students are learning appropriate material in a safe environment. In recent years the public school system has come under a great deal of scrutiny because many students are failing to receive the education needed to excel at the college level or in the workforce (Hochschild & Scovronick, 2003).
Within the public school system there are various levels of power and administrative responsibility (Hochschild & Scovronick, 2003). The U.S. Department of Education is the highest source of power as it relates to formulating general standards for public schools in America. The Department was established in 1980 by combining several offices of federal agencies. It employs approximately 4,500 people and administers a budget of more than $70 billion.
The primary purpose of the Department of Education is to encourage the achievement of American students and prepare them for a globally competitive world. Its additional responsibilities include: establishing policies on federal financial aid for education and distributing and monitoring those funds; collecting data on America's schools and disseminating research; focusing national attention on key educational issues; and prohibiting discrimination while ensuring equal access to education.
In addition to the federal Department of Education, each state has its own Department of Education responsible for ensuring that federal regulations are implemented at the state level. States may differ somewhat in the specific rules and regulations they enforce. For instance, some states hold teachers and curricula to higher standards than others.
One of the primary sources of power in the public school system is derived from superintendents, who exist at both the state and local levels. The state superintendent of education oversees all city superintendents within the state and ensures that state standards are carried out. The city superintendent is responsible for developing the curriculum policy of the local school system. Many localities also have associate and/or assistant superintendents who act as liaisons to the main superintendent (Gates et al., 2003), which is especially common in larger cities with large student populations.
Local school boards also play a significant role in assisting the local superintendent. As Andero (2000) explains, the superintendent serves as the liaison between the school board and state educational leadership, filtering state curriculum policy mandates down to the school board. The school board, which is ultimately responsible for local education, acts in concert with the superintendent. Because most school boards lack deep technical knowledge of education, they typically affirm the professionally based decisions of the superintendent (Andero, 2000).
In addition to these powers, superintendents and school boards are also responsible for matters such as student health, nutrition, and emergency safety. In most cases, superintendents have previously served as teachers or school principals and are chosen for their ability to organize and unite people. Both the superintendent and the school board are essential to ensuring that public school systems operate effectively.
Principals and assistant principals serve as the immediate sources of authority in each individual school. Principals ensure that the policies established by the superintendent and school board are implemented and are also responsible for carrying out disciplinary actions when school rules are broken. Some schools, particularly at the senior high school level, also have deans who address disciplinary problems or chronic absenteeism. Certain high schools maintain separate deans for male and female students, while many others have a single dean of students responsible for all.
Teachers are also a significant source of power within the public school system. Because they have the most direct contact with students, teachers exert considerable influence through the student-teacher relationship. Although their primary mission is to instruct students using the established curriculum, they also play an instrumental role in nurturing students and helping them realize their full potential. Teachers' unions have likewise proven to be highly influential on a range of educational policy issues.
Parents, students, and the broader community also serve as sources of power in the public school system (Gabbard & Ross, 2004). Because the school system is funded by taxpayers, community members are stakeholders with the ability to influence decisions. Parents, students, and community members have the right to attend school board meetings and voice their opinions on curriculum, health and safety, and student activities. Although they may not vote directly on these matters, their concerns are regularly taken into consideration when final decisions are made.
Overall, the public school system has established a clear structure of leadership and authority. This structure ensures accountability and helps guarantee that the goals of the Department of Education are carried out. Although this system has come under criticism in recent years, it has functioned as a successful model in many districts across the country. Growing concerns remain, however, about sustaining the model in the future due to a declining pool of qualified candidates and a wave of retiring administrators (Rayfield & Diamantes, 2004).
"CEO, board, shareholders, and private vs. public firms"
"Shared hierarchies, stakeholders, and regulatory frameworks"
Overall, it is apparent that leadership and definitive sources of power are integral to developing organizations capable of accomplishing their stated goals. Without clear leadership and the various levels of power and authority, the goals of any organization — whether a public school system or a corporation — cannot be fully realized.
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